Promoting Innovation in the Workplace: The Internal Proposal

2002 ◽  
Vol 65 (4) ◽  
pp. 8-18 ◽  
Author(s):  
Laura Reave
Keyword(s):  
Problem Solving ◽  
Real World ◽  
The Other ◽  
Problem Solving Skills ◽  
Future Career ◽  
Other Hand ◽  
Academic Courses

Today's managers expect employees to be able to contribute not just their labor but also their analysis and ideas, yet little training is provided for writing the major document that contains such ideas: the internal proposal. Business and academic textbooks, as well as academic courses, focus almost entirely on external propos als, which are most appropriate in areas such as consulting and sales. The internal proposal (also known as the justification report), on the other hand, is applicable for almost any student's future career. It provides an opportunity for students to develop the competence and confidence to express their ideas in the workplace, encouraging them to demonstrate awareness and initiative, utilize problem-solving skills, and create a persuasive strategy. Because students are motivated to com plete this real-world assignment, it also inspires some of their best work.

Going Remote during COVID-19 Pandemic: Effects of Problem-Based Learning towards Improving Students' Critical Thinking and Problem-Solving Skills

2021 ◽  
Vol 12 (3) ◽  
pp. 2342-2356
Author(s):  
Low Kah Choon Et.al
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
The Other ◽  
Learning Mechanisms ◽  
Problem Solving Skills ◽  
Other Hand ◽  
The Difference ◽  
Remote Learning

COVID-19 pandemic spreading all around the world, the higher learning institutions were forced to shut or limit the person in contact to control the spread of diseases. Under this circumstance, remote learning that emphasized learning via online setting embraced in higher education to replace the physical classroom during the pandemic time. This study designed a single Problem-Based Learning (PBL) module using remote learning to examine the students experience in PBL, and to what extent the PBL module helps students to improve their critical thinking and problem-solving skills. The remote learning PBL module conducted using reflection method to assess the students' experiences in PBL learning. On the other hand, a set of survey questionnaires was distributed to 34 undergraduate students to gather the responses for the assessment of critical thinking and problem-solving skills. This study employed both quantitative and qualitative analysis to investigate the students’ critical thinking, problem-solving skills and their experience in remote learning PBL. Using paired sample t-test to test the difference between pre- and post- remote learning PBL class, results indicated that there was a significant improvement of students’ critical thinking and problem-solving skills after remote learning PBL class. On the other hand, thematic analysis on students’ feedback on remote learning PBL class- first, second, and third meeting, indicated that students gradually improved their critical thinking and problem-solving skills. Although students implied positive feedback on the class, however, some of them were facing difficulties in understanding the module or physical disruptions that distract their learning. The findings gave insights for the lecturers to design a suitable learning course during the pandemic time. Moreover, the findings highlighted challenges that gave insights for the lecturers to look at the students’ feedback from time to time to improve the learning mechanisms and to create a better learning environment.

Application of Maple on Solving the Differential Problem of Rational Functions

2013 ◽  
Vol 479-480 ◽  
pp. 855-860
Author(s):  
Chii Huei Yu
Keyword(s):  
Problem Solving ◽  
Research Methods ◽  
Research Method ◽  
Rational Functions ◽  
The Other ◽  
Mathematical Software ◽  
Differential Problem ◽  
Binomial Theorem ◽  
Other Hand ◽  
Derivatives Of

This paper uses the mathematical software Maple as the auxiliary tool to study the differential problem of four types of rational functions. We can obtain the closed forms of any order derivatives of these rational functions by using binomial theorem. On the other hand, we propose four examples to do calculation practically. The research methods adopted in this study involved finding solutions through manual calculations and verifying these solutions by using Maple. This type of research method not only allows the discovery of calculation errors, but also helps modify the original directions of thinking from manual and Maple calculations. For this reason, Maple provides insights and guidance regarding problem-solving methods.

Working Together with Computers

2012 ◽  
pp. 20-41
Author(s):  
Uma Shanker Tiwary ◽  
Tanveer J. Siddiqui
Keyword(s):  
Problem Solving ◽  
Human Computer Interaction ◽  
General Framework ◽  
Specific Problem ◽  
The Other ◽  
Problem Solving Skills ◽  
Interaction Layer ◽  
Three Layer Architecture ◽  
Working Together ◽  
General Skills

The objective of this chapter is twofold. On one hand, it tries to introduce and present various components of Human Computer Interaction (HCI), if HCI is modeled as a process of cognition; on the other hand, it tries to underline those representations and mechanisms which are required to develop a general framework for a collaborative HCI. One must try to separate the specific problem solving skills and specific problem related knowledge from the general skills and knowledge acquired in interactive agents for future use. This separation leads to a distributed deep interaction layer consisting of many cognitive processes. A three layer architecture has been suggested for designing collaborative HCI with multiple human and computational agents.

Do All Dynamic Assessment Techniques Assess Learning Potential?

2008 ◽  
Vol 7 (3) ◽  
pp. 411-418 ◽  
Author(s):  
Yuriy Karpov
Keyword(s):  
Problem Solving ◽  
Dynamic Assessment ◽  
The Other ◽  
Learning Potential ◽  
Other Hand ◽  
Qualitative Level ◽  
Assessment Techniques ◽  
The Individual ◽  
Graduated Prompts

It is not only that different dynamic assessment (DA) techniques evaluate different “learning potentials” of the individual; some such techniques do not evaluate any kind of learning potential. In particular, graduated prompts techniques, rather than evaluating learning potential of the individual, evaluate the level of his or her mastery of a certain problemsolving procedure. On the other hand, DA techniques that target the qualitative level at which the individual is able to learn a brand new problem-solving procedure evaluate indeed the individual’s general learning potential.

Overcoming Blocks in Conceptual Design: The Effects of Open Goals and Analogical Similarity on Idea Generation

2008 ◽  
Author(s):  
Ian Tseng ◽  
Jarrod Moss ◽  
Jonathan Cagan ◽  
Kenneth Kotovsky
Keyword(s):  
Problem Solving ◽  
Conceptual Design ◽  
Idea Generation ◽  
Relevant Information ◽  
The Other ◽  
Related Information ◽  
Design Creativity ◽  
Other Hand ◽  
New Information ◽  
Design Ideation

Designers have been known to seek analogical inspiration during design ideation. This paper presents an experiment that studies the types of analogies that most impact design creativity, as well as the time during problem solving when it is most effective to seek such analogical stimulation. This experiment showed that new information that was highly similar to the problem affected problem solving even if the information was given before problem solving began. On the other hand, new information that was distantly related to the problem only affected problem solving when it was presented during a break after problem solving had already begun. These results support the idea that open goals increase the likelihood that distantly related information become incorporated into problem solving. Functional principles found in the problem-relevant information given were also found to prime solutions in corresponding categories.

Real World Use of Scientific Concepts: Integrating Situated Cognition with Explicit Instruction

1998 ◽  
Vol 65 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Russell Gersten ◽  
Scott Baker
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Real World ◽  
Explicit Instruction ◽  
Situated Cognition ◽  
Contextual Learning ◽  
Problem Solving Skills ◽  
Problem Solving Strategies

This article presents a conceptual framework for refining instruction in science for students with disabilities. We review the concept of situated cognition as a way to address difficulties students have in retention and generalization, a perennial issue in special education. If a goal for students is real world use of problem-solving strategies, students must have opportunities for contextual learning. The proposed framework suggests that integration of explicit instruction in critical concepts, with cognitively based approaches that emphasize problem-solving skills on real world tasks may allow students with disabilities to be successful The implications this framework has in terms of policy, professional development, and the creation of learning environments that promote retention and transfer are discussed.

scholarly journals Self Regulation in Working Women: Cognitive Interference and Problem Solving

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. Baldev Singh Sandhu ◽  
Dr. Yogita Sharma
Keyword(s):  
Problem Solving ◽  
Cognitive Functions ◽  
Self Regulation ◽  
Working Women ◽  
The Other ◽  
Additional Analysis ◽  
Cognitive Interference ◽  
Other Hand

The understanding of dynamics of self regulation in working women who on one hand are always under divergent pressures of performances and meet diverse kind of expectations on the other hand show relatively better volitional controls over their behavior, becomes important. This study examined the links between self regulation and cognitive functions in a sample of 318 working women. Cognitive functions were assessed through problem solving and cognitive interference. Results indicated that there is highly positive and significant association between self regulation and problem solving capacity (P< .01) and the capacity to handle cognitive interference (P< .01). Additional analysis demonstrated that women with sharp cognitive functions were high on self regulation as compared to women with disrupted cognitive functions.

scholarly journals Analisis Kemampuan Pemecahan Masalah Siswa Berdasarkan Rubrik yang Dikembangkan Docktor pada Materi Suhu dan Kalor

2019 ◽  
Vol 4 (4) ◽  
pp. 524
Author(s):  
Aulia Siska Yuliana ◽  
Parno Parno ◽  
Ahmad Taufiq
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Quantitative Method ◽  
Senior High School ◽  
The Other ◽  
School Students ◽  
Mathematical Procedure ◽  
Other Hand ◽  
Senior High School Students

<p><strong>Abstract:</strong> This study was aimed to know problem solving skill of senior high school students in heat and temperature. The study was used descriptive-quantitative method and the sample of research was twelve grade students. The instruments that already used as a number of question problem solving skill had 0.732 reliability. The result was analyzed by using rubric of problem solving that already developed by Doctor. The result was obtained that problem solving skill was medium category. This category was included useful description and physics approach. On the other hand, mathematical procedure and logical progression were included as low category.</p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengetahui sejauh mana tingkat kemampuan pemecahan masalah siswa SMA pada materi suhu dan kalor. Metode yang digunakan dalam penelitian ini dalah deskriptif kuantitatif dan siswa kelas XII sebagai sampel dalam penelitian ini. Instrumen yang digunakan yaitu tes kemampuan pemecahan masalah dengan reliabilitas 0,732. Data hasil tes dianalisis dengan rubrik kemampuan pemecahan masalah yang dikembangkan oleh <em>Docktor</em>. Hasil peneltian menunjukkan bahwa secara keseluruhan kemampuan pemecahan masalah siswa tergolong dalam kriteria sedang. Kemampuan pemecahan masalah pada kategori <em>useful description</em>, <em>physics approach</em> dan <em>specific application of physics </em>dalam kriteria sedang, sedangkan kategori <em>mathematical procedures</em> dan <em>logical progression</em> termasuk dalam kriteria rendah.

scholarly journals The linguistic sign: Metonymy and virtuality

2017 ◽  
Vol 80 (1) ◽  
Author(s):  
Adam Glaz
Keyword(s):  
Real World ◽  
The Other ◽  
The Real ◽  
Linguistic Form ◽  
Intimate Connection ◽  
Other Hand ◽  
Linguistic Sign ◽  
The One

Grounded in a rich philosophical and semiotic tradition, the most influential models of the linguistic sign have been Saussure’s intimate connection between the signifier and the signi-fied and Ogden and Richards’ semiotic triangle. Within the triangle, claim the cognitive lin-guists Radden and Kövecses, the sign functions in a metonymic fashion. The triangular semi-otic model is expanded here to a trapezium and calibrated with, on the one hand, Peirce’s conception of virtuality, and on the other hand, with some of the tenets of Langacker’s Cogni-tive Grammar. In conclusion, the question “How does the linguistic sign mean?” is answered thus: it means by virtue of the linguistic form activating (virtually) the entire trapezium-like configuration of forms, concepts, experienced projections, and relationships between all of the above. Activation of the real world remains dubious or indirect. The process is both meto-nymic and virtual, in the sense specified.

scholarly journals VIRTUAL OBJECTS: BECOMING REAL

2020 ◽  
Vol 9 (2) ◽  
pp. 619-639
Author(s):  
BARTOLOMIEJ SKOWRON ◽  
Keyword(s):  
Real World ◽  
Virtual World ◽  
New Technologies ◽  
Intentional Object ◽  
Point Of View ◽  
The Other ◽  
The Real ◽  
Virtual Objects ◽  
Other Hand ◽  
Real Objects

From an ontological point of view, virtuality is generally considered a simulation: i.e. not a case of true being, and never more than an illusory copy, referring in each instance to its real original. It is treated as something imagined — and, phenomenologically speaking, as an intentional object. It is also often characterized as fictive. On the other hand, the virtual world itself is extremely rich, and thanks to new technologies is growing with unbelievable speed, so that it now influences the real world in quite unexpected ways. Thus, it is also sometimes considered real. In this paper, against those who would regard virtuality as fictional or as real, I claim that the virtual world straddles the boundary between these two ways of existence: that it becomes real. I appeal to Roman Ingarden’s existential ontology to show that virtual objects become existentially autonomous, and so can be attributed a form of actuality and causal efficaciousness. I conclude that the existential autonomy and actuality of virtual objects makes them count as real objects, but also means that they undergo a change in their mode of existence.

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