Analytical Problem-Solving

2017 ◽  
pp. 275-307
Author(s):  
Miguel Valcárcel Cases ◽  
Ángela I. López-Lorente ◽  
M. Ángeles López-Jiménez
Keyword(s):  
Problem Solving ◽  
Analytical Problem

Computational Neural Networks Driving Complex Analytical Problem Solving

2010 ◽  
Vol 82 (11) ◽  
pp. 4307-4313 ◽  
Author(s):  
Grady Hanrahan
Keyword(s):  
Neural Networks ◽  
Problem Solving ◽  
Analytical Problem ◽  
Computational Neural Networks

Cross section of analytical problem solving in the home appliance industry

1977 ◽  
Vol 49 (12) ◽  
pp. 1032A-1034A
Author(s):  
J. L. Wuepper
Keyword(s):  
Problem Solving ◽  
Cross Section ◽  
Analytical Problem ◽  
Home Appliance

Gender, Women’s History, and Social History

1989 ◽  
Vol 13 (4) ◽  
pp. 439-462 ◽  
Author(s):  
Louise A. Tilly
Keyword(s):  
Problem Solving ◽  
Social History ◽  
French Revolution ◽  
Women's History ◽  
Analytical Problem ◽  
Women And Gender ◽  
And Gender ◽  
Olympe De Gouges ◽  
Women’S History ◽  
The Revolution

Recently, I attended a seminar at which a historian of women presented a dazzling interpretation of the polemical writing of Olympe de Gouges and its (not to mention her) reception during the French Revolution. A crusty old historian of the Revolution rose during the question period and inquired, in his own eastern twang, “Now that I know that women were participants in the Revolution, what difference does it make!” This encounter suggested to me what I will argue are two increasingly urgent tasks for women’s history: producing analytical problem-solving studies as well as descriptive and interpretive ones, and connecting their findings to general questions already on the historical agenda. This is not a call for integrating women’s history into other history, since that process may mean simply adding material on women and gender without analyzing its implications, but for writing analytical women’s history and connecting its problems to those of other histories. Only through such an endeavor is women’s history likely to change the agenda of history as a whole.

Teaching Analytical Instrumental Analysis to Undergraduates in Specialized Degree Programs with Heterogeneous Prior Knowledge: Reflections on Inquiry Based Lecture Activities

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Kirsten Tucker ◽  
Peter Pingerelli
Keyword(s):  
Problem Solving ◽  
Prior Knowledge ◽  
Instrumental Analysis ◽  
Forensic Sciences ◽  
Analytical Problem ◽  
Knowledge Gaps ◽  
Problem Solving Skills ◽  
Instructional Assistant ◽  
Scientific Narratives ◽  
Modern Instrumentation

An adjunct faculty member and graduate instructional assistant (GIA) introduced inquiry-based activities into a 20-student undergraduate analytical instrumental analysis (AIA) lecture course, and reflect on their teaching assumptions, practices and experiences. The increased need for interdisciplinary scientific programs now has an AIA course serving multiple Bachelor of Science degrees in environmental sciences, forensic sciences, molecular biology, and secondary science education. However, we learned degree specialization also introduces into a course, student populations possessing heterogeneous prior knowledge, making an instructor’s rendering of student prerequisite skills a greater challenge. Guided by a pretest assessment, instructional activities were modified or developed by the authors and aimed at enhancing student engagement and motivation to mitigate prior knowledge gaps, improve analytical problem-solving skills, and facilitate a deeper understanding of modern instrumentation design and function. Detailed activity rationale and descriptions are presented. Activities included using readily available Internet bioinformatics and database tools for analytical problem-solving; demonstrating principles of electronic hardware and software design and integration; and creating interdisciplinary scientific narratives using biological, environmental, and industrial molecular exemplars. Our teaching reflections reference weekly post-lecture instructor/GIA discussions, strategic student questioning, collaborative classroom activity observations, and formative assessments. We propose continual instructional reflection is essential for a course serving multiple specialized degrees programs in a scientific field and facilitates preparation for students entering the workforce or graduate school. Further, our observations suggest inquiry-based, real-world activities relevant to modern instrumentation and its applications, assisted students in resolving heterogeneous prior knowledge gaps.

Analyzing Business Issues—With Excel: The Case of Superior Log Cabins, Inc.

2011 ◽  
Vol 27 (1) ◽  
pp. 141-156 ◽  
Author(s):  
Susan P. Convery ◽  
Amy M. Swaney
Keyword(s):  
Problem Solving ◽  
Net Present Value ◽  
Learning Objective ◽  
Managerial Accounting ◽  
Analytical Problem ◽  
Present Value ◽  
Accounting Data ◽  
Problem Solving Skills ◽  
Advanced Level ◽  
Primary Focus

ABSTRACT This paper describes an instructional module developed for the principles of management accounting course to strengthen students' analytical problem-solving skills using spreadsheets. The module and all its components are presented first, followed by one of the four mini-cases used in a recent semester along with implementation guidance. The Analyzing Business Issues—with Excel (ABI-WE) mini-cases present a short business scenario, data related to the business issue, and a set of requirements to be completed using specific Excel functions from a directory of 40 covered in a semester. The mini-case itself is in Excel, so students can readily copy data into a solution worksheet. The primary focus is on analysis of the business issue using managerial accounting data, and the secondary learning objective is to develop an advanced level of expertise in selected spreadsheet functions; such as pivot tables, regression, if/then statements, V-lookup, conditional formatting, goal seek, and net present value.

scholarly journals Design and Realization of Project-based Computer English Learning System

2017 ◽  
Vol 12 (08) ◽  
pp. 128
Author(s):  
Li Qin
Keyword(s):  
Problem Solving ◽  
User Satisfaction ◽  
Project Based Learning ◽  
Learning System ◽  
Sql Server ◽  
English Learning ◽  
Analytical Problem ◽  
English Teaching ◽  
Starting Point ◽  
Realization Process

This paper describes the design principles and realization process of project-based computer English learning system. The subjective initiative of project-based learning is applied to English learning as a starting point, allowing full play to learner’s analytical, problem-solving and self-exploration ability. Combined with the computer database SQL Server and other related procedures, we established an English project-based learning system, investigated its user satisfaction and collected relevant statistics. This system plays a promotive role in providing guidance for English learning and lifting the informatization level of English teaching.

Sign in / Sign up

Export Citation Format

Share Document