When to Stop Problem-Solving

2021 ◽  
pp. 181-190
Author(s):  
Monica Prasad
Keyword(s):  
Problem Solving ◽  
The World

This chapter addresses some objections that need to be taken seriously, and that may call a halt to a problem-solving enterprise. A scholar should stop problem-solving if they are no longer interested in it, of course, or if they realize that intellectual approaches are not what’s needed for the cause and their commitment is to the cause rather than to the studying. But a problem-solving scholar should also stop upon discovering something new, even if it’s not a step toward solving the problem, because it’s important to get new insights out in the world and let others build on them. It is best to think of problem-solving in the context not of one project, but of a career.

scholarly journals Policy integration, problem-solving, and the coronavirus disease crisis: lessons for policy design

2022 ◽  
Author(s):  
Martino Maggetti ◽  
Philipp Trein
Keyword(s):  
Problem Solving ◽  
Policy Design ◽  
Policy Instruments ◽  
Policy Integration ◽  
Catching Up ◽  
The World ◽  
Integration Problem ◽  
The One ◽  
Integrated Response ◽  
Crisis Responses

Abstract The coronavirus disease pandemic has exposed differences in the capacity of governments around the world to integrate and coordinate different policy instruments into a coherent response. In this article, we conceptualize and empirically examine policy integration in responses to the coronavirus disease crisis in 35 countries. We then discuss how the interplay between restrictions, health protection, and economic policy has been articulated between, on the one hand, a policy design based on the complementarity of pro-public health and pro-economy measures, implying an integrated response, and, on the other, a policy design based on the perception of an inherent trade-off between the two. Finally, we discuss three implications from our analysis of policy integration against the coronavirus disease crisis for the post-COVID state: (a) the normalization and adaptation of integrated crisis responses; (b) the possible acceleration and “catching up” of problem-solving capacity as governments may use the crisis as an instance to put into place new social policies; and (c) policy integration as an accelerator of policy complexity and resistance against technocracy in the post-COVID state.

scholarly journals Impact of Covid-19 on Business Industry and Management: Pandemic Challenges and Responses

2021 ◽  
Vol 9 (2) ◽  
Keyword(s):  
Problem Solving ◽  
Impact Assessment ◽  
Business Process ◽  
World Economy ◽  
Business Management ◽  
The Other ◽  
Problem Structure ◽  
Global Business ◽  
The World ◽  
The One

Covid-19 pandemic has created unprecedented interruption for the global business industry management. The world economy already facing a turbulent phase experienced the worst scenario in the view of this pandemic. Business management strategists and policymakers have been making an impact assessment to understand the problem structure of this worst possible pandemic situation. The present article tries to develop a viewpoint on Covid-19 impact on business industries and management. Further authors attempt to develop a problem-solving structure by discussing the best possible solutions to mitigate the fact on the one hand and facilitating the business process in various sectors such as business Industry, Marketing, finance, and health industries on the other.

Developing a Web Application for the Integration of Real-World, Scientific, Problem-Solving into the Secondary Classroom

2013 ◽  
pp. 422-432
Author(s):  
Susan E. Gill ◽  
Nanette I. Marcum-Dietrich ◽  
John Fraser
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Web Application ◽  
Physical World ◽  
Scientific Problem Solving ◽  
Secondary Classroom ◽  
The World ◽  
Interdisciplinary Framework ◽  
K 12

In the 21st century, digital natives, born into a world of omnipresent technology, spend much of their lives online. However, many teachers still see the use of educational technologies as a challenge (e.g., Ertmer, 2005; Li, 2007). The authors propose that the familiarity and ubiquity of these media offer a valuable way to engage students in meaningful learning. In the last decade, the National Science Foundation has invested heavily in bringing technology into the K-12 classroom by funding an array of cyberlearning applications to investigate how they can transform student learning. Model My Watershed is one of those experimental platforms that integrates online learning with an understanding of the physical world within an interdisciplinary framework. This case study documents the development of this application from concept through implementation and beyond. It provides insights into the challenges of application design and deployment for those entering the world of cyberlearning design.

Advanced Methodologies Descriptions and Applications

2014 ◽  
pp. 57-65
Author(s):  
Brad Morantz
Keyword(s):  
Artificial Intelligence ◽  
Problem Solving ◽  
Science Fiction ◽  
The World ◽  
Fiction Writers ◽  
Mathematical Applications

Artificial intelligence is the stuff of science fiction writers, robots taking over the world, and computers knowing our every thought and action. Advanced methodologies is the utilization of accepted artificial intelligence programs in mathematical applications to solve a variety of problems. In this chapter, many of these methods will be described and sample applications provided to better explain the advantages of this method in problem solving.

Conflict Resolution in E-HRM Environments

2009 ◽  
pp. 178-184
Author(s):  
Joseph Abiodun Bello ◽  
Adeniji Anthonia Adenike
Keyword(s):  
Conflict Resolution ◽  
Problem Solving ◽  
Human Resource ◽  
Human Interaction ◽  
International Conflicts ◽  
Organizational Processes ◽  
The World ◽  
Conflict Resolutions ◽  
Distributive Bargaining ◽  
Conducive Environment

There have been studies on conflict resolutions but many focused on regional inter-tribe and international conflicts between or among nations of the world. Only very few have written about industrial conflict recently, even these few did not touch the mechanism of resolving conflicts in the organization in depth. Therefore, this article will focus on various conflict resolution mechanisms and the three major models of conflict resolutions—namely distributive bargaining, integrated bargaining, and interactive problem solving as given by Cross, Susan, Rosenthal, and Robert (1999). To do this effectively, we will explore the available literature on the antecedents of conflicts in human resource systems. Varieties of views and notions held by individuals and groups in respect of the role and the consequences of conflicts in the functioning of humans in our modern complex organizations will be considered. The consequences of conflicts on interpersonal, inter-group, and inter-organizational processes, when conflict may empower, distress, or lubricate the wheels of human interaction in the context of human resource management will be traced. The views of experts, professionals and academicians on how and why conflicts should be handled to ensure a healthier and conducive environment to work will be traced.

Communities of Practice and Critical Social Theory

2011 ◽  
pp. 49-54 ◽  
Author(s):  
Steve Clarke
Keyword(s):  
Information Systems ◽  
Problem Solving ◽  
Communities Of Practice ◽  
Systems Development ◽  
Development Project ◽  
Information Systems Development ◽  
Objective Reality ◽  
The People ◽  
The World ◽  
Human Participants

In philosophical terms, a key issue of communities of practice (CoPs) can be located within one of the key philosophical debates. The need for CoPs is traceable to the inadequacy in certain contexts of the so-called scientific or problem-solving method, which treats problems as independent of the people engaged on them. Examples of this can be drawn from the management domains of information systems development, project management, planning, and many others. In information systems development, for example, the whole basis of traditional systems analysis and design requires such an approach. In essence, in undertaking problem solving, the world is viewed as though it is made up of hard, tangible objects, which exist independently of human perception and about which knowledge may be accumulated by making the objects themselves the focus of our study. A more human-centered approach would, by contrast, see the world as interpreted through human perceptions: the reason why the problem cannot be solved is precisely because it lacks the objective reality required for problem solving. In taking this perspective, it may or may not be accepted that there exists a real world “out there”, but in any event, the position adopted is that our world can be known only through the perceptions of human participants. This question of objective reality is one with which philosophers have struggled for at least 2,500 years, and an understanding of it is essential to determining the need for, and purpose of, CoPs. The next section therefore discusses some of the philosophical issues relevant to the subjective-objective debate: a search for what, in these terms, it is possible for us to know and how we might know it.

Designing a Global Curriculum

1989 ◽  
Vol 6 (2) ◽  
pp. 68-70 ◽  
Author(s):  
A. Harry Passow ◽  
Jacob H. Schiff
Keyword(s):  
Problem Solving ◽  
Peace Education ◽  
World Society ◽  
Real Problem ◽  
Technological Revolution ◽  
Future Studies ◽  
Global Curriculum ◽  
Nuclear Age ◽  
The World ◽  
Moral Dimensions

The paper pleads for a global curriculum which will nurture understanding and commitment to a world society. Teachers have neglected to educate pupils for the nuclear age, for the technological revolution; for an international understanding of inter-relationships. Important aspects of the global curriculum should include peace education; inter-cultural studies; the development of thinking and valuing capacities; world problems of hunger, poverty and injustice; ethical and moral dimensions of problems; the changing nature of knowledge, future studies; real problem-solving and communication across the world in a system of networking.

scholarly journals Adding deductive logic to a COTS spreadsheet

2007 ◽  
Vol 22 (3) ◽  
pp. 255-268 ◽  
Author(s):  
MARCELO TALLIS ◽  
RAND WALTZMAN ◽  
ROBERT BLAZER
Keyword(s):  
Problem Solving ◽  
World Wide Web ◽  
World Wide ◽  
End Users ◽  
Ontology Language ◽  
Deductive Logic ◽  
The World ◽  
Commercial Off The Shelf ◽  
Logic System

AbstractWe exploit the spreadsheet metaphor to make deductive problem-solving methods available to the vast population of spreadsheet end-users. In particular, we show how the function-based problem-solving capabilities of spreadsheets can be extended to include logical deductive methods in a way that is consistent with the existing spreadsheet ‘look and feel’. The foundation of our approach is the integration of a standard deductive logic system into a successful Commercial-Off-The-Shelf (COTS) spreadsheet. We have demonstrated this by designing and implementing an extension to Excel that manages the integration of Excel and a deductive logic engine based on the World Wide Web Consortium (W3C) standard ontology language OWL + SWRL.

Problem Solving Can Generate New Approaches to Mathematics: The Case of Probability

2003 ◽  
Vol 96 (5) ◽  
pp. 328-332
Author(s):  
Jeremy A. Kahan ◽  
Terry R. Wyberg
Keyword(s):  
Problem Solving ◽  
Secondary Mathematics ◽  
New Approaches ◽  
World Series ◽  
The World ◽  
History Of

In this article, we discuss the World Series problem, which we have used many times in our work with preservice and in-service teachers of secondary mathematics. This problem yields to multiple approaches. Furthermore, the history of the underlying problem illustrates how mathematics sometimes develops in response to the need to solve a problem, a process that we want to let our students share. In fact, we believe that this problem is a strong illustration of Stanic and Kilpatrick's (1989) metaphor that the problem is a vehicle. Those who work on (ride) the problem arrive at significant mathematics (a destination). We begin with a presentation of the vehicle, then explore several routes that students might take and notice how these routes all lead to the same destination.

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