Practical Problem Solving Research Articles

What is science for? The Lighthill report on artificial intelligence reinterpreted.

This paper uses a case study of a 1970s controversy in artificial-intelligence (AI) research to explore how scientists understand the relationships between research and practical applications. It is part of a project that seeks to map such relationships in order to enable better policy recommendations to be grounded empirically through historical evidence. In 1972 the mathematician James Lighthill submitted a report, published in 1973, on the state of artificial-intelligence research under way in the United Kingdom. The criticisms made in the report have been held to be a major cause behind the dramatic slowing down (subsequently called an 'AI winter') of such research. This paper has two aims, one narrow and one broad. The narrow aim is to inquire into the causes, motivations and content of the Lighthill report. I argue that behind James Lighthill's criticisms of a central part of artificial intelligence was a principle he held throughout his career - that the best research was tightly coupled to practical problem solving. I also show that the Science Research Council provided a preliminary steer to the direction of this apparently independent report. The broader aim of the paper is to map some of the ways that scientists (and in Lighthill's case, a mathematician) have articulated and justified relationships between research and practical, real-world problems, an issue previously identified as central to historical analysis of modern science. The paper therefore offers some deepened historical case studies of the processes identified in Agar's 'working-worlds' model.

Theory of quantum path computing with Fourier optics and future applications for quantum supremacy, neural networks and nonlinear Schr\xf6dinger equations

The scalability, error correction and practical problem solving are important challenges for quantum computing (QC) as more emphasized by quantum supremacy (QS) experiments. Quantum path computing (QPC), recently introduced for linear optic based QCs as an unconventional design, targets to obtain scalability and practical problem solving. It samples the intensity from the interference of exponentially increasing number of propagation paths obtained in multi-plane diffraction (MPD) of classical particle sources. QPC exploits MPD based quantum temporal correlations of the paths and freely entangled projections at different time instants, for the first time, with the classical light source and intensity measurement while not requiring photon interactions or single photon sources and receivers. In this article, photonic QPC is defined, theoretically modeled and numerically analyzed for arbitrary Fourier optical or quadratic phase set-ups while utilizing both Gaussian and Hermite-Gaussian source laser modes. Problem solving capabilities already including partial sum of Riemann theta functions are extended. Important future applications, implementation challenges and open issues such as universal computation and quantum circuit implementations determining the scope of QC capabilities are discussed. The applications include QS experiments reaching more than 2^{100} Feynman paths, quantum neuron implementations and solutions of nonlinear Schrödinger equation.

Inside the Digital Learning Laboratory: New Directions in Museum Education

AbstractThe Museum of New Zealand Te Papa Tongarewa (Te Papa) in Wellington is New Zealand’s national museum. In recent years its diverse educational programs have been re‐invigorated with the introduction of new learning experiences for visiting school groups. This article describes a qualitative, formative research evaluation of the activities of Te Papa’s innovative Hīnātore Learning Laboratory digital facility initiated at from 2107. Researchers from the University of Otago conducted an abductive inferential evaluation of participant experiences in the Museum and its digital learning setting. Gathering data from visit observations, questionnaires, and interviews, and analyzing this against Museum priority learning competencies of collaboration, communication and cultural engagement, they confirmed innovative practices and positive learning experiences, but also tensions between the excitements of digital engagement and the agendas of class curriculum and thematic inquiry. Two school classes were observed, working in existing Museum natural history or art display areas, then extending their thematic learning using 3D imaging, augmented reality, virtual reality and digital animation media. Researchers found that, situated against the conventional applications of digitally enhanced museum experiences, Hīnātore learning ‘challenges’ broke new ground in the synthesis of digital technologies into museum‐based learning, in ways that complemented existing school access to digital technologies, or informed aspirational strategies for future adoptions. Tracking Hīnātore activities a year later, researchers found the commitment of Museum educators to reflexive practice and innovative problem solving had generated engaging and satisfying ways of melding display experience, content learning, and ways of using the digital toolbox as a transferable, sustainable, and classroom‐friendly learning medium.

USING JBCLASS TO ENHANCE THE STUDENTS’ MOTIVATION IN LEARNING ENGLISH DURING COVID-19 PANDEMIC

This article aims to enhance the motivation in learning English of the tenth grade Students of SMA N 7 Yogyakarta by using JBClass during COVID-19 pandemic. This article is a best practice which was conducted in the 2nd semester, 2019-2020 academic year. The subjects were the tenth grade students of SMA N 7 Yogyakarta which consists of 8 classes (6 science classes and 2 social classes). They were 280 students (178 girls and 102 boys). The steps of problem solving in this best practice by using JBClass as e-learning during COVID-19 pandemic. The instruments of this best practice were taken from the features in JBClass namely material, assignment, evaluation and score recapitulation. The result shows that using JBClass in e-learning during COVID-19 pandemic can enhance the motivation in learning English of the tenth grade students of SMA N 7 Yogyakarta, 2019-2020 academic year. This enhancement can be seen from the higher of mean from each class’ English score and the timeliness in submitting of the assignment and evaluation in e-learning using JBClass during COVID-19 pandemic.

INSIDE: An efficient guide for sustainable remediation practice in addressing contaminated soil and groundwater

Modeling criteria interaction in decision-making problems is complex and often neglected. In complicated problems, like contaminated site remediation projects, independency of involved criteria is not a realistic assumption. INfluence based deciSIon guiDE (INSIDE) is a methodology that enables sustainable decision making and management in contaminated site remediation practice. Unlike most previous decision-support methods, INSIDE considers realistic interactions among all involved criteria. The method not only gives a one-time best option for choosing a remediation method for the project at hand, but also a management plan for further improvements of the system. INSIDE recognizes economic, environmental, social, and technological considerations for the most sustainable practice. Eight criteria are defined based on these aspects and they can be interrelated. This means that a criterion, e.g., remediation time, does not need to belong to any pre-defined category such as economic, environmental, social, or technical, but can interact with other criteria. This allows for a system with many degrees of freedom that is more realistic for practical problem-solving. In INSIDE, the DEcision MAking Trial and Evaluation Laboratory (DEMATEL) and Analytic Network Process (ANP) techniques are combined for assigning weights to criteria and scoring of remediation alternatives, respectively. Thus, the proposed methodology gives a managerial cone of influence versus importance for all involved criteria in the system. The method is applied to a data-scarce case study in Iran to prioritize between remediation methods for a contaminated groundwater aquifer. The results show that human health risk and environmental impacts are more influential than other evaluated criteria. The suggested methodology should be further tested on a variety of actual remediation problems for additional evaluation.

The place and role of russian diplomacy in solving the problem of modernizing the country

In the context of the formation of a multipolar world, the emergence of new challenges, considering the increasingly complicated system of relations between countries in search of the most beneficial strategic partnership, issues of scientific and technological development are becoming particularly relevant. Development and implementation of advanced technologies, modernization of production and infrastructure are becoming critical not only for ensuring economic growth and national welfare, but also for building strong, mutually beneficial international relations. The article touches upon the current “external” policy of Russia to ensure the innovative development of the country, provides examples of the practical problem-solving, analyzes the applicability of the tools to be used in the current environment.

THE FRACTAL ANALYSIS OF SAMPLE AND DECISION TREE MODEL

Context. The problem of decision tree model synthesis using the fractal analysis is considered in the paper. The object of study is a decision trees. The subject of study is a methods of decision tree model synthesis and analysis.Objective. The objective of the paper is a creation of methods and fractal indicators allowing jointly solving the problem of decision tree model synthesis and the task of reducing the dimension of training data from a unified approach based on the principles of fractal analysis. Method. The fractal dimension for a decision tree based model is defined as for whole training sample as for specific classes. The method of the fractal dimension of a model based on a decision tree estimation taking into account model error is proposed. It allows to built model with an acceptable error value, but with optimized level of fractal dimensionality. This makes possibility to reduce decision tree model complexity and to make it mo interpretable. The set of indicators characterizing complexity of decision tree model is proposed. The set of indicators characterizing complexity of decision tree model is proposed. It contains complexity of node checking, complexity of node achieving, an average model complexity and worst tree model complexity of computations. On the basis of proposed set of indicators a complex criterion for model building is proposed. The indicators of the fractal dimension of the decision tree model error can be used to find and remove the non-informative features in the model.Results. The developed indicators and methods are implemented in software and studied at practical problem solving. As results of experimental study of proposed indicators the graphs of their dependences were obtained. They include graphs of dependencies of number of hyperblocks covering the sample in the features space from size of block side: for whole sample, for each class, for different set error values and obtained error values, for varied values of resulted number of features and instances, also as graphs of dependencies between average and worst tree complexities, decision tree fractal dimensionality and tree average complexity, joint criterion and indicator of feature set reduction, and between joint criterion and tree fractal dimensionality/Conclusions. The conducted experiments confirmed the operability of the proposed mathematical support and allow recommending it for use in practice for solving the problems of model building by the precedents.

Applying Brain Based Learning Modules for Learning Acceleration of 6th Grade Science Students

This pre-test post-test control group experimental study was conducted to identify difference in the performance of three BBL (Brain Based Learning) types of strategies; practical simulation, problem solving and cooperative learning on early elementary graders. The modules were developed by the researchers to find the effectiveness of BBL strategies over traditional chalk and talk method. The study involved three pairs of control and experimental groups randomly of sixth graders having N=30 each and total 180 students from district Lahore public schools. The students received intervention for four months for 4 chapters of 6th grade General Science subject. All students were pre and post tested by a 40 item multiple choice concept based achievement test. The pre and post test scores of all control and experimental groups were compared to find out the achievement difference of students through comparing their gain score (post-test – pre-test) after intervention. The study revealed that all the three BBL modules were effective because the intervention groups showed greater gain score parallel to their control groups.

Case Based Learning Using a Dynamic 3D Model: An Integrated Approach in Teaching Anatomy

Medical students have different levels of spatial competence. Some students can look at a well‐prepared 2D figure and understand all of the shapes and structure relationships. However, most students have to do that with difficulty and process it from wrong aspects. 3D model allows the student to integrate all of those aspects into one object that can be seen from different angles. Different 3D designs save a lot of time for the students as well as the instructors. In addition, making these 3D models movable (dynamic 3D) allows for creative reflections and problem solving in practice. The students can have the opportunity of establishing new instruments that build the teamwork through shared activities. Recruiting dynamic 3D models in anatomy teaching also favors implementation of effective instructional approaches with active participation by the students.This study aims to describe a novel intervention in teaching the anatomy of the extraocular muscles by incorporating a dynamic 3D model and utilizing a case based learning methodology. We created a dynamic 3D model demonstrating the extraocular muscles surrounding the eyeball (fig 1). The anatomist demonstrated attachments, nerve supply and action of the extraocular muscles on the model. The students were able to pull each muscle and notice the movement of the eyeball. Ophthalmologist is then involved in the study by demonstrating strabismus case followed by explanation of the different effects of nerve injuries in which paralysis of the extraocular muscles occurs and led to different types of strabismus.The students were allowed to reflect on the Case Based Learning. They were asked to voluntarily participate in an anonymous questionnaire. The items in the questionnaire form obeyed Likert‐type rating scales in which the respondent show the level of agreement or disagreement according to five point Likert scale. In addition, focus group discussion was conducted to discuss if this reflected on their way of anatomy learning.ResultsEighty‐two third year medical students participated in this study. Almost Sixty‐one percent (n=50) of the students enjoyed the session. Ninety percent (n=74) described the dynamic 3D as more helpful in the application of knowledge than the 2D or static 3D models. Sixty‐seven percent (n=55) mentioned that the dynamic 3D model increased their deep and spatial understanding. Sixty‐three percent (n=52) of the students demonstrated that integration between basic and clinical data through involving of clinician with the teaching faculty promotes better understanding of the clinically relevant topics. Some students in the focus group described the integrated basic and clinical teaching as the best way to demonstrate the relevance of the anatomical data taught in their basic science years.ConclusionThe use of dynamic 3D models could be superior to traditional teaching in consolidating the understanding and the relevance of the anatomical relations. That can be achieved through integrating basic anatomy teaching with clinician involvement using case based learning.Dynamic 3D model demonstrating the extraocular muscles movementFigure 1

Relationship Between the Problem-Solving Skills and Empathy Skills of Operating Room Nurses.

The use of empathy in problem solving and communication is a focus of nursing practice and is of great significance in raising the quality of patient care. The purposes of this study are to investigate the relationship between problem solving and empathy among operating room nurses and to explore the factors that relate to these two competencies. This is a cross-sectional, descriptive study. Study data were gathered using a personal information form, the Interpersonal Problem Solving Inventory, and the Basic Empathy Scale (N = 80). Descriptive and comparative statistics were employed to evaluate the study data. Age, marital status, and career length were not found to affect the subscale scores of cognitive empathy (p > .05). A negative correlation was found between the subscale scores for "diffidence" and "cognitive empathy." Moreover, the emotional empathy scores of the graduate nurses were higher than those of the master's/doctorate degree nurses to a degree that approached significance (p = .078). Furthermore, emotional empathy levels were found to decrease as the scores for insistent/persistent approach, lack of self-confidence, and educational level increased (p < .05). The descriptive characteristics of the participating nurses were found not to affect their problem-solving skills. Problem solving is a focus of nursing practice and of great importance for raising the quality of patient care. Constructive problem-solving skills affect cognitive empathy skills. Educational level and career length were found to relate negatively and level of self-confidence was found to relate positively with level of cognitive empathy. Finally, lower empathy scores were associated with difficult working conditions in operating rooms, intense stress, and high levels of potential stress-driven conflicts between workers in work settings.

Can a modified theory of planned behavior explain the effects of empowerment education for people with type 2 diabetes?

Background:The effectiveness of the Patient Empowerment Program (PEP) has been demonstrated in people with diabetes mellitus (DM); however, the underlying reasons for its effectiveness remain unclear. To improve effectiveness, we need to study the psychological mechanism(s) of PEP to understand why it is effective. This study hypothesized that the Theory of Planned Behavior (TPB), modified specifically for people with DM, could describe the mechanism explaining PEP effects.Methods:A longitudinal design was used. Patients with type 2 DM (n = 365; 151 males; mean age = 62.9 ± 9.6 years) received two education sessions (i.e. seminars delivered by registered nurses to provide disease-specific knowledge), and some (n = 210) further enrolled afterwards in five empowerment sessions (i.e. small-group interactive workshops conducted by social workers to practice action planning, problem solving, and experience sharing). Validated questionnaires were used to measure risk perception, health literacy, attitude, subjective norm, perceived behavioral control and behavioral intention on diabetes self-care behaviors, and four diabetes self-care behaviors (diet control, exercise, blood glucose monitoring, and foot care) at baseline. Three months later (i.e. at the end of PEP), all participants completed the behavioral intention and diabetes self-care behaviors measures again. Attitude, subjective norm, perceived behavioral control, behavioral intention, and diabetes self-care behaviors were assessed to represent the TPB constructs. Risk perception and health literacy elements relevant to people with DM were assessed and added to modify the TPB.Results:The behavioral intention was associated with three diabetes self-care behaviors: exercise, blood glucose monitoring, and foot care. The behavioral intention was found to be a significant mediator in the following relationships: empowerment session participation and exercise (β = 0.045, p = 0.04), and empowerment session participation and foot care (β = 0.099, p < 0.001).Conclusions:The effects of enrollment of empowerment sessions in PEP on exercise and foot care were likely to be mediated through behavioral intention.

Ideas Developed from the Routine Use of Problem-solving Skills in Neuroendovascular Therapy.

All physicians should endeavor to perform safe and rapid neuroendovascular operations. We describe the process of identifying novel methods and highlight some representative clinical examples from our practice. We made a habit of asking questions regarding problems encountered during operations. Potential solutions are often identified and noted in our smartphones or as memos. These solutions are then evaluated by experiments in vascular models before assessing their efficacy in clinical settings. Some ideas based on our process of raising problems and finding solutions were published, and found to be relevant to the wider scientific community. Moreover, all ideas were applicable in most settings due to the use of conventional, familiar, and cheap methods and equipment. The paper rail method, modified pigtail shape microguidewire, microcatheter in vivo printing method, microcatheter shaping cast, and wireless trans-cell approach are presented as representative ideas. We reported methods of neuroendovascular therapy identified through the routine practice of problem-solving by our team.

Splitting the fitness and penalty factor for temporal diversity increase in practical problem solving

In this paper, we propose an optimization system based on an evolutionary algorithm developed to solve a real-life optimization problem related to the optimization of the computer networks. In particular, we focus on an NP-hard flow allocation problem in computer networks related to network survivability and addressing various constraints specific to computer networks. The constrained problems are usually handled by evolutionary methods by the introduction of the so-called penalty factor. However, such techniques raise difficulties regardless of their simple working principle. The more oppressive the penalty factor is, the more likely the evolutionary method is to stuck in the local optima with feasible solutions and propose final results of low-quality. On the other hand, a low penalty factor may lead the method to regions of high-rated solutions that violate the constraints and are useless due to their infeasibility. Therefore, we address the issue of penalty handling by proposing Ranking-based Fitness and Penalty Weighting (RFPW). RFPW is inspired by a theory-driven penalty parameter estimation using a bi-objective and weighted sum approach. It separates the objective and penalty functions and removes the necessity of hand-made weighting. RFPW was introduced to the recent proposition of an evolutionary method dedicated to solving hard NP-complete practical problem. The performed experiments related to the flow allocation problem confirm that employing RFPW may lead to a significant improvement in results quality. In our opinion, the proposed RFPW framework of the penalty function handling has the potential to be adapted to a wide range of optimization systems that utilize the idea of penalty function. RFPW allows the optimization method to reduce or increase the strength of a convergence automatically. Therefore, RFPW has the potential of results quality improvement and may replace expensive commonly-used diversity preservation techniques (e.g., island models).

Counterbalancing the Uncertainties of Medical Nutrition Education with Effective Online Instruction.

Practicing physicians need to recognize nutrition problems in their patients and know what to do about them. It takes at least 25-30 h of medical school instruction to achieve just basic nutrition competencies. Because most medical students get significantly less than this minimum, they are not adequately prepared to deal with common nutrition-related challenges in practice. The majority of all accredited US medical schools require <25 h of nutrition instruction across the entire 4-year curriculum and a few still fail to require any nutrition education at all. Medical schools in other countries struggle with the same instructional deficits and many fail altogether to address the need for proper nutrition training. The greatest deficits exist in teaching clinical practice and practical problem solving. The Nutrition in Medicine (NIM) project (nutritioninmedicine.org), with materials used by a majority of US medical schools as well as institutions in >20 countries, has demonstrated that computer-based nutrition instruction is effective and efficient, particularly as an integral component of clinical training. Interactive components, skill-building exercises, and practice challenges with video-realistic patients allow learners to progress at their own pace and ensure that all of them learn what they need to know.

Decision-Making Processes for Effective Problem Solving to Potentiate Organisations Sustainability

The purposes of this article are to analyse the decision-making processes for practical problem solving, and to understand the ways employees make decisions, based on the knowledge they have from previous problems solutions. To achieve these objectives, the following research questions were used to frame this study: Do employees have access to knowledge and tools to help them in their decision process on how to solve a particular problem? What kind of decision-making strategies for problem-solving situations can be implemented to make the organisation sustainable? One large-sized multinational organisation in Portugal was selected for this case study research. Fifteen employees were interviewed to provide insight into the research questions. The research findings support the conclusion that depending on the complexity of the problem, the employee needs to decide if he has the knowledge and the tools to achieve a solution to solve the problem. The use and share of employees' knowledge to make the decisions is a significant factor to solve problems and strengthen performance.

Development of Problems-Based Computer Assisted Instruction on Waste Material and Its Effect on Students Problem Solving Ability

This study aimed to develop problems-based computer-assisted instruction in biology learning on waste material and its effectiveness on the ability of learners to solve the problem. This research was adapted from the model of development that includes ADDIE analyze, design, develop, implement, and evaluate. Test subjects in this study were the students of grade X at SMA Negeri 1 Magelang. Data were collected through questionnaires, observations, and test of problem-solving skills. The results showed that computer-assisted instruction effectively used to practice problem-solving. This was seen in the mode and the mean on experimental class higher than the control class. It was also seen at Anacova test followed by t-test at the 0.05 significance level result that media used in the experimental class were able to show better achievement than traditional learning in control class.

The Synergistic Benefits of Systematic and Random Interleaving for Second Language Grammar Learning

Repeatedly switching between a series of to-be-learned topics, also called interleaved practice, can improve learning over traditional, one-topic-at-a-time blocked practice. We investigated whether interleaving's benefits for second language learning are facilitated by random schedules, wherein training trials follow unpredictable patterns, or by systematically alternating schedules, wherein trials are predictably sorted. Students learned to conjugate Spanish verbs in the preterite and imperfect tenses and then took a 48-hr delayed verb conjugation test. A consistently random (Experiment 1) or systematically alternating schedule (Experiment 2) did not improve learning versus blocking. However, the combination of both types–systematic alternation for study trials and randomization for practice trials–enhanced learning (Experiments 3–4). Thus, neither interleaving schedule alone appears to be sufficient; for verb conjugation skills and likely other materials involving study and problem-solving practice, both are needed. Interleaving's benefits are therefore impacted by the alignment between training schedule and task type.

Jeitinho as a Coping Strategy Used by Brazilian International Students for Acculturative Stress

This mixed-method study examined whether Brazilian students in the US use an indigenous problem-solving practice, jeitinho, as a coping strategy for acculturative stress. Forty-two participants answered an online survey, which was a culmination of demographic information, the Acculturative Stress Scale for International Students, BriefCOPE, jeitinho questionnaire, and three open-ended questions about how Americans may perceive jeitinho. Results showed that a negative dimension of jeitinho was associated with nonadaptive coping strategies, but it was not a significant predictor of acculturative stress. Qualitative themes highlighted the multidimensionality of jeitinho, which could help in students’ adjustment (positive) or reinforce stereotypes and prejudices (negative) against Brazilians. Findings elucidate the complexity of jeitinho Brazilian students can be mindful about and when to use it to avoid stereotyping.

Exploring Women’s Mutuality in Confronting Care-Precarity: ‘Care Accounts’ – a Conceptual Tool

Exploring scholarship in reciprocity, gift and gendered social capital, and drawing upon research and analysis across 15 years (2003–2018), this article offers fresh theoretical insights into everyday practices of low-paid women with care responsibilities. Framing women’s pragmatic mutuality in confronting precarity in their care arrangements, we propose the concept of ‘Care Accounts’, articulating a practice of collaborative workplace problem solving. Women lodge and generate good will with colleagues by swapping or extending their shifts to cover for each other; generating capacity and continuity of care across unexpected family events or crises. Systems of reciprocal workplace mutuality – care/work micro-networks – build as women pool their capacity to respond. We highlight, however, an ensnarement effect of Care Accounts, as they further lock women into low paid jobs. We suggest priority attention must be given to the prevalence and urgency of ‘care-precarity’ and the dereliction in care planning that Care Accounts reveal.

Harnessing horses in social pedagogy: Equine-assisted social education in a school context

This article introduces a school-based social pedagogical programme using horses to support pupils’ educational development, social and emotional skills and self-esteem. These are essential for pupils’ well-being, to reduce the risk of developing emotional disorders in youth and later life. In terms of academic outcomes, these social-emotional skills, character strengths and health benefits are recognised in the Finnish educational agenda. Equine-assisted social education (EASE) differs from recreational riding programs by its frame of reference in social pedagogy and in the human–equine bond it features, positioning horses as co-educators to improve interaction and collaboration. This human–equine communication supports both human and equine welfare if applied with attention, respect and empathy. Furthermore, the stables environment provides a setting for enhancing the pedagogical relationship and trust between pupils and their teacher. This equine activity practice, like other educational interventions, has physical, behavioural, social and emotional intentions. In addition, as social pedagogy is a complex and innovative discipline, EASE represents a ground-breaking practice within this discipline. The purpose is to respond to individual and social difficulties with preventive and problem-solving practice. As Finnish social pedagogy emphasises educational dialogue and communication, EASE facilitates non-verbal communication and positive behaviour. Additionally, it consists of factors improving collaboration through experiences, activities and dialogue.