ACCURACY COMPARISON OF GOLDBERG'S GENETIC MODEL WITH CROHN'S ALGORITHM AND ITS MODIFICATION WHEN HOMOGENEOUS DISTRIBUTION PROBLEM SOLVING WITH A LARGE NUMBER OF DEVICES

2021 ◽  
pp. 5-13
Author(s):  
Valeriy Kobak
Keyword(s):  
Problem Solving ◽  
Genetic Model ◽  
Homogeneous Distribution ◽  
Distribution Problem ◽  
Accuracy Comparison

A Homogeneous Distribution Problem with Applications to Finance

1976 ◽  
Vol 23 (3) ◽  
pp. 297-304 ◽  
Author(s):  
C. C. Huang ◽  
D. A. Wehrung ◽  
W. T. Ziemba
Keyword(s):  
Homogeneous Distribution ◽  
Distribution Problem

scholarly journals Visual, auditory, and kinesthetic learning model on the mathematics problem solving ability

2021 ◽  
Vol 4 (1) ◽  
pp. 13-20
Author(s):  
Oktavia Nadia Ikawati ◽  
Kowiyah Kowiyah
Keyword(s):  
Problem Solving ◽  
Hypothesis Test ◽  
Learning Model ◽  
Homogeneous Distribution ◽  
Test Analysis ◽  
Mathematics Problem Solving ◽  
Kinesthetic Learning ◽  
Reliable Instrument ◽  
Post Test ◽  
Mathematics Problem

This study aimed to determining the effect of using VAK (Visual, Auditory and Kinesthetic) learning model on the mathematics problem solving abilities. This study utilized a quantitative method with a research design Post-Test Only Control Design. The instrument is used a test of mathematics problem solving abilities that has been validated by expert lecturers. Accordingly, the data has reliable instrument. The data in the Requirements Test analysis encompassed the normality and homogeneity tests. Hence, the variance data of the group an homogeneous distribution. Besides in the Hypothesis Test utilizing the t-test, it was attained that t count = 3.544 > ttable = 2.001. Accordingly, from the data of the two classes, H1 is accepted. Hence, There is a significant effect between the VAK (Visual, Auditory and Kinesthetic) learning model and the class that does not utilize it.

Collagen fibrillogenesis in vitro: interaction of types I and V collagen

1986 ◽  
Vol 44 ◽  
pp. 210-211
Author(s):  
Arthur J. Wasserman ◽  
Kathy C. Kloos ◽  
David E. Birk
Keyword(s):  
Type I Collagen ◽  
Corneal Stroma ◽  
Minor Component ◽  
Homogeneous Distribution ◽  
Type I ◽  
Type V Collagen ◽  
Fibril Morphology ◽  
Type V ◽  
In Vitro Interaction

Type I collagen is the predominant collagen in the cornea with type V collagen being a quantitatively minor component. However, the content of type V collagen (10-20%) in the cornea is high when compared to other tissues containing predominantly type I collagen. The corneal stroma has a homogeneous distribution of these two collagens, however, immunochemical localization of type V collagen requires the disruption of type I collagen structure. This indicates that these collagens may be arranged as heterpolymeric fibrils. This arrangement may be responsible for the control of fibril diameter necessary for corneal transparency. The purpose of this work is to study the in vitro assembly of collagen type V and to determine whether the interactions of these collagens influence fibril morphology.

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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