Relevant bibliographies by topics / Problem-finding

Academic literature on the topic 'Problem-finding'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Problem-finding"

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Bishop, Barbara E. "Finding Answers, Finding Other Problem Solvers." MCN, The American Journal of Maternal/Child Nursing 22, no. 6 (November 1997): 285. http://dx.doi.org/10.1097/00005721-199711000-00001.

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Anonymous. "Finding problem drinkers." Journal of Psychosocial Nursing and Mental Health Services 35, no. 7 (July 1997): 8. http://dx.doi.org/10.3928/0279-3695-19970701-08.

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Johnsen, Susan K. "Problem Finding and Solving." Gifted Child Today 44, no. 3 (June 17, 2021): 121. http://dx.doi.org/10.1177/10762175211008726.

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Ramirez, Veronica E. "Finding the right problem." Asia Pacific Education Review 3, no. 1 (July 2002): 18–23. http://dx.doi.org/10.1007/bf03024917.

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Abdulla, Ahmed M., and Bonnie Cramond. "The Creative Problem Finding Hierarchy: A Suggested Model for Understanding Problem Finding." Creativity. Theories – Research - Applications 5, no. 2 (December 1, 2018): 197–229. http://dx.doi.org/10.1515/ctra-2018-0019.

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AbstractThis paper proposes a model, which hopefully will allow researchers in the psychology of creativity to confirm that the different levels and different labels for problem finding can be unified under one construct - problem finding (PF). Although no clear distinctions are made among the levels and terms used in the PF literature, the current efforts suggest that there are important differences that can be explained by (a) how well- or ill-defined a problem is, and (b) the degree to which ideation and evaluation are required. Based on these two criteria, a rubric is presented that allows distinctions to be made among five the PF processes: (a) problem discovery, (b) problem formulation, (c) problem construction, (d) problem identification, and (e) problem definition. The authors examined the literature on PF in English from 1960 to 2015 using the following databases: (a) Academic Search Premier, (b) PsycARTICLES, (c) PsycINFO, (d) Dissertation Abstract, (e) Educational Resources Information Center (ERIC), (f) Psychology & Behavioral Science Collection, and (g) the Google Scholar. This search resulted in 199 articles in which at least 13 different terms were used to describe the process of finding a problem. Only a few articles endeavored to distinguish among the terms used in the literature. This paper concludes by suggesting that one term (i.e., problem finding) is to be used to avoid confusion. If this is not possible, for whatever reason, the term used instead should be defined and the reasons for the choice of terms clearly stated.
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Pasupathy, Raghu, and Sujin Kim. "The stochastic root-finding problem." ACM Transactions on Modeling and Computer Simulation 21, no. 3 (March 2011): 1–23. http://dx.doi.org/10.1145/1921598.1921603.

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Runco, Mark A., and Jill Nemiro. "Problem finding, creativity, and giftedness." Roeper Review 16, no. 4 (June 1994): 235–41. http://dx.doi.org/10.1080/02783199409553588.

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Hennessey, Beth A. "Finding (and Solving?) the Problem." Contemporary Psychology: A Journal of Reviews 40, no. 10 (October 1995): 971. http://dx.doi.org/10.1037/004040.

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MOORE, MICHAEL T. "Problem Finding and Teacher Experience*." Journal of Creative Behavior 24, no. 1 (March 1990): 39–58. http://dx.doi.org/10.1002/j.2162-6057.1990.tb00527.x.

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Csikszentmihalyi, Mihaly. "On Runco's Problem Finding, Problem Solving, and Creativity." Creativity Research Journal 9, no. 2 (April 1, 1996): 267–68. http://dx.doi.org/10.1207/s15326934crj0902&3_11.

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Dissertations / Theses on the topic "Problem-finding"

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Okada, Sachiko. "Role Based Problem Finding for Administrative Improvement in Hospital." 京都大学 (Kyoto University), 2013. http://hdl.handle.net/2433/174842.

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Siu, Kin Wai Michael. "Problem finding : a critical and fundamental element in design." Thesis, University of Bath, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441462.

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Wickström, Sofia, and Jessica Danielsson. "Sustainable working capital management : A case study of five successful firms." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-227059.

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With the financial crisis, many firms suffered from liquidity shortages and needed to quickly change their way of working to release capital from the operations. Scholars argue that firms should handle immediate crisis with short-term measures first, and then change the underlying organizational routines to prevent recurrence. The management of working capital has received increased attention amongst corporate managers as a result of the crisis, whereby it is interesting to understand how firms can reduce their working capital in a sustainable way. By using the problem-finding and problem-solving approach, this study explores how successful firms have found and solved problems to make them sustainable. To answer the research question a multiple-case study is performed, where five firms are explored through interviews with key respondents. The study indicates that urgency is the main driver for both introducing and increasing the focus on working capital management. Different strategies for obtaining sustainable working capital management are found, where focus and commitment from the top management is suggested to be the glue that makes it last. It is furthermore suggested that managers have two main tools for creating and sustaining desired routines and practices; communication and control.
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Duffey, Maura. "The Non-Identity Problem: Finding a Narrow-Person-Affecting Solution to a Narrow-Person-Affecting Problem." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/879.

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The non-identity problem attempts to explain the moral permissibility of certain procreative acts that determine a future individual’s existence. If we accept that this individual’s life is worth living, than we must also accept that these procreative acts are permissible. However, this is not the case. In this paper, I will argue against the permissibility of these acts and explain why our intuition, that these acts are morally wrong, is in fact correct. Because the non-identity problem affects particular persons, those whose existence is brought about, I argue in favor of a solution that explains that moral impermissibility in terms of the wrong done to this particular person. I do so by demonstrating why solutions offered by Derek Parfit, Elizabeth Harman, and Justin McBrayer have failed, whereas solutions offered by James Woodward and Gregory Kavka successfully explain moral impermissibility of non-identity acts in terms of wronging future individuals.
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Eliasson, Nina. "Finding the problem : Improvements to increase efficiency and usability when troubleshooting." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-167371.

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In a time where competition for software services is big and the time to market crucial, speed and productivity is the key to competing with other organizations. One of the competitors is Spotify, who provide an audio streaming platform to 286 million monthly active users around the world. Due to the number of users, a disturbance in the service has a great impact. In order to avoid disturbances, the back-end developers have to locate and solve the issue fast. To be able to identify user problems and frustrations with a troubleshooting tool, fifteen interviews and five observations were conducted. The resulting data, combined with the five-step Design Thinking model, resulted in the two defined problems: finding specific information and narrowing the problem space. Furthermore, a search feature and a feature to customize the view, were tested on a middle-fidelity prototype to investigate the impact on troubleshooting and the usability of the tool.
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Tracy, Peter, and n/a. "Design and Problem-Finding in High Schools: a Study of Students and Their Teacher in One Queensland school." Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051110.154602.

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The study challenges current literature, which views the notion of problem-finding as the initial identification of a problem to be solved. The concept of problem-finding in this study is that problem-finding continues throughout the problem-solving process and is not distinct from it. This thesis aims to develop a better understanding of problem-finding by examining high school students using problem-finding to solve industrial design problems. The study seeks to find out what types of problem-finding exist and what roles they play in solving design problems. To explore problem-finding, this study uses a Think Aloud methodology to examine the thinking of three high school industrial design students and one high school industrial design teacher solving an authentic industrial design problem. Protocol data was gathered from the subjects and then transcribed, segmented and analysed in three ways, each of which became progressively more specific: Firstly, a macroscopic examination which identified problem-finding episodes occurring throughout the design process; secondly, a microscopic examination which identified four categories of problem-finding; and lastly, a microscopic examination which looked at the role played by the different problem-finding categories in solving design problems. The findings of this study are fourfold. Firstly, problem-finding was found to be used throughout the entire design process. Secondly, there were four categories of problemfinding. Thirdly, each category played an important role predominantly through interaction with other categories. Lastly, the more experienced a person was, the more able they were to use problem-finding effectively to solve design problems. Many current practices use trial and error methods to solve design problems. The importance of this study is that through a better understanding of problem-finding, designers may be able to use metacognitive strategies more efficiently in the process. Similarly, in educational practice, high school design students may be able to learn to think about the methods they use to solve design problems, and this may result in more creative designs.
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Tracy, Peter. "Design and Problem-Finding in High Schools: a Study of Students and Their Teacher in One Queensland school." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366469.

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The study challenges current literature, which views the notion of problem-finding as the initial identification of a problem to be solved. The concept of problem-finding in this study is that problem-finding continues throughout the problem-solving process and is not distinct from it. This thesis aims to develop a better understanding of problem-finding by examining high school students using problem-finding to solve industrial design problems. The study seeks to find out what types of problem-finding exist and what roles they play in solving design problems. To explore problem-finding, this study uses a Think Aloud methodology to examine the thinking of three high school industrial design students and one high school industrial design teacher solving an authentic industrial design problem. Protocol data was gathered from the subjects and then transcribed, segmented and analysed in three ways, each of which became progressively more specific: Firstly, a macroscopic examination which identified problem-finding episodes occurring throughout the design process; secondly, a microscopic examination which identified four categories of problem-finding; and lastly, a microscopic examination which looked at the role played by the different problem-finding categories in solving design problems. The findings of this study are fourfold. Firstly, problem-finding was found to be used throughout the entire design process. Secondly, there were four categories of problemfinding. Thirdly, each category played an important role predominantly through interaction with other categories. Lastly, the more experienced a person was, the more able they were to use problem-finding effectively to solve design problems. Many current practices use trial and error methods to solve design problems. The importance of this study is that through a better understanding of problem-finding, designers may be able to use metacognitive strategies more efficiently in the process. Similarly, in educational practice, high school design students may be able to learn to think about the methods they use to solve design problems, and this may result in more creative designs.
Thesis (Masters)
Master of Philosophy (MPhil)
School of Vocational, Technology and Arts Education
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Rostan, Susan Merrill. "The relationship among problem finding, problem solving, cognitive controls, professional productivity, and domain of professional training in adult males /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10298496.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: James H. Borland. Dissertation Committee: David Nateman. Includes bibliographical references (leaves 268-283).
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Ritchie, Krista. "The Process of problem finding in inquiry education: a focus on students' experiences." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95555.

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Do students in inquiry classes who engage in problem finding report different experiences than those in inquiry classes who do not engage in problem finding? Further, do students who engage in problem finding report more behaviors indicative of good problem solving than students who do not? What are students' common and unique experiences with the process of problem finding? What are students' personal trajectories through the problem-finding process? These questions were answered in a classroom based study that documented students' experiences in two different inquiry-orientedcontexts in three schools located in the United States of America. Through video stimulated interviews with students, a mixture of researcher-constructed and standardized questionnaires, and teacher interviews, the nature of two different, albeit both excellent approaches to instruction, were described and compared. Students engaged in problem finding were continually challenged; these challenges involved many positive and rewarding experiences, but also lead to frustration, fear, anxiety, confusion, and other negative emotions not experienced in the more teacher-directed instructional context. Results from the various data sources converged to indicate that, in line withFredrickson's theory (1998), being able to go off-task allows students to create situations where they experience the positive emotions they need to undo the narrowing of perspective associated with feeling negative emotions in response to the demanding tasks at hand. After these positive social distractions, students have a fresh perspective and positive minds et, they are primed to re-engage with their project and make progress. Students in open-ended inquiry were also two to five times more likely to report engaging in productive problem-solving behaviors, compared to students in more teacher-directed inquiry contexts focused on science demonstrations and laboratory tasks. When focused specifically on the process of prob
Est-ce que les étudiants dans les classes d'enquête qui s'engage dans la résolution de problème rapporte-ils des expérience différentes comparer a ceux dans les classes d'enquête qui ne s'engagent pas dans la résolution de problème? De plus, est-ce que les étudiants qui s'engages dans la résolution de problème rapporte plus de comportements qui démontre une bonne résolution de problèmes que les étudiants qui ne s'engagent pas dans la résolution de problème? Qu'elles sont les liens communs et les expériences unique avec le processus du problème trouvent? D'ou, exactement, viennent les idées des étudiants? Ces questions ont été répondues dans une étude baser en salle de classe qui documente les expériences des étudiants dans deux contexte d'enquête-orientes différents a trois écoles aux Etats-Unis. A travers des entrevues vidéo-stimulées avec des étudiants, un mélange de questionnaires standard et des entrevues de professeur, la nature de deux différents, quoique d'excellentes approches a l'instruction, ont été décrits et compares. Les étudiants engager a résoudre des problèmes ont été constamment éprouve ; ces detis ont implique beaucoup d'expériences positives et enrichie, mais mènent également a la frustration, la crainte, l'inquiétude, la confusion, et a d'autres émotions négatives non vécus dans le contexte d'instruction professeur-dirige. Les résultats des divers points d'émission de données ont converge pour indiquer que, en conformité avec la théorie de Fredrickson (1998), en pouvant all er au différent tache permet a des étudiants de créer des situations ou ils éprouvent les émotions positives qu'ils doivent défaire le rétrécissement de la perspective lie aux émotions négatives de sentiment en réponse aux taches exigeantes actuelles. Après ces distractions sociales positives, les étudiants ont une perspective fraiche et mentalité positive, ils s'amorcent pour s'engager avec leur projet$
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Leach, Charles Edward. "An Investigation of Training in Creative Problem Solving and its Relationship to Affective and Effective Idea Generation of Entrepreneurial Learners." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/208.

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A significant proportion of the population engages in entrepreneurial behavior but many ventures do not survive beyond startup thus decreasing the pool of entrepreneurs available to contribute to the economy. Opportunity recognition is central to entrepreneurial success and the improper delineation of opportunities is cited as a leading cause of venture failure. There is a logical link between creativity, innovation and entrepreneurship. The goal of the researcher in this study was to explore the relationships between CPS training and the generation of entrepreneurial ideas. The investigation studied the relationship of training in creative problem solving (CPS) to the opportunity identification skills of entrepreneurial learners. It was hypothesized that CPS training would positively impact attitudes relating to divergent thinking, would increase the number of opportunities identified and would increase the quality of opportunities identified. The tutorial was targeted at novice entrepreneurs who were in the initial stages of identifying an opportunity. Quality at this early stage in the venture formation process was defined as the degree to which the idea meshed with the learner's interests and passions and the extent to which they possessed prior experience. An experimental research design was used and participants were randomly assigned to either a treatment or control group. There were no statistically significant differences in composition between the treatment and control groups. There were statistically significant differences found in one of the two divergent thinking constructs - the tendency to make premature evaluations. Two measures of ideational fluency were tested. No statistically significant differences were found in fluency for the post-test/pre-test measure within the treatment group or between the treatment and control group. Statistically significant differences were found in the number of unique ideas generated post-test/pre-test (within the treatment group and between the treatment and control group) and statistically significant differences were also found in the unique bottles measure (within group only). There were no statistically significant differences found in the 4 quality measures. The findings in this study have the potential to strengthen the link between the enhancement of creative performance and the generation of entrepreneurial ideas. The research also holds the potential to provide practical guidelines for use of instructional techniques for training in opportunity recognition but also more broadly across the continuum of entrepreneurship education. The objective of the training was to increase the size and the quality of the venture idea pool that entrepreneurs draw from when initiating ventures.
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Books on the topic "Problem-finding"

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A, Runco Mark, ed. Problem finding, problem solving, and creativity. Norwood, N.J: Ablex Pub. Corp., 1994.

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Couger, J. Daniel. Creative problem solving and opportunity finding. Hinsdale, Ill: Boyd & Fraser Pub. Co., 1994.

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Tunkel, Victor. Legal research: Law-finding and problem-solving. London: Blackstone Press, 1991.

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Tunkel, Victor. Legal research: Law-finding and problem-solving. London: Blackstone, 1992.

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Thierauf, Robert J. A problem-finding approach to effective corporate planning. New York: Quorum Books, 1987.

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User-oriented decision support systems: Accent on problem finding. Englewood Cliffs, N.J: Prentice Hall, 1988.

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User-oriented decision support systems: Accent on problem finding. London: Prentice-Hall International, 1988.

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Heidenreich, Barbara. The parrot problem solver: Finding solutions to aggressive behavior. Neptune City, NJ: T.F.H. Publications, 2008.

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Nadler, Gerald. Creative solution finding: The triumph of breakthrough thinking over conventional problem solving. Rocklin, CA: Prima Publishing, 1995.

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1940-, Hibino Shōzō, and Farrell John journalist, eds. Creative solution finding: The triumph of breakthrough thinking over conventional problem solving. Rocklin, Calif: Prima Pub., 1999.

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Book chapters on the topic "Problem-finding"

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Reiter-Palmon, Roni, and Sanaa Ahmed. "Problem Finding." In The Palgrave Encyclopedia of the Possible, 1–6. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-98390-5_72-1.

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Eberle, Bob, and Bob Stanish. "Problem Finding." In CPS For Kids, 33–44. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233848-6.

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Reiter-Palmon, Roni, and Sanaa Ahmed. "Problem Finding." In The Palgrave Encyclopedia of the Possible, 1367–73. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90913-0_72.

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Proctor, Tony. "Objective finding, fact finding and problem finding/definition." In Creative Problem Solving for Managers, 100–125. 5th Edition. | New York: Routledge, 2019. | Revised edition of: Routledge, 2018. http://dx.doi.org/10.4324/9780429458255-6.

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Proctor, Tony. "Objective finding, fact finding, and problem finding – definitions." In Absolute Essentials of Creative Thinking and Problem Solving, 48–60. New York : Routledge, 2021. | Series: Absolute essentials of business and management: Routledge, 2021. http://dx.doi.org/10.4324/9781003124054-6.

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Thuillier, Philippe, and Jean-Luc Wippler. "Finding the Right Problem." In Large scale Complex Systems and Systems of Systems Engineering: Case Studies, 215–53. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118601495.ch4.

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Fukuda, Shuichi. "From Problem Solving (Tactics) to Problem Finding (Strategy)." In World 2.0, 23–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51588-1_6.

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Westcott, Page. "Student Development: From Problem Solving to Problem Finding." In Voices from the Classroom, edited by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, and John Spencer, 110–17. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-023.

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Gapuz, Katrina B., Ephraim D. Mendoza, Richelle Ann B. Juayong, Nestine Hope S. Hernandez, Francis George C. Cabarle, and Henry N. Adorna. "Solution to Motif Finding Problem in Membranes." In Membrane Computing, 190–208. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54072-6_13.

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Yokota, Masao. "Problem Finding and Solving in Formal System." In Natural Language Understanding and Cognitive Robotics, 109–11. First edition. | Boca Raton, FL : CRC Press/Taylor & Francis Group, 2019.: CRC Press, 2019. http://dx.doi.org/10.1201/9780429343391-9.

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Conference papers on the topic "Problem-finding"

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Kwon, Eunkyeong, and Yonggu Cho. "Finding Problem by Information Diagram." In 2011 First ACIS International Symposium on Software and Network Engineering (SSNE). IEEE, 2011. http://dx.doi.org/10.1109/ssne.2011.13.

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Hosoda, Takaaki, Yuko Chiba, Shuzo Mishima, Shuichi Yamamoto, Yotaroi Iwasaki, Jiang Lijin, and Shota Tsuruzawa. "Impacts of Cultural Background on Problem-finding / Problem-solving Approaches." In 2021 10th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2021. http://dx.doi.org/10.1109/iiai-aai53430.2021.00152.

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Al-hayali, Shaymaa, Osman Ucan, and Oguz Bayat. "Genetic Algorithm for finding shortest paths Problem." In the Fourth International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3234698.3234725.

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Dawei Leng and Weidong Sun. "Finding all the solutions of PnP problem." In 2009 IEEE International Workshop on Imaging Systems and Techniques (IST). IEEE, 2009. http://dx.doi.org/10.1109/ist.2009.5071663.

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Liu, Xiaowen, Bin Ma, and Lusheng Wang. "VOTING ALGORITHMS FOR THE MOTIF FINDING PROBLEM." In Proceedings of the CSB 2008 Conference. PUBLISHED BY IMPERIAL COLLEGE PRESS AND DISTRIBUTED BY WORLD SCIENTIFIC PUBLISHING CO., 2008. http://dx.doi.org/10.1142/9781848162648_0004.

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Sun, Guodong, Shenghui Su, and Maozhi Xu. "Quantum Algorithm for Polynomial Root Finding Problem." In 2014 Tenth International Conference on Computational Intelligence and Security (CIS). IEEE, 2014. http://dx.doi.org/10.1109/cis.2014.40.

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Pesterev, Evgeniy Vladimirovich. "THE PROBLEM OF FINDING A NATIONAL IDEA." In Историческая наука и историческое образование в условиях глобальных трансформаций. Екатеринбург: [б.и.], 2021. http://dx.doi.org/10.54351/978-5-7186-1774-0_2021_25_41.

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Pesterev, Evgeniy Vladimirovich. "THE PROBLEM OF FINDING A NATIONAL IDEA." In Историческая наука и историческое образование в условиях глобальных трансформаций. Екатеринбург: [б.и.], 2021. http://dx.doi.org/10.26170/978-5-7186-1774-0_2021_25_41.

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Rubenstein, Lisa. "Finding the Problem: Students' Approaches to Problem Identification Within a Creative Problem-Solving Context." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428332.

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Ravankar, Ankit A., Shotaro Imai, Michiyo Shimamura, Go Chiba, Taichi Takasuka, and Yasuhiro Yamanaka. "Nurturing Problem-Finding Skills in Graduate Students through Problem Based Learning Approaches." In 2016 5th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2016. http://dx.doi.org/10.1109/iiai-aai.2016.177.

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Reports on the topic "Problem-finding"

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Wos, L. The problem of finding a strategy in control binary paramodulation. Office of Scientific and Technical Information (OSTI), January 1989. http://dx.doi.org/10.2172/5395743.

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Hart, Nathan Henry. Finding High-Order Eigenpairs of the Alpha-Eigenvalue Problem in PARTISN. Office of Scientific and Technical Information (OSTI), August 2018. http://dx.doi.org/10.2172/1467355.

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Gupta, Shanti S., and Klaus J. Miescke. On the Problem of Finding the Largest Normal Mean under Heteroscedasticity. Fort Belvoir, VA: Defense Technical Information Center, July 1986. http://dx.doi.org/10.21236/ada172023.

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Miller, D. L., J. F. Pekny, and G. L. Thompson. AN Exact Algorithm for Finding Undirected Hamiltonian Cycles Based on a Two-Matching Problem Relaxation. Fort Belvoir, VA: Defense Technical Information Center, March 1991. http://dx.doi.org/10.21236/ada237241.

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5

Tran, Phuc, and Jack Van Wieren. Level Set Methods and Their Application to the Problem of Finding Roads and Rivers in Imagery. Fort Belvoir, VA: Defense Technical Information Center, March 2000. http://dx.doi.org/10.21236/ada378117.

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6

Baader, Franz, Pavlos Marantidis, and Alexander Okhotin. Approximate Unification in the Description Logic FL₀. Technische Universität Dresden, 2016. http://dx.doi.org/10.25368/2022.228.

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Unification in description logics (DLs) has been introduced as a novel inference service that can be used to detect redundancies in ontologies, by finding different concepts that may potentially stand for the same intuitive notion. It was first investigated in detail for the DL FL₀, where unification can be reduced to solving certain language equations. In order to increase the recall of this method for finding redundancies, we introduce and investigate the notion of approximate unification, which basically finds pairs of concepts that “almost” unify. The meaning of “almost” is formalized using distance measures between concepts. We show that approximate unification in FL₀ can be reduced to approximately solving language equations, and devise algorithms for solving the latter problem for two particular distance measures.
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Baader, Franz, Stefan Borgwardt, and Barbara Morawska. Dismatching and Local Disunification in EL. Technische Universität Dresden, 2014. http://dx.doi.org/10.25368/2022.210.

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Unification in Description Logics has been introduced as a means to detect redundancies in ontologies. We try to extend the known decidability results for unification in the Description Logic EL to disunification since negative constraints on unifiers can be used to avoid unwanted unifiers. While decidability of the solvability of general EL-disunification problems remains an open problem, we obtain NP-completeness results for two interesting special cases: dismatching problems, where one side of each negative constraint must be ground, and local solvability of disunification problems, where we restrict the attention to solutions that are built from so-called atoms occurring in the input problem. More precisely, we first show that dismatching can be reduced to local disunification, and then provide two complementary NP-algorithms for finding local solutions of (general) disunification problems.
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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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Lovianova, Iryna V., Dmytro Ye Bobyliev, and Aleksandr D. Uchitel. Cloud calculations within the optional course Optimization Problems for 10th-11th graders. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3267.

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The article deals with the problem of introducing cloud calculations into 10th-11th graders’ training to solve optimization problems in the context of the STEM-education concept. After analyzing existing programmes of optional courses on optimization problems, the programme of the optional course Optimization Problems has been developed and substantiated implying solution of problems by the cloud environment CoCalc. It is a routine calculating operation and not a mathematical model that is accentuated in the programme. It allows considering more problems which are close to reality without adapting the material while training 10th-11th graders. Besides, the mathematical apparatus of the course which is partially known to students as the knowledge acquired from such mathematics sections as the theory of probability, mathematical statistics, mathematical analysis and linear algebra is enough to master the suggested course. The developed course deals with a whole class of problems of conventional optimization which vary greatly. They can be associated with designing devices and technological processes, distributing limited resources and planning business functioning as well as with everyday problems of people. Devices, processes and situations to which a model of optimization problem is applied are called optimization problems. Optimization methods enable optimal solutions for mathematical models. The developed course is noted for building mathematical models and defining a method to be applied to finding an efficient solution.
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Means, Barbara, and Julie Neisler. Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise, August 2020. http://dx.doi.org/10.51388/20.500.12265/102.

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This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.
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