scholarly journals A Task-Oriented Knowledge Base for Geospatial Problem-Solving

2018 ◽  
Vol 7 (11) ◽  
pp. 423 ◽  
Author(s):  
Can Zhuang ◽  
Zhong Xie ◽  
Kai Ma ◽  
Mingqiang Guo ◽  
Liang Wu
Keyword(s):  
Problem Solving ◽  
Knowledge Base ◽  
Rapid Development ◽  
Problem Solution ◽  
Conceptual Level ◽  
Geospatial Information ◽  
Task Knowledge ◽  
Web Technologies ◽  
Share Task ◽  
Task Oriented

In recent years, the rapid development of cloud computing and web technologies has led to a significant advancement to chain geospatial information services (GI services) in order to solve complex geospatial problems. However, the construction of a problem-solving workflow requires considerable expertise for end-users. Currently, few studies design a knowledge base to capture and share geospatial problem-solving knowledge. This paper abstracts a geospatial problem as a task that can be further decomposed into multiple subtasks. The task distinguishes three distinct granularities: Geooperator, Atomic Task, and Composite Task. A task model is presented to define the outline of problem solution at a conceptual level that closely reflects the processes for problem-solving. A task-oriented knowledge base that leverages an ontology-based approach is built to capture and share task knowledge. This knowledge base provides the potential for reusing task knowledge when faced with a similar problem. Conclusively, the details of implementation are described through using a meteorological early-warning analysis as an example.

In Search of Somatic Precursors of Spontaneous Insight

2018 ◽  
Vol 32 (3) ◽  
pp. 97-105 ◽  
Author(s):  
Wangbing Shen ◽  
Yuan Yuan ◽  
Chaoying Tang ◽  
Chunhua Shi ◽  
Chang Liu ◽  
...  
Keyword(s):  
Problem Solving ◽  
Direct Evidence ◽  
Electrodermal Activity ◽  
Cardiovascular Responses ◽  
Solution Time ◽  
Problem Solution ◽  
Insight Problem ◽  
Creative Insight ◽  
Insight Problem Solving ◽  
Analytic Problem

Abstract. A considerable number of behavioral and neuroscientific studies on insight problem solving have revealed behavioral and neural correlates of the dynamic insight process; however, somatic correlates, particularly somatic precursors of creative insight, remain undetermined. To characterize the somatic precursor of spontaneous insight, 22 healthy volunteers were recruited to solve the compound remote associate (CRA) task in which a problem can be solved by either an insight or an analytic strategy. The participants’ peripheral nervous activities, particularly electrodermal and cardiovascular responses, were continuously monitored and separately measured. The results revealed a greater skin conductance magnitude for insight trials than for non-insight trials in the 4-s time span prior to problem solutions and two marginally significant correlations between pre-solution heart rate variability (HRV) and the solution time of insight trials. Our findings provide the first direct evidence that spontaneous insight in problem solving is a somatically peculiar process that is distinct from the stepwise process of analytic problem solving and can be represented by a special somatic precursor, which is a stronger pre-solution electrodermal activity and a correlation between problem solution time and certain HRV indicators such as the root mean square successive difference (RMSSD).

Sharing of Knowledge and Problem Solving When Teammates Have Diverse Hearing Status

2021 ◽  
pp. 104649642110102
Author(s):  
Michael Stinson ◽  
Lisa B. Elliot ◽  
Carol Marchetti ◽  
Daniel J. Devor ◽  
Joan R. Rentsch
Keyword(s):  
Problem Solving ◽  
Hard Of Hearing ◽  
The Other ◽  
Postsecondary Students ◽  
Problem Solution ◽  
Group Problem ◽  
Team Members ◽  
Group Problem Solving ◽  
Complete Problem ◽  
Hearing Status

This study examined knowledge sharing and problem solving in teams that included teammates who were deaf or hard of hearing (DHH). Eighteen teams of four students were comprised of either all deaf or hard of hearing (DHH), all hearing, or two DHH and two hearing postsecondary students who participated in group problem-solving. Successful problem solution, recall, and recognition of knowledge shared by team members were assessed. Hearing teams shared the most team knowledge and achieved the most complete problem solutions, followed by the mixed DHH/hearing teams. DHH teams did not perform as well as the other two types of teams.

Methods of displaying geospatial information using cartographic web technologies for the Arctic region and the continental shelf

2021 ◽  
Vol 971 (5) ◽  
pp. 15-22
Author(s):  
N.S. Kopylova ◽  
I.P. Starikov
Keyword(s):  
Information Systems ◽  
Continental Shelf ◽  
Arctic Region ◽  
Topographic Maps ◽  
The Arctic ◽  
Geospatial Information ◽  
Web Technologies ◽  
Data Design ◽  
The Arctic Region

In this article we discuss methods of displaying geospatial information for the Arctic region and the continental shelf using various web technologies in order to solve applied tasks associated with the development of the regional infrastructure. The assessment of the main projections’ metric capabilities basic for cartographic services is carried out, and the functionality of search and demonstration tasks that can be solved by means of such information systems is determined. The necessity of optimizing the approach to data design is noted. The proposed method for displaying geospatial information in the form of a single unified isometric cartographic projection will enable determining the position of objects within the planned accuracy of topographic maps at scale of 1

scholarly journals Complex Problems in Entrepreneurship Education: Examining Complex Problem-Solving in the Application of Opportunity Identification

2017 ◽  
Vol 2017 ◽  
pp. 1-13 ◽  
Author(s):  
Yvette Baggen ◽  
Jakob Mainert ◽  
André Kretzschmar ◽  
Thomas Lans ◽  
Harm J. A. Biemans ◽  
...  
Keyword(s):  
Problem Solving ◽  
Entrepreneurship Education ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Conceptual Level ◽  
Opportunity Identification ◽  
Domain Specific ◽  
Masters Students ◽  
Opening Up ◽  
General Skill

In opening up the black box of what entrepreneurship education (EE) should be about, this study focuses on the exploration of relationships between two constructs: opportunity identification (OI) and complex problem-solving (CPS). OI, as a domain-specific capability, is at the core of entrepreneurship research, whereas CPS is a more domain-general skill. On a conceptual level, there are reasons to believe that CPS skills can help individuals to identify potential opportunities in dynamic and nontransparent environments. Therefore, we empirically investigated whether CPS relates to OI among 113 masters students. Data is analyzed using multiple regressions. The results show that CPS predicts the number of concrete ideas that students generate, suggesting that having CPS skills supports the generation of detailed, potential business ideas of good quality. The results of the current study suggest that training CPS, as a more domain-general skill, could be a valuable part of what should be taught in EE.

scholarly journals The inverse coefficient problem of heat transfer in layered nanostructures

2017 ◽  
Vol 20 (3) ◽  
pp. 213-219
Author(s):  
K. K. Abgarian ◽  
R. G. Noskov ◽  
D. L. Reviznikov
Keyword(s):  
Heat Transfer ◽  
Inverse Problem ◽  
Thermal Resistance ◽  
Transfer Problem ◽  
Dominant Role ◽  
Rapid Development ◽  
Problem Solution ◽  
Microwave Range ◽  
Contact Thermal Resistance ◽  
Resistance Coefficients

The rapid development of electronics leads to the creation and use of electronic components of small dimensions, including nanoelements of complex, layered structure. The search for effective methods for cooling electronic systems dictates the need for the development of methods for the numerical analysis of heat transfer in nanostructures. A characteristic feature of energy transfer in such systems is the dominant role of contact thermal resistance at interlayer interfaces. Since the contact resistance depends on a number of factors associated with the technology of heterostructures manufacturing, it is of great importance to determine the corresponding coefficients from the results of temperature measurements.The purpose of this paper is to evaluate the possibility of reconstructing the thermal resistance coefficients at the interfaces between layers by solving the inverse problem of heat transfer.The complex of algorithms includes two major blocks — a block for solving the direct heat transfer problem in a layered nanostructure and an optimization block for solving the inverse problem. The direct problem was formulated in an algebraic (finite difference) form under the assumption of a constant temperature within each layer, which is due to the small thickness of the layers. The inverse problem was solved in the extreme formulation, the optimization was carried out using zero-order methods that do not require the calculation of the derivatives of the optimized function. As a basic optimization algorithm, the Nelder—Mead method was used in combination with random restarts to search for a global minimum.The results of the identification of the contact thermal resistance coefficients obtained in the framework of a quasi-real experiment are presented. The accuracy of the identification problem solution is estimated as a function of the number of layers in the heterostructure and the «measurements» error.The obtained results are planned to be used in the new technique of multiscale modeling of thermal regimes of the electronic component base of the microwave range, when identifying the coefficients of thermal conductivity of heterostructure.

scholarly journals Adaptabilidade de Objetos de Aprendizagem usando Calibragem e Sequenciamento Adaptativo de Exercícios

2018 ◽  
Vol 26 (1) ◽  
pp. 70
Author(s):  
Rômulo César Silva ◽  
Alexandre Ibrahim Direne ◽  
Diego Marczal ◽  
Ana Carla Borille ◽  
Paulo Ricardo Bittencourt Guimarães ◽  
...  
Keyword(s):  
Problem Solving ◽  
Empirical Study ◽  
Cognitive Skills ◽  
Learning Objects ◽  
Skill Level ◽  
Problem Solution ◽  
Algebraic Expressions ◽  
Student Skill ◽  
Definition Of ◽  
Two Parameters

The work approaches theoretical and implementation issues of a framework for creating and executing Learning Objects (LOs) where problem-solving tasks are ordered according to the matching of two parameters, both calculated automatically: (1) student skill level and (2) problem solution difficulty. They are formally defined as algebraic expressions. The definition of skill level is achieved through a rating-based measure that resembles the ones of game mastery scales, while the solution difficulty is based on mistakes and successes of learners to deal with the problem. An empirical study based on existing students data demonstrated the suitability of the formulas. Besides, the motivational aspects of learning are considered in depth. In this sense, it is important to propose activities according to the student’s level of expertise, which is achieved through presenting students with exercises that are compatible with the difficulty degree of their cognitive skills. Also, the results of an experiment conducted with four highschool classes using the framework for the domain of logarithmic properties are presented.

Distant Teaching and Learning of BTIPS: Application in Pandemic Situation

2020 ◽  
Author(s):  
Zbigniew M. Bzymek
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Human Life ◽  
Rapid Development ◽  
Idea Generation ◽  
Teaching Experience ◽  
The Internet ◽  
Practical Applications ◽  
Main Challenge ◽  
New Situation

Abstract The world’s technology is developing very rapidly. To anticipate the course and results of such development is a task that is very crucial for the success of many technological undertakings and expansions. Engineering design is the branch of engineering that should predict the results of that rapid development. It should equip society with the tools for directing and controlling that development. It is a complex task that faces big challenges. The main challenge comes from society advancement and from the technology development itself. If the directing and controlling are done right the development would bring many benefits to humanity and would make human life easier and more comfortable. Doing it right however requires increased knowledge of the new features of technology and more skills in its application. In the difficult pandemic situation that knowledge and skills should be even greater because the outbreak of the disease creates additional traps and dangers. These conditions have to be taken under consideration and accepted as normal. The role of engineering design is to predict what harmful elements would be coming from both technological and social sources. The real goal however would be to exceed the expectations and not only neutralize them but change them from harmful into neutral, and then from neutral into friendly and helpful. Such actions follows recommendations of BTIPS (Brief Theory of Inventive Problem Solving) and is outlined in the BTIPS’s module “Prediction”. At the same time the developing civilization brings dangers for humans that were unknown before. These are bacterial and viruses’ attacks that limit personal relations between humans, requires new ways and new elements of communications, especially in internet contacts and in distant learning procedures. The contents of these components should be accurately predicted, well-orchestrated, well designed and precisely described. Recommendations for introducing BTIPS as a tool of engineering education in new situation should be carefully proposed and illustration examples, using new communication tools, should be developed. These should be applied in engineering theoretical courses and in practical applications during the senior design course of study and in industrial practice. This should be precise, clearly anticipating difficulties, pointing possible errors and ways of avoiding them. Teaching examples of problem solving and personal ways of communications between individual students, between groups of students, as well as between students and instructors should be further discussed. The examples of design ideas and problem solutions generated by students in design courses that were described in previous works of the author and his co-workers [1] should be related to pandemic situation. To define and formulate rules of teaching BTIPS in the pandemic situation is the necessity of our times. On every step of our lives we face the challenge of preventing harms and destruction that can be done by the contemporary surrounding world. The preventing actions can be designed by following rules of BTIPS and by apply approach recommended in its modules. The proposal of utilizing BTIPS application examples using the internet as a tool of expression is described in this paper. All of these are pointed out and some recommendations and examples are called. Adding description of corrections to the engineering curriculum is necessary in the new situation. It is an intention of the author to demonstrate a fragment of practical distant lecturing by internet during the IMECE 2020 internet sessions using the internet network and distant support from UConn computer Laboratory in Storrs, CT. Some example solutions of the idea generation are quoted in this paper. The comments coming from author’s teaching experience will be given during the presentation and practical advices for students and instructors will be passed to the audience. This paper is a companion to IMECE 2017-70438 [1]. Some original examples given in the paper 79418 are recommended for following and will be run by internet in pandemic situation of IMECE 2020.

Problem Solving and Risk Management Methodology

2021 ◽  
pp. 378-395
Author(s):  
Esmeralda Andrade Hernández ◽  
Gregorio Fernández-Lambert ◽  
David Lara Alabazares ◽  
Yesica Mayett Moreno ◽  
Laurent Geneste
Keyword(s):  
Risk Management ◽  
Problem Solving ◽  
Knowledge Base ◽  
Continuous Improvement ◽  
Management Problem ◽  
Current Event ◽  
The Past ◽  
Risk Management Methodology ◽  
Past Experiences ◽  
A Current

Intending to lead organizations to continuous improvement, this chapter proposes a methodology that involves three axes: risk management, problem- solving, and feedback experience. This methodology allows organizations to characterize the experiences they have already confronted, as well as new experiences (which can be risks or problems) with the use of taxonomies established by the organization. It also enables them to capitalize and exploit their knowledge base. This work proposes a best-use approach of the past experiences that are similar to a current event and facilitate their treatment and provide solutions. The authors take the feedback as a point of articulation between the two methodologies because it is a mechanism that offers knowledge where it can be found that the organizations must avoid and take advantage of.

Good Old-Fashioned AI and Genetic Algorithms: An Exercise in Translation Scholarship

2005 ◽  
Author(s):  
Herbert A. Simon
Keyword(s):  
Problem Solving ◽  
Theorem Proving ◽  
Mathematical Expression ◽  
Electrical Circuit ◽  
Problem Solution ◽  
Problem Statement ◽  
Pass Filter ◽  
Low Pass Filter ◽  
Low Pass ◽  
Problem Solving Process

In both the GA and GOFAI traditions, invention or design tasks are viewed as instances of problem solving. To invent or design is to describe an object that performs, in a range of environments, some desired function or serves some intended purpose; the process of arriving at the description is a problem-solving process. In problem solving, the desired object is characterized in two different ways. The problem statement or goal statement characterizes it as an object that satisfies certain criteria of structure and/or performance. The problem solution describes in concrete terms an object that satisfies these criteria. The problem statement specifies what needs to be done; the problem solution describes how to do it [9]. This distinction between the desired object and the achieved object, between problem statement and problem solution, is absolutely fundamental to the idea of solving a problem, for it resolves the paradox of Plato's Meno: How do we recognize the solution of a problem unless we already knew it in advance? The simple answer to Plato is that, although the problem statement does not define a solution, it contains the criteria for recognizing a solution, if and when found. Knowing and being able to apply the recognition test is not equivalent to knowing the solution. Being able to determine, for any given electrical circuit, whether it would operate, to a sufficiently good approximation, as a low-pass filter does not imply that one knows a design for a circuit that meets this condition. In asserting that we do not know the solution in advance, we must be careful to state accurately what the problem is. In theorem proving, for example, we may know, to the last detail, the expression we are trying to prove; what we do not know is what proof (what sequence of expressions, each following inferentially from the set of its predecessors) will terminate in the specified one. Wiles knew well the mathematical expression that is Fermat's last theorem; he spent seven years or more finding its proof. In the domain of theorem proving, the proof is the problem solution and the recognition criteria are the tests that determine whether each step in the proof follows from its predecessors and whether the proof terminates in the desired theorem.

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