RELATIONSHIP OF ATTITUDE TO LOGICAL PROBLEM-SOLVING

1957 ◽  
Vol 3 (7) ◽  
pp. 525
Author(s):  
HARRY P. SHELLEY
Keyword(s):  
Problem Solving ◽  
Logical Problem ◽  
Relationship Of

Relationship of Attitude to Logical Problem-Solving

1957 ◽  
Vol 3 (3) ◽  
pp. 525-530 ◽  
Author(s):  
Harry P. Shelley ◽  
Robert E. Davis
Keyword(s):  
Problem Solving ◽  
Logical Problem ◽  
Relationship Of

scholarly journals Imagineering Learning With Logical Problem Solving

2021 ◽  
Vol 10 (3) ◽  
pp. 112
Author(s):  
Pongsakorn Kanoknitanunt ◽  
Prachyanun Nilsook ◽  
Panita Wannapiroon
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Process Model ◽  
Computational Thinking ◽  
Development Stage ◽  
Design Stage ◽  
Innovation Development ◽  
Logical Problem ◽  
Evaluation Stage ◽  
Relationship Of

This study aimed at developing an imagineering learning process model with logical solutions by using documentary research and relevant experts’ viewpoints with regard to the process of Imagineering Learning—problem-based learning (PBL) involving logical and computational thinking. The data were then synthesized in order to find the relationship of learning theory to achieve an Imagineering Learning process by solving logic problems. The analysis of related documents and research revealed that the Imagineering Learning process involving logical problem solving consisted of 6 important steps as follows: 1) the problem-solving stage, 2) the problem-solving design stage, 3) the innovation development stage, 4) the innovation presentation, 5) the innovation improvement stage, 6) the evaluation stage. The aforementioned learning process can also result in the development of students’ innovative skills, and encouraging learners to develop such skills. The emphasis in terms of the Imagineering process is to create inspiration for the imagination of things that do not yet occur. The process then continues with innovation development by using the PBL process in which students learn solution thinking, focusing on logically-prioritizing problems and their causes and effects. This creates structural and systematic learning through practice, so that students can develop the ability to seek knowledge and develop problem-solving abilities.

Discourses of Boundary Crossing

2021 ◽  
pp. 36-55
Author(s):  
Julie Thompson Klein
Keyword(s):  
Problem Solving ◽  
Semantic Web ◽  
Theoretical Orientation ◽  
Organizational Structures ◽  
Boundary Crossing ◽  
Theoretical Frameworks ◽  
Disciplinary Boundaries ◽  
Similarities And Differences ◽  
Relationship Of ◽  
The Relationship

Typologies classify activities into similarities and differences in a semantic web of purposes, contexts, practices, organizational structures, and theoretical frameworks. Huutoniemi and Rafols (2017) contended multiple claims tend to paralyze debate on definition. Yet, Frédéric Darbellay (2015) identified two major lines of argument in current discourse about interdisciplinarity: an epistemological, theoretical orientation that transcends disciplinary boundaries and a pragmatic, participative orientation to problem solving. The epistemic approach is philosophical, raising questions about the nature of knowledge amplified by ontological questions about the nature of reality. In contrast, problem solving is oriented to instrumental needs. This chapter compares discourses of philosophy and problem solving while adding a third imperative of critique. After acknowledging differences, it then takes into account their intersections. The chapter closes by asking whose knowledge counts, weighing the relationship of generalizations and individual cases, and reflecting on how discourse shapes definition.

scholarly journals Informal, Inquisitorial, and Accurate: An Empirical Look at a Problem-Solving Housing Court

2017 ◽  
Vol 42 (04) ◽  
pp. 1058-1090 ◽  
Author(s):  
Jessica K. Steinberg
Keyword(s):  
Problem Solving ◽  
Low Income ◽  
Informal Justice ◽  
The Social ◽  
Decision Making Processes ◽  
Substantive Justice ◽  
Code Violations ◽  
Relationship Of ◽  
Improved Accuracy ◽  
The Relationship

Substantive justice is often seen as elusive in courts dominated by low-income individuals. Complex court rules, coupled with pervasive lack of counsel, can make it difficult for the traditional adversary process to identify and redress legitimate grievances. This article takes on the social problem of substandard housing and examines whether inquisitorial procedure has the potential to produce accurate outcomes in a tribunal dominated by the unrepresented. Relying on in-court observations of nearly 300 hearings, and a longitudinal review of nearly seventy-five cases, this article surfaces the regularized procedures utilized by a purported “problem-solving” housing court, and theorizes that the inquisitorial features of judicially controlled investigation and enforcement may motivate landlords to repair substantiated housing code violations. This article adds nuance to our understanding of informal justice by identifying the hidden procedural formalisms that may guide alternative decision-making processes. Furthermore, it evaluates the relationship of one iteration of experimental formalism to substantive justice, and suggests that inquisitorial procedures may be correlated with improved accuracy in case outcomes.

Relationship of Social Problem-Solving Ability with Interpersonal Relationships: A Prospective Study among Japanese Women and Men

2012 ◽  
Vol 111 (3) ◽  
pp. 929-937 ◽  
Author(s):  
Katsunori Sumi
Keyword(s):  
Problem Solving ◽  
Interpersonal Relationships ◽  
Social Problem ◽  
Short Form ◽  
Interpersonal Relationship ◽  
Social Problem Solving ◽  
Problem Solving Skills ◽  
Partial Correlations ◽  
A Prospective Study ◽  
Relationship Of

The present study of a Japanese sample used a prospective approach to examine the relationship between self-rated social problem-solving ability and quality of interpersonal relationships. The Japanese versions of the Problem-Solving Self-Efficacy Scale, Problem-Solving Skills Scale, and the Interpersonal Relationship Inventory short form were administered to 139 female and 148 male Japanese college students, who participated in two sessions separated by 6 wk. (Time 1 and Time 2). Partial correlations controlling for scores on the interpersonal relationship scales at Time 1 indicated that self-ratings of social problem-solving ability were correlated with aspects of interpersonal relationships assessed at Time 2, and this relationship was stronger for men (five of six correlations were significant) than for women (two of six correlations were significant).

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