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AIEEE IIT JEE main problems

AIEEE IIT JEE main problems

Find out why an air conditioner is leaking condensation and why the exhaust is constantly dripping. Learn what to do to keep the condensation from dripping so close to your home.Learn more about your ad choices. Visit podcastchoices.com/adchoices

http://www.realsmart-hypnosis.com/pilgramtapes.html Learn Problem Solving CD. Problems are never effectively resolved at the same levels of mind at which they are created.

One of the most meetings is a meeting called to solve a problem. But there are three ways these meetings fail...

Creative Problem Solving: Education's Tool For Growth. Barbara Gilles- Educator

The creator of the Drupal mutual credit module, Matthew Slater of matslats.net, joins us to discuss the problems with our current monetary system and what can be done to create a completely different economy. From mutual credit systems to gifting economies, we dissect the ways people can join in the monetary revolution.

The creator of the Drupal mutual credit module, Matthew Slater of matslats.net, joins us to discuss the problems with our current monetary system and what can be done to create a completely different economy. From mutual credit systems to gifting economies, we dissect the ways people can join in the monetary revolution.

The creator of the Drupal mutual credit module, Matthew Slater of matslats.net, joins us to discuss the problems with our current monetary system and what can be done to create a completely different economy. From mutual credit systems to gifting economies, we dissect the ways people can join in the monetary revolution.

The creator of the Drupal mutual credit module, Matthew Slater of matslats.net, joins us to discuss the problems with our current monetary system and what can be done to create a completely different economy. From mutual credit systems to gifting economies, we dissect the ways people can join in the monetary revolution.

The creator of the Drupal mutual credit module, Matthew Slater of matslats.net, joins us to discuss the problems with our current monetary system and what can be done to create a completely different economy. From mutual credit systems to gifting economies, we dissect the ways people can join in the monetary revolution.

"Scratch" is a media-rich digital environment that utilises a building block command structure to manipulate graphic, audio, and video aspects. It incorporates elements of Logo including "tinkerability" in the programming process. In "Scratch" students use geometric and measurement concepts such as coordinates, angle, and length measurements. It facilitates creative problem solving and logical reasoning, and encourages collaboration. In this article, the author describes how "Scratch" can be used to design games to develop mathematical concepts. He examines the ways mathematical thinking emerges when children work with "Scratch," an interactive, programming language. He describes how a class of Year 6 students used "Scratch" to design an activity for their Year 1 "buddy" class and considers how this facilitated an authentic problem-solving process. The ways their mathematical thinking emerged through this process are outlined, along with further suggestions for using "Scratch" in classroom situations. (Contains 4 figures.)

"Scratch" is a media-rich digital environment that utilises a building block command structure to manipulate graphic, audio, and video aspects. It incorporates elements of Logo including "tinkerability" in the programming process. In "Scratch" students use geometric and measurement concepts such as coordinates, angle, and length measurements. It facilitates creative problem solving and logical reasoning, and encourages collaboration. In this article, the author describes how "Scratch" can be used to design games to develop mathematical concepts. He examines the ways mathematical thinking emerges when children work with "Scratch," an interactive, programming language. He describes how a class of Year 6 students used "Scratch" to design an activity for their Year 1 "buddy" class and considers how this facilitated an authentic problem-solving process. The ways their mathematical thinking emerged through this process are outlined, along with further suggestions for using "Scratch" in classroom situations. (Contains 4 figures.)

This paper makes a case that decision making (DM) is not social problem solving (SPS) and DM is subordinate and subsumed within SPS. Both terms are defined and distinguished. Confusion between SPS and DM is widespread and has occurred for at least four decades. DM, not SPS, has been established as one of the seven National Health Education Standards (NHES). States adopt the NHES to fulfill their own state's health education standards; 62% of those states have overwhelmingly integrated DM into their health education curriculum standards and only one state has adopted PS. States have failed to master the ability to distinguish these two terms. Consequences of using imprecise definitions and not understanding processes could result in matching an inappropriate curriculum with the term, invalidating assessments, and compromising internal, construct and content validity. Adoption of DM at the federal, state and local levels also is alarming when trends of problems of youth are increasing worldwide. SPS is thoroughly defined, potential for implementation is reviewed, applications to health education curricula are provided, skill-based training and teaching strategies are noted, and applications to real-life situations are documented. A priority agenda for adopting SPS in public health and health education is provided. (Contains 1 figure and 2 tables.)

This paper makes a case that decision making (DM) is not social problem solving (SPS) and DM is subordinate and subsumed within SPS. Both terms are defined and distinguished. Confusion between SPS and DM is widespread and has occurred for at least four decades. DM, not SPS, has been established as one of the seven National Health Education Standards (NHES). States adopt the NHES to fulfill their own state's health education standards; 62% of those states have overwhelmingly integrated DM into their health education curriculum standards and only one state has adopted PS. States have failed to master the ability to distinguish these two terms. Consequences of using imprecise definitions and not understanding processes could result in matching an inappropriate curriculum with the term, invalidating assessments, and compromising internal, construct and content validity. Adoption of DM at the federal, state and local levels also is alarming when trends of problems of youth are increasing worldwide. SPS is thoroughly defined, potential for implementation is reviewed, applications to health education curricula are provided, skill-based training and teaching strategies are noted, and applications to real-life situations are documented. A priority agenda for adopting SPS in public health and health education is provided. (Contains 1 figure and 2 tables.)

The need for mathematics teachers to incorporate instruction in problem-solving skills into the curriculum is discussed. Results of a study of problem-solving instruction in the classrooms of nine seventh grade teachers are briefly noted. There were significant differences between the teachers in how they planned, organized, and delivered lessons, but there was little difference between regular lessons and problem-solving lessons. Moreover, students showed little improvement in problem solving. A complete description of the study is included. How the teachers taught is described in some detail. Implications are discussed in terms of organizational style, problem-solving content, and other teaching methods. Several figures and tables are supplied. (MNS)

This report investigated to what extent a curriculum designed to actively teach critical thinking skills resulted in students utilizing higher-order thinking skills (e.g., analysis, synthesis and evaluation). An intervention strategy was designed for a sixth grade class located in a diverse suburban community in northern Illinois. The intervention targeted the mathematics curriculum and was designed to incorporate the teaching of critical thinking skills. Students were administered a pretest to determine baseline data. The intervention included the daily use of a variety of thinking skill enhancers and guided assessment of problem-solving strategies for a twenty-week period. Results indicated success on many levels. Students displayed increased self-esteem and confidence in their abilities to problem-solve. Self-reflection of their work was also observed. Students were able to verbalize their thought processes in analyzing problems. As an indicator of success, however, it was hoped that there would have been a higher number of students displaying an increase in posttest results. Nevertheless, with over fifty percent of the students involved in the intervention showing increased scores, the time and energy expended in this project were affirmed. (Contains 13 references.) (Author/YDS)

This paper examines whether a maximum security institution housing inmates can benefit from a pro-social cognitive skills class. The inmates were taught Cognitive Problem Solving Skills for Offenders (J. Taymans; S. Parese) to determine if the pro-social skills class had any effect on the number of infractions they accrued. All the participants (N=78) were male; 25 were white and 53 were black. Thirty-nine of the males participated in a problem-solving skills class for offenders. A follow-up inquiry 4 months after the completion of the program revealed that the inmates introduced to the class had a 60.3% reduction over the control group in disciplinary actions received. The results suggest that a constructive problem-solving model can assist inmates in avoiding disciplinary problems within the confines of a correctional center. Although the results suggest that significant evidence exists for implementing the program in a maximum security level institution, continued research is needed. (Contains 6 appendixes and 19 references.) (JDM)

This report describes a project for improving problem solving skills in students at the secondary level. The targeted population consisted of high school students in growing communities located in the suburbs of a large Midwestern city. Various studies have indicated that students lack problem-solving skills. Analysis of student and teacher interviews show that the lack of problem solving abilities comes from the lack of student motivation, the lack of experience with problem solving, and the inability to think critically. Standardized tests should provide baseline data about the students' problem-solving skill level previous to the intervention. Review of the literature revealed that the educational system emphasizes the end result as opposed to the learning process, which may be a factor in the negative attitude students have toward problem solving. The literature review also shows several solution strategies. After considering the needs of the targeted students, the following categories of major interventions were selected: (1) cooperative learning; (2) multiple intelligences; and (3) Problem Solving Teaching (PST). Various strategies within each category were employed. Post-intervention data indicate an improvement in the problem-solving abilities of the targeted students. The post intervention student survey also shows a more positive attitude toward problem solving. (Contains 27 references.) (Author/NB)

The goal of this contract was to study deductive thinking where information available to a reasoner was limited by virtue of being incomplete. The incompleteness in the information arose because, as is typical of most real-life situations, only a sample of all possible logical expressions that could be formulated from a number of independent dimensions were assigned truth values. Empirical studies with college students were carried out. The conclusion was reached that the instance-deduction treatment described by the previously formulated model -- which was in accord with acknowledged canons of formal logic -- could easily be acquired by untrained participants and lead to quick improvement in making practical deductions. Theoretical analysis concentrated on two comparisons in the logical structure of problems: (1) between conjunctive and disjunctive concepts; and (2) between conjunctive and disjunctive instances. Only the second distinction was found to be important.

The goal of this contract was to study deductive thinking where information available to a reasoner was limited by virtue of being incomplete. The incompleteness in the information arose because, as is typical of most real-life situations, only a sample of all possible logical expressions that could be formulated from a number of independent dimensions were assigned truth values. Empirical studies with college students were carried out. The conclusion was reached that the instance-deduction treatment described by the previously formulated model -- which was in accord with acknowledged canons of formal logic -- could easily be acquired by untrained participants and lead to quick improvement in making practical deductions. Theoretical analysis concentrated on two comparisons in the logical structure of problems: (1) between conjunctive and disjunctive concepts; and (2) between conjunctive and disjunctive instances. Only the second distinction was found to be important.

The goal of this contract was to study deductive thinking where information available to a reasoner was limited by virtue of being incomplete. The incompleteness in the information arose because, as is typical of most real-life situations, only a sample of all possible logical expressions that could be formulated from a number of independent dimensions were assigned truth values. Empirical studies with college students were carried out. The conclusion was reached that the instance-deduction treatment described by the previously formulated model -- which was in accord with acknowledged canons of formal logic -- could easily be acquired by untrained participants and lead to quick improvement in making practical deductions. Theoretical analysis concentrated on two comparisons in the logical structure of problems: (1) between conjunctive and disjunctive concepts; and (2) between conjunctive and disjunctive instances. Only the second distinction was found to be important.

It is necessary that the process of learning needs to generate meaning by linking academic content with the context of learner’s daily life. Contextual Teaching-Learning may help to break down the barriers between the different learning environments and thus create a context more conducive to learning. Critical Thinking and Problem Solving are considered to be the basic skills for younger generation. So the study has been carried out to find out the Influence of Contextual Teaching-Learning Process on Critical Thinking and Problem Solving among the students of class VIII by employing the qualitative data collection and analysis method. The qualitative data was collected in the form of classroom observations, students’ anecdotes, students’ self reports (student maintained reflective diaries), portfolios, and focus group discussion. Here, the investigator has used triangulation for comparing the data collected through classroom observations, portfolios, anecdotes, focus group discussion, reflective diaries, and critical thinking and problem solving test. Triangulation in this study is used to enhance the reliability of the data collected critical thinking and problem solving from a variety of resources.

"Mathematics Problem Solving Software Level 3" is a 1987 educational program developed by Decision Development Corporation and distributed by Addison-Wesley. It is preserved here for the first time. [archiveorg A2_Mathematics_Problem_Solving_Software_Level_3_manual width=100% height=480 frameborder=0 webkitallowfullscreen=true mozallowfullscreen=true]

This research addresses algorithmic approaches for solving two related types of optimization problems: (1) solving a specific type of assignment problem using continuous methods and (2) solving systems of inequalities (and equalities) in a least square sense. The specific assignment problem has piece-wise linear additive separable server cost functions, which are continuous everywhere except at zero, the point of discontinuity for the assignment condition. Continuous relaxation of the constraints yields a linear programming problem. Solving the dual of the linear programming problem yields the complementarity conditions for a primal solution, a system of linear inequalities and equalities. Adding equations to this system to enforce a solution in the relaxed solution set yields an augmented system, not necessarily linear. Methods to solve this system, a system of linear inequalities and non-linear equations, in a least square sense are developed. Common algorithmic approaches to solve nonlinear least square problems are adapted to solve systems of inequalities. Local and global convergence results are developed. Rates of convergence are analyzed. Applications of the algorithms for solving the piece-wise linear assignment subproblem are developed and analyzed. Application of the algorithms for solving linear programming problems, and linear and convex complementarity problems are described.

Approximately 780 officers in the chains of command of 53 U.S. Army battalions responded to paper-and-pencil exercises in order to test the replicability of earlier results on a model which links effective leadership to problem-solving abilities. In this replication, criteria included subordinate and superior assessments of leadership behavior/performance as well as career achievement (rank and awards). Limited replication of the earlier results was obtained. The group of variables reported earlier to predict achievement were also significantly associated with achievement in this replication. However, strengths of relationship were appreciably less than reported earlier for achievement and weak (even though statistically significant) for superior and subordinate assessments. The obtained data also raised questions about the validity of measures newly designed for the earlier effort and about the reliability of measurement needed for leader development research and practice.

This study was a pretest and posttest experimental research design which set out to investigate the impact of an Instructional Model Ekwale Ada's Instructional Model on the application of biotechnology knowledge by high school students in the Anglophone Subsection of Education in Cameroon. That is to investigate whether students taught with the Ekwale Ada's Instructional Model for Biotechnology Knowledge Application exhibit a higher level of problem solving in biotechnology than students who were taught without the model traditional methods of teaching . The Ekwale Ada's Instructional Model for Biotechnology Knowledge Application was an instructional package which integrated Inquiry based learning Hands on , collaborative learning cooperative learning , Demonstrations, increase in the length of time learners are engaged in activities, Scaffolding and Remediation. The target population was Upper Sixth Science students in the Anglophone Subsection of Education in the North West Region, South West Region, and some displaced Upper Sixth Science students from North West and South West Regions into the Littoral Region for the 2018 2019 academic year. The researcher constructed a Biotechnology Application Test BAT in the form of a pretest and a post test. These tests contained three sections An MCQ section, a short answer section and a section in which practical activities were carried out.The indicator of biotechnology knowledge application was problem solving in biotechnology. For problem solving, the researcher created an inventory for the respondents to attend to which involved identification of a problem in the society which can be solved by a biotechnology product Description of the problem clearly Statement of multiple solutions to the problem Selection of the best solution to the problem Statement of the consequences of the best solution and usage of the best solution to solve the problem. The researcher created a five point inventory scale which ranged from excellent 5 marks Good 4 marks average 3 marks below average 2 marks and poor 1mark used to grade the problem solving activities. The students who were taught with the Ekwale Ada's Instructional Model for biotechnology knowledge Application experimental group scored higher in problem solving than those who were taught with traditional methods control group with a calculated independent t test value of 58.28 for the experimental group and 1.40 for the control group with a critical t value of 1.96 at 0.05 level of significance with 70 degrees of freedom. The sample of the study was 72 science high school students who offer biology 36 students for the experimental group and 36 students for the control group . Out of the 36 students from both the experimental and control groups, 18 were males and 18 were females making a total of 36 males and 36 females for the whole experiment. The sample was obtained from one government school, one mission school and one lay private school in each region. In the North West Region, 24 students were sampled 12 males and 12 females 08 from GBHS Bayelle, 08 from St Paul High School Nkwen and 08 from St Michael's High School . 24 students were sampled in the South West Region 12 males and 12 females 08 from GHS Buea, 08 from Baptist High School and 08 from Frankfils Comprehensive College Buea . In the Littoral Region, 24 displaced students 12 from the North West Region and 12 from the South West Region were sampled 12 males and 12 females 08 from GBHS Bonaberi, 08 from PHS Douala and 08 from Mother Theresa College Bonaberi Douala . Therefore the sample was 72 individuals 36 for the experimental group and 36 for the control group .The study was an experimental study in which a teacher made pretest was administered to both the experimental and control groups the students of the experimental group were taught with the Ekwale Ada's Instructional Model for biotechnology knowledge application treatment while those of the control group were taught without the model traditional methods of teaching . After the treatment, a teacher made post test was administered both to the experimental and the control groups. The experimental group was located in GHS Mamfe while the control group was located in Progressive Comprehensive High School Bamenda. One non directional hypothesis was stated in both the null and alternate forms. The null hypothesis was 1. There is no significant difference in problem solving in biotechnology between students taught with the Ekwale Ada's model and those who were taught without the model. The data for the pre test and the post test for the experimental group and control group were collected in the form of scores. The data was analysed using the SPSS Programme. The independent t test was used to find out the difference in means of the scores of the pretest of the experimental group and the control group and the difference in mean of the scores of the posttest of the experimental group and the control group. The null hypothesis was rejected and the alternate hypothesis was retained. They indicated that there was a significant difference in the means of the post test of the experimental group and the control group.The result of the study was 1. There was a significant difference in problem solving in biotechnology between students taught with the Ekwale Ada's Model and those who were taught without the model. The experimental group on whom the treatment was administered performed significantly better 58.28 than the control group 1.40 on whom the treatment was not administered. Ekwale Emilia Ada ""Instructional Model and the Application of Biotechnology Knowledge (Problem Solving in Biotechnology) by High School Students in the Anglophone Subsection of Education in Cameroon"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30072.pdf Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30072/instructional-model-and-the-application-of-biotechnology-knowledge-problem-solving-in-biotechnology-by-high-school-students-in-the-anglophone-subsection-of-education-in-cameroon/ekwale-emilia-ada

"Computer Assisted Problem Solving for Intermediate Algebra" is a 1984 educational program by Chris W. Avery and Charles B. Barker. This updated version with numerous bug fixes (and updated copy protection) is preserved here for the first time.

"Computer Assisted Problem Solving for Intermediate Algebra" is a 1984 educational program by Chris W. Avery and Charles B. Barker. This updated version with numerous bug fixes (and updated copy protection) is preserved here for the first time.

On JoCo on the Go, episode #119, Hear how Johnson County Department of Corrections has an innovative way to help justice involved individuals experiencing homelessness. Learn about the program and the big impacts it's having on lives. Also find out the latest on the employment and life skills programs the department has and how you can get involved to help your community. ** Video used in this webcast was recorded pre-pandemic.** Look for JoCo on the Go where you regularly listen to podcasts. Learn more about JoCo on the Go and get a complete transcript of this episode.

Approved For Release 2003/05/0 nC Q- IDP84-00780R003100140 '- 69-5172 17 NCV 19C39 MEMORANDUM FOR: Acting Director of Communications Director of Finance Director of Logistics Director of Medical Services Acting Director of Personnel Director of Security Director of Training SUBJECT : Reports of Problem Solying Seminars Nos. 1, and .3 1. Forwarded with this memorandum are copies, of the reports of Seminars Nos. 1, 2, and 3. I believe that the officers who participated in each Seminar have produced some stimulating proposals which we must seriously consider. 2. I am sure that each of you is already informed on the contents of these reports. I propose that we meet on 3 December 1969, at 2:00 p.m., in the DD/S Conference Room to discuss the Seminar recommendations. Sub- sequent to our discussion I will issue instructions for implementation of those recommendations which are approved. To. facilitate the discussion, I would like from each of you written comments on the Seminar reports by close of business on 26 November 1969. R. L. Bannerman Deputy Director for Support 1 - DD/S Chrono 1 - DD/S Subject, w/Atts *Report #1 is DD/ 6 -456 ~ Fels ZDV3/05/0 P84-00 15 ~RU p 08-7 la, #3 is 69 - rove f o decfan iis~oo Atts ADD/S:JWC/ms (14 Nov 69) Distribution: Orig - Acting D/CO, w/Atts 1 - Ea Other Adse, w/Atts Approved Fbr Release 2003/05/05 : CIA-RDP84-00780R003100140008 STAT To Mr. Bann STATINT~ esterday I had a discussion on the Seminar the various recommendations and especially the Resources Allocation Board in detail, they were unanimous in urging that the Office Directors' views should be solicited before you decide which recom- mendations to approve. The plan in the attached memorandum was proposed. I added Seminars 2 and 3 since we had their reports ready to be sent out and I felt certain that the other Staff members would recommend similar treatment. It may be too big a bite to try and discuss the three reports at one sitting, but I would suggest that it be attempted, particularly with the advance preparation which everyone will have to do in preparing the written comments and getting ready for the 3 December discussion. STATINTL Approved For Release 2003/05/05 : CIA-RDP84-00780R003100140008 STAT Approved For Release 2003/05/05 : CIA-RDP84-0078OR003100140008-7 Approved For Release 2003/05/05 : CIA-RDP84-0078OR003100140008-7 Approved--For Release 2003/05/05 : CIA-RDP84-00780R003100140008 NOTE FOR: Mr. Coffey STATINTL insure that copies of reports, beginning with Group #2, will be made for each Office Head and submitted to SOS as a package along with the original for DDS. Approved For Release 2003/05/05 : CIA-RDP84-00780R003100140008 AMPAc or Release 2003/05/05 : A-RDP84-00780R00310014C Please ask OTR to make it standard procedure to crank up enough copies of Problem Solving Seminar so we can send package to each Office Head. Per Mr. Coffey ~o I STATINT C f~c. 1u.` D Apprpved,F ise 2003/05105: CIA-RDP84-0078OR003100140008 15 Oct 69 - Per Mr. Coffey: Mr. Bannerman wants each of the DD/S Office Heads to have a copy of the report written by the first (14-19 Sept 69) Support Directorate Seminar--Problem Solving. (DD/S 69-4563) Mr. Coffey suggests finding out whether each of the office representatives who participated in this Seminar has a copy of this report. If so, he could simply pass it along to his Office Director. If not, we'll have to Xerox copies and pass them out. Gwen/OTR, will try to find out if the seminar participants have their own copies (as it happens, they are meeting near her office this afternoon), and if they are willing to pass them on their Office Heads, and will let me know what she finds out. 15 Oct 69: Gwen phoned back with this info. I _j will make sure that DD/S Office Heads get copy of 7 Oct 69 summary. Also, each rep at first Seminar did receive a copy of the summary at that time. STATINTL I advised Ifor his info) of the fact that -Avas taking care of the copies for the DD/S copies of the summary were routed. to their respective Office Office Heads. STATINTL STATINTL Ellen STAT 28 Oct 69: secretary advises that they did not actually send copies to the DD/S Office Heads; instead the Seminar representatives were notified to see that their Ap~+tp~~~ F4n ~~~Q?` 4a5t ri t~~ ~'~~~~~ J4P84 done this.

STATINTL Approved For Release 2003/05/05 : CIA-RDP84-0078OR003100140007-8 Approved For Release 2003/05/05 : CIA-RDP84-0078OR003100140007-8 d 4 0 8 L Approved For Release 2003/05/05 CIA;RDP84-00780R0031001 0 07 MEMORANDUM FOR: SUBJECT : Deputy Director for Support Reports of Problem Solving Seminars Nos. 1, 2, and 3 REFERENCE : Memo fr DDS to all Support Office Heads, dtd 17 Nov 69 Same subject 2. The proposals by the various Problem Solving Seminar Groups are indeed interesting and provocative. The Resources Allocation Board mentioned in the report of Seminar Group No. 1 would appear to require participation by other Directorates if it were to be effective. In the personnel management area, the theme of inter-office and inter-disciplinary development occurs in Seminar Group No. 1 report as well as in that of Seminar Group No. 2 to which the subject was assigned. This is gratifying inasmuch as we have been advocating this idea in our various reports to you. At the same time, there are hazards and risks in overdoing the rotation of specialists. There is the possibility of loss of expertise unless careful control is kept on rotation. Another rotation difficulty-- and I note with satisfaction that the Seminar Groups have discussed the disadvantages as well as advantages of their proposals--is the matter of nominations from the individual Career Services which is probably the weakest element in the Support Directorate Seminar No. 2 proposals. The staff services and experience of the Office of Personnel might be of assistance to you in strengthening this weakness. I also note that the training program recommended by Seminar No. 3 for GS-13's and GS-14's who do not make the Mid-Career Executive Course might very well answer the recommendation of Seminar Group No. 2 for a new administrative management training course. 3. These and the other proposals of the Seminar Groups will be discussed in detail on 3 December as requested. Eobert 6. a es Director of Personnel 25X1 Approved For Release 2003/05/05: CIA-RDP84-00780R003100140007-8

Approved For Relea Q 310'4/29 : CIA-RDP84-0078OR004400020002-2 26 February 1971 MEMORANDUM FOR: Assistant Deputy Director for Support SUBJECT : Problem Solving Seminar No. 7 REFERENCE : Memo frm ADDS to D/MS, D/Pers, D/S, and DTR dtd 5 Feb 71, subj: Report of Problem Solving Seminar No. 7 - The Influence of Dependents on Employees 1. The Directors of Personnel, Security, and Medical Services have all responded to your memorandum of 5 February which asked their judgement of the conclusion reached by the Seminar participants that dependent related problems are of significant proportions. All the Directors are of the judgement that given the size of the Agency, we have no reason for undue concern. 2. The reply of each Director is attached but I have excerpted the pertinent phrase from each memo: a. Director of Personnel: ".....It is the general consensus among our senior officers that the Seminar members have magnified the problem out of proper proportion.... " b. Director of Security: ".....It is my feeling that this Agency has no monopoly on dependent problems and that our figures are not unreasonable given the size and complexity of the Agency.... " c. Director of Medical Services: "....There are no indications to suggest the number is unreasonable given the size of the Agency..... " ne~rr.: ~:+~ as ! Approved Fpr Rele ' 003/04/29: CIA-4 B~ 04400020002-2 Approved For Release - /29 : CIA-RDP84-00780R004400020002-2 3. You posed two different questions to the Director of Training and he replied that (a) the Americans Abroad Orientations were discontinued for budgetary reasons, and that (b) Recommendation 19.a. of the Seminar participants "could not be accomplished by OTR under the present limitation of people and money. " The costs of implementing Recommendation 19. c. were considered excessive in proportion to the benefits to be derived. 4. The replies of the four Directors are attached for your review. We have also attached a suggested memorandum to the Seminar members from the Deputy Director for Support. 25X1 Approved For Relea-EA-11 Approved For Release 2003/04/29 : CIA-RDP84-00780R00440002000 w NOTE FOR: Mr. Wa ttles~ of: *S 46 I would soften para 3 A a little bit along following lines: it Your recommendations have merit and no doubt an appreci miler benefit would result from their implementation,,,I must defer action on them because of other priorities in the allocation of personnel and .'.funds resources." Approved For Release 2003/04/29 : CIA-RDP84-00780R004400020002- pproved For Release 2003/04/ IA-RDP84-00780R004400020001 Llik f 1 March 1971 NOTE FOR: Mr. Mr. Wattles Mr. Coffey 25X1 1. Attached are (a) our summary memorandum on Problem Solving Seminar No. 7, (b) copies of the replies of the Directors of Personnel, Security, Medical Services and Training to DD/S memo 71-0387, and (c) a draft of a suggested memo from the Deputy Director for Support to the Seminar participants. 2. Waiting in the wings is Seminar No. 8, the last of the proposed Seminars. We will brief you on it at your pleasure. 25X1 ILLEGIE

Approved For Release 2003/04/29 : CIA-RDP84-00780R004400020005-9 12FEB1971 MEMORANDUM FOR: Assistant Deputy Director for Support SUBJECT : Report of Problem Solving Seminar No. 7 Influence of Dependents on Employees 1. This memorandum is for information only. 2. Reference is made to your memorandum of 5 February 1971, same Subject, which requested the comments of the Office of Security on whether we have dependent-related problems beyond what might be considered reasonable, given the size of the Agency. 3. By way of general background, it might be noted that on 16 June 1970, the Deputy Director for Support was advised that we examined the amount of time that we were spending in support to employees on dependent problems. The results of that review indicated that the Office of Security was involved in approximately fifteen such cases per month. While the time spent on each case varied from one hour to several weeks, a reasonable average appeared to be that forty-five man-hours per month were being devoted to dependents. Illegal drug usage was far and away the predominant problem. 4. Although this Office does not maintain a special statistical record of dependent-related problems, a current review of our problem cases from January 1970 through January 1971, reflects that we are still averaging twelve to fifteen problem cases a month. The June 1970 statistics are probably an accurate reflection of our efforts at the present time. There is little doubt that more man-hours are now devoted to some aspect of dependent- related problems than several years ago, when the difficulties normally centered on the employee. Approved For Release 9' A-RQPOf)780R004400020005-9 Approved For Release 2003/04/29 : CIA-RDP84-0078OR004400020005-9 6 5. On the broader question posed by you, it is my feeling that this Agency has no monopoly on dependent problems, and that our figures are not unreasonable, given the size and complexity of the Agency. If the figures appear to be high in comparison to other U. S. Government agencies and departments, it can undoubtedly be attributed to the very wise policy of this Agency in encouraging our employees to come to us for help in any type of personal emergency. Director of SlVcurity Distribution: Original - Return to OS 2 - ADD/Support Approved For Release 2003/04/29 : CIA-RDP84-0078OR004400020005-9

Approved For Release 2003/04/29 : CIA-RDP84-00780R004400020005-9 12FEB1971 MEMORANDUM FOR: Assistant Deputy Director for Support SUBJECT : Report of Problem Solving Seminar No. 7 Influence of Dependents on Employees 1. This memorandum is for information only. 2. Reference is made to your memorandum of 5 February 1971, same Subject, which requested the comments of the Office of Security on whether we have dependent-related problems beyond what might be considered reasonable, given the size of the Agency. 3. By way of general background, it might be noted that on 16 June 1970, the Deputy Director for Support was advised that we examined the amount of time that we were spending in support to employees on dependent problems. The results of that review indicated that the Office of Security was involved in approximately fifteen such cases per month. While the time spent on each case varied from one hour to several weeks, a reasonable average appeared to be that forty-five man-hours per month were being devoted to dependents. Illegal drug usage was far and away the predominant problem. 4. Although this Office does not maintain a special statistical record of dependent-related problems, a current review of our problem cases from January 1970 through January 1971, reflects that we are still averaging twelve to fifteen problem cases a month. The June 1970 statistics are probably an accurate reflection of our efforts at the present time. There is little doubt that more man-hours are now devoted to some aspect of dependent- related problems than several years ago, when the difficulties normally centered on the employee. Approved For Release 9' A-RQPOf)780R004400020005-9 Approved For Release 2003/04/29 : CIA-RDP84-0078OR004400020005-9 6 5. On the broader question posed by you, it is my feeling that this Agency has no monopoly on dependent problems, and that our figures are not unreasonable, given the size and complexity of the Agency. If the figures appear to be high in comparison to other U. S. Government agencies and departments, it can undoubtedly be attributed to the very wise policy of this Agency in encouraging our employees to come to us for help in any type of personal emergency. Director of SlVcurity Distribution: Original - Return to OS 2 - ADD/Support Approved For Release 2003/04/29 : CIA-RDP84-0078OR004400020005-9

Approved For Release 2003/04/29 : CIA-RDP84-00780R004400020005-9 12FEB1971 MEMORANDUM FOR: Assistant Deputy Director for Support SUBJECT : Report of Problem Solving Seminar No. 7 Influence of Dependents on Employees 1. This memorandum is for information only. 2. Reference is made to your memorandum of 5 February 1971, same Subject, which requested the comments of the Office of Security on whether we have dependent-related problems beyond what might be considered reasonable, given the size of the Agency. 3. By way of general background, it might be noted that on 16 June 1970, the Deputy Director for Support was advised that we examined the amount of time that we were spending in support to employees on dependent problems. The results of that review indicated that the Office of Security was involved in approximately fifteen such cases per month. While the time spent on each case varied from one hour to several weeks, a reasonable average appeared to be that forty-five man-hours per month were being devoted to dependents. Illegal drug usage was far and away the predominant problem. 4. Although this Office does not maintain a special statistical record of dependent-related problems, a current review of our problem cases from January 1970 through January 1971, reflects that we are still averaging twelve to fifteen problem cases a month. The June 1970 statistics are probably an accurate reflection of our efforts at the present time. There is little doubt that more man-hours are now devoted to some aspect of dependent- related problems than several years ago, when the difficulties normally centered on the employee. Approved For Release 9' A-RQPOf)780R004400020005-9 Approved For Release 2003/04/29 : CIA-RDP84-0078OR004400020005-9 6 5. On the broader question posed by you, it is my feeling that this Agency has no monopoly on dependent problems, and that our figures are not unreasonable, given the size and complexity of the Agency. If the figures appear to be high in comparison to other U. S. Government agencies and departments, it can undoubtedly be attributed to the very wise policy of this Agency in encouraging our employees to come to us for help in any type of personal emergency. Director of SlVcurity Distribution: Original - Return to OS 2 - ADD/Support Approved For Release 2003/04/29 : CIA-RDP84-0078OR004400020005-9

Approved For Release 2003/04/29 : CIA-RDP84-00780R004400020005-9 12FEB1971 MEMORANDUM FOR: Assistant Deputy Director for Support SUBJECT : Report of Problem Solving Seminar No. 7 Influence of Dependents on Employees 1. This memorandum is for information only. 2. Reference is made to your memorandum of 5 February 1971, same Subject, which requested the comments of the Office of Security on whether we have dependent-related problems beyond what might be considered reasonable, given the size of the Agency. 3. By way of general background, it might be noted that on 16 June 1970, the Deputy Director for Support was advised that we examined the amount of time that we were spending in support to employees on dependent problems. The results of that review indicated that the Office of Security was involved in approximately fifteen such cases per month. While the time spent on each case varied from one hour to several weeks, a reasonable average appeared to be that forty-five man-hours per month were being devoted to dependents. Illegal drug usage was far and away the predominant problem. 4. Although this Office does not maintain a special statistical record of dependent-related problems, a current review of our problem cases from January 1970 through January 1971, reflects that we are still averaging twelve to fifteen problem cases a month. The June 1970 statistics are probably an accurate reflection of our efforts at the present time. There is little doubt that more man-hours are now devoted to some aspect of dependent- related problems than several years ago, when the difficulties normally centered on the employee. Approved For Release 9' A-RQPOf)780R004400020005-9 Approved For Release 2003/04/29 : CIA-RDP84-0078OR004400020005-9 6 5. On the broader question posed by you, it is my feeling that this Agency has no monopoly on dependent problems, and that our figures are not unreasonable, given the size and complexity of the Agency. If the figures appear to be high in comparison to other U. S. Government agencies and departments, it can undoubtedly be attributed to the very wise policy of this Agency in encouraging our employees to come to us for help in any type of personal emergency. Director of SlVcurity Distribution: Original - Return to OS 2 - ADD/Support Approved For Release 2003/04/29 : CIA-RDP84-0078OR004400020005-9

The purpose of this project was to investigate the conditions which favor use of group problem solving and decision making to examine the effect of differing organizational climates during the various phases of the systems acquisition process on selection of appropriate participatory decision making styles, to evaluate and identify quantitative methods to assist in amalgamating group opinion, and to understand the appropriate steps in utilizing this decision making approach in the systems acquisition process. A literature survey was conducted of participative decision making and of quantitative methods for amalgamating group opinion.

The purpose of this study was to find out whether students perform differently on algebra word problems that have certain key context features and entail proportional reasoning, relative to their level of logical reasoning and their degree of field dependence/independence. Field-independent students tend to restructure and break stimuli into parts and to perceive details more readily than field-dependent students. The underlying theoretical view is that context may be an important factor in how students approach, analyze, and restructure word problems. The sample included university students (n=37) and secondary school students (n=193) from two large high schools in two cities. The Gottschaldt Hidden Figures Test was used to assess field dependence/independence. Selected items from the Equilibrium Balance Test were used to assess Piagetian stages of logical reasoning. A 2 x 3 MANOVA was used to analyze the effects of cognitive style (dependence, independence) and operativity (concrete, transitional, formal). Overall, field-independent subjects who were formal operational reasoners performed highest across all the problem features. The results supported the influence of cognitive style, together with cognitive development, in mediating a student's ability to solve algebra word problems. Contains 34 references and 2 test references. (Author/LDR)

This study involved the development and experimental tryout of 22 lessons designed to teach 23 primary grade children a set of specific procedures, focusing on the drawing of meaningful diagrams, for analyzing and solving arithmetic story problems. Major dependent variables studied were gain on (1) a 20-item test on stories of the eight types taught and (2) a transfer 20-item test. Gains on both variables were significant. Samples of student work from each class session provided the basis for a qualitative analysis of student progress. The study also investigated differences in pupil performance as these were related to differences in story type. (Author/MNS)

A study undertaken in Ireland investigated the effectiveness of a second language teaching strategy that focused on grammatical problem-solving. In this approach, the problems are located within the target language system, and the problem-solving involves induction of grammatical rules and use of those rules. Learners are confronted with instances of a specific grammatical problem, from which they induce a generalization about form and function. They are provided with tools for solving the problem, such as examples, hints, and feedback. Learners are then given opportunities to use the rules to confirm them, observe how the new rules interact with others, and explore relationships between linguistic structures and their communicative values. Subjects were approximately 100 secondary school graduates, all foreign nationals, attending pre-university courses leading to the Irish school leaving certificate examination. Participants were placed according to ability level and randomly divided into experimental (problem-solving) and control (conventional grammar instruction) groups. Instruction covered six topics of grammar: articles; quantifiers; past simple vs. present perfect tense; logical connectives for addition, contrast, concession, and cause/effect; relative clauses; and passive voice. Experimental subjects found the approach effective and relevant and achieved greater gains in both competence and performance than did control subjects. (MSE)

To examine the effectiveness of the case method in teacher education, 54 students enrolled in an introductory foundations course were taught together in a weekly lecture and randomly assigned to weekly section meetings taught either by the case method or by discussion of readings. As measured by responses to a problematic situation on the mid-term examination, case methods increased education students' abilities to spot issues in problematic situations, analyze educational dilemmas in sophisticated ways, and identify possible alternatives for action. Case methods were as successful with young undergraduate students as with mature students with greater life experience. The effects of case methods on the ability to analyze classroom situations were inconclusive, however. Almost half the students in the discussion section did not respond to the analytic questions. This result could be either an instructional effect, indicating weaker analytic skills of discussion methods students, or a methodological accident. Students expressed highly positive attitudes toward case methods classes, but no significant differences in attitudes were found between case methods students and discussion methods students when taught in small classes by the same instructor. (Author/IAH)

The current period in mathematics education can be characterized as one of reform. Many feel that children in the United States are not learning enough appropriate mathematics; these critics are concerned with the specific areas of problem solving and children's conceptions of the nature and uses of mathematics. A pretest/posttest experimental design study examined the effects of SQUARE ONE TV (SQ1TV), a television series about mathematics aimed at 8- to 12-year-old children, on the problem-solving behavior and attitudes toward mathematics of 240 fifth graders from 4 public schools in Corpus Christi, Texas. Performance and attitude data were collected from a subgroup of 24 students exposed to 30 SQ1TV programs and from 24 students in a control group having no SQ1TV contact. Reported here is the SQ1TV interview regarding children's reactions to the series, presented in the fourth of a five volume report. Administered as the last measure in the study, the SQ1TV Interview was conducted individually with students for 1 half-hour session 1 or 2 days after viewers completed the posttest. Chapters 1 and 2 focused on methodology and students' initial responses to SQ1TV. Chapters 3-8 reported childrens' opinions and reactions to SQ1TV with respect to: (1) Fun; (2) Education; (3) Problem Solving; (4) Mathematics; (5) Participation; and (6) Applications of Mathematics and Problem Solving. Results indicated that over half the children came to see that learning mathematics and having fun were not incompatible activities. These findings suggest that SQ1TV provides a context that can encourage not only positive perceptions of mathematics but also the active doing of mathematics. (MDH)

This paper describes a course taken by elementary student teachers at Central Missouri State University, with particular emphasis on the action research projects that are a part of the course requirements. The intent of the course and the action research is to foster in the student teachers reflective decision making in their own classrooms. Components of the course and of the action research assignment are outlined. The paper concludes with a list of approximately 70 action research topics that were researched in 1990-1991. (IAH)

Despite increased interest in real life problem solving with both children and adults, the question of whether problem solving is related to psychological adjustment remains unanswered. To examine whether college students' self-appraisal of their problem solving skills is related to their psychological adjustment, 671 students took the Problem Solving Inventory during a mass testing program at the beginning of the semester. Subsequently, 80 subjects were selected for additional participation; 67 of those subjects completed the study by responding to the Minnesota Multiphasic Personality Inventory (MMPI). The data were analyzed on a scale by scale basis, as well as through profile analyses by two psychologists skilled in the interpretation of MMPI profiles. Results revealed that self-appraised ineffective (as opposed to effective) problem solvers scored more negatively on a general index of psychological adjustment (the sum of all the clinical scales), differed on all of the hypothesized validity and clinical scales, and differed on all of the hypothesized additional scales. In addition, the profile analyses by the two psychologists suggested that the self-appraised ineffective problem solvers were less well adjusted psychologically than the self-appraised effective problem solvers, thus supporting the findings from the scale by scale analyses. The findings suggest that whereas behavioral adjustment was previously linked to the ability to cope with problematic situations, perhaps an equally important variable is the person's appraisal of his/her coping ability. (Author/JAC)

In an attempt to specify in some canonical terms what many heuristic programs known as "expert systems" do, an analysis was made of ten rule-based systems. It was found that these programs proceed through easily identifiable phases of data abstraction, heuristic mapping onto a hierarchy of pre-enumerated solutions, and refinement within this hierarchy: that is, they do classification. Focusing on content rather than representational technology, this paper proposes a set of terms and relations for describing the knowledge used to solve a problem by classification. Then the model used in analyzing the programs MYCIN, SACON, GRUNDY, and SOPHIE III is described and illustrated. These programs have a characteristic inference structure; moreover, this level of description specifies the knowledge needed to solve a problem, independent of its representation in a particular computer language. The classification problem-solving model provides a useful framework for recognizing and representing similar problems, for designing representation tools, and for understanding the problem-solving methods used by non-classification programs. (MNS)

This booklet is the fourth in a series of nine from the Teacher Training Institute at Hofstra University (New York) and provides descriptive information about the introductory course in Pascal programing with emphasis on the solving of problems found in the advanced-placement computer science curriculum of secondary school mathematics. Included in this booklet are: (1) the instructor's evaluation of the behavioral aspects and affective observations gleaned from his 3 years of participation in this program, as well as proposals for program improvement; (2) a short appraisal of the program and comments from one participant; (3) the course outlines for each year; (4) a sampler of homework assignments, class notes, and computer programs used in the courses; and (5) the examinations used in the courses with some handwritten solutions. An extensive sample of the instructor's and the participants' course project solutions using Pascal programs can be found in booklet #5 in this series (SE 052 486). (JJK)

The New Standards Project is a partnership of 17 states and 6 major school districts that have joined to develop alternative approaches to setting educational standards and assessing student achievement. In the New Standards Project plan, formal standard setting occurs through a process of public examination of student work products on pilot assessment tasks. This progress report describes the work on task development during the first project year, and outlines plans for pilot studies and grading exercises that will occur in the spring and summer of 1992. At that time, New Standards Project will conduct a pilot of fourth-grade performance assessments in mathematics and English/language arts. A total of 460 teachers in 23 states and over 10,000 students are expected to participate. The design of the pilot is described, and research questions are discussed. Task production for this pilot began at a workshop in 1991 where approximately 450 participants focused on developing authentic tasks. Editing and revising has occurred, with several levels of review. The development of scoring rubrics is the next step, scheduled for April and May 1992. Appendix 1 contains the 11-item teacher questionnaire for the pre-pilot assessment. Appendix 2 lists the steps in task revision as an iterative process. (SLD)

A multiyear, multiage experience, combined with what is known about collaborative learning, learning styles, and multiple intelligences, grouping practices, and the success of inclusion in such a setting, promises to give all children a real opportunity for success in the classroom. Many schools have implemented multiage programs successfully, but other programs have been rushed into without proper planning and with requirements that conflict with the spirit of multiage practices. This book shows the potential pitfalls of implementing and conducting a multiage program, and tells how to avoid them. It discusses planning, staff development, student selection, parental involvement, inclusion, specialists in the multiage classroom, and many other issues that, handled properly, will make a multiage program a success. The book is a response to concerns expressed by teachers and offers advice to those educators faced with creating a new multiage program, and to those already in a program and struggling to make it work. The first part of the book offers brief discussions of over 30 basic concepts that should be considered when implementing multiage programs. The second part provides a short list of resources, including organizations, newsletters, and conferences. The last part contains a bibliography of over 190 items. (TJQ)

In complex problem solving domains, correct solutions are often comprised of a combination of individual components. Students usually go through several attempts, each attempt reflecting an individual solution state that can be observed during practice. Classic metrics to measure student performance over time rely on counting the number of submissions or focusing on time taken to complete the problem correctly. These metrics are not robust to the correction of errors that may increase problem solving time, and do not reflect topical misunderstandings on the part of the student. In this paper we propose a metric to measure the probabilistic distance between an observed student solution and a correct solution. Students working in an online programming environment completed four practice problems. Their submissions were then evaluated against a model of the algorithmic components necessary for a correct solution. A Markov Model was used to generate a problem state graph. Our proposed Probabilistic Distance to Solution (PDS) metric was applied to the graph to determine the distance, in program states, from an observed program model to the model of a correct solution. Results indicate that the PDS is useful in determining if an edit or student path is (a) typical of students who have mastered content, and (b) productive in progressing toward a solution. We offer implementation details of PDS and implications for future work based upon current observations. (Contains 2 figures, 1 table, and 3 footnotes.)[For the complete proceedings, "Proceedings of the International Conference on Educational Data Mining (EDM) (5th, Chania, Greece, June 19-21, 2012)," see ED537074.]