Going Beyond Conventional Problem Solving for Two Railroad Wheel Defects

Author(s):  
S. Dedmon

Conventional problem solving is a time-honored and accepted methodology for solving many problems we encounter in our daily home and work lives. Thought processes can be linear (like a programmer) or non-linear and still use conventional problem solving skills. Conventional problem solving begins with a statement of the problem, accumulation of data, analysis of data and proposals of solutions to the problem, then testing of the hypotheses. Non-conventional problem solving often skips some of these steps, beginning with a statement of the problem and ending with possible solutions. The tools of conventional problem solving include “critical thinking”, Fool-proofing, “thinking outside the box” and Statistical techniques. Consider the first of our ancestors to figure out that harnessing fire would provide security from large predators, make food safer and easier to eat and make tools such as fire hardened tips on spears. Did all these inventions occur in one moment of genius, or did they take innumerable years to accomplish? Sometime in this process of non-conventional thinking our ancestors brought forth a new technology which ensured the survival of our species. So, how does non-conventional problem solving work? When current theory does not appear to work, then we look to the margins of our science to see if current theory continues to be ineffective. Most theories fail in the margins of the science. A classic example of conventional science failing in the margins is the general and special theory of relativity. Non-conventional problem solving offers greater opportunity for revolutionary rather than incremental, or evolutionary advancements to our science. Other examples are included in this paper. Two wheel related problems are also presented using non-conventional problem solving techniques to provide alternative solutions.

1988 ◽  
Vol 12 (2) ◽  
pp. 403-409 ◽  
Author(s):  
Carolyn U. Lambert ◽  
Joseph M. Lambert

Current reservation policies are crucial to the success of hotels. Hospitality management students need to develop problem solving skills. Through simulation, students can develop reservation policies and evaluate alternative solutions when reservation patterns change.


Author(s):  
Atila Ertas

This study is aimed at a wide audience of students in capstone design classes that cut across multiple fields. In keeping with the dynamic nature of complex problem solving, modern teaching curricula must be designed in ways that help students develop critical thinking and problem-solving skills in both core subjects and new technology-driven content. This paper presents a new methodology in engineering education that is focused on teaching students transdisciplinary skills thereby allowing them to become creative and innovative engineers. This paper also presents an alternative to conventional textbooks in the form of a free, internet-textbook (iTextBook) comprising transdisciplinary learning modules that cut across multiple disciplines. Main objectives of this paper are: to reduce the educational cost burden on students, parents, states, and governments, thus helping society; and to teach students innovation skills, educating them broadly and preparing them for an increasingly transdisciplinary, collaborative, and global job market.


2016 ◽  
Vol 32 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Katarina Krkovic ◽  
Sascha Wüstenberg ◽  
Samuel Greiff

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.


1999 ◽  
Vol 13 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Sherryl H. Goodman ◽  
Bill Barfoot ◽  
Alice A. Frye ◽  
Andrea M. Belli

2013 ◽  
Author(s):  
William S. Shaw ◽  
Michael Feuerstein ◽  
Virginia I. Miller ◽  
Patricia M. Wood

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