Problem Solving Research

Testing-Out Research Dr. Estelle M. Phillips' own PhD entitled 'The PhD as a Learning Process' was completed at University College London. Throughout her career she has published on aspects of the PhD and spoken about the skills required to complete and supervise a PhD to research students and academic staff in universities of four continents. Professor Derek S. Creative problem-solving From Wikipedia, the free encyclopedia Creative problem-solving (CPS)[1] is the mental process of searching for an original and previously unknown solution to a problem. To qualify, the solution must be novel and reached independently.[1][2] The creative problem-solving process was originally developed by Alex Osborn and Sid Parnes. Creative problem solving (CPS) is a way of using creativity to develop new ideas and solutions to problems. The process is based on separating divergent and convergent thinking styles, so that one can focus their mind on creating at the first stage, and then evaluating at the second stage. Creative solution types[edit] The process of creative problem-solving usually begins with defining the problem. A creative solution will often have distinct characteristics that include using only existing components, or the problematic factor, as the basis for the solution. Techniques and tools[edit] Creative problem-solving technique categories[edit] See also[edit]

How to Solve It How to Solve It (1945) is a small volume by mathematician George Pólya describing methods of problem solving.[1] Four principles[edit] How to Solve It suggests the following steps when solving a mathematical problem: First, you have to understand the problem.[2]After understanding, then make a plan.[3]Carry out the plan.[4]Look back on your work.[5] How could it be better? If this technique fails, Pólya advises:[6] "If you can't solve a problem, then there is an easier problem you can solve: find it First principle: Understand the problem[edit] "Understand the problem" is often neglected as being obvious and is not even mentioned in many mathematics classes. What are you asked to find or show? The teacher is to select the question with the appropriate level of difficulty for each student to ascertain if each student understands at their own level, moving up or down the list to prompt each student, until each one can respond with something constructive. Second principle: Devise a plan[edit]

Exploratory Research Exploratory research is research conducted for a problem that has not been clearly defined. It often occurs before we know enough to make conceptual distinctions or posit an explanatory relationship.[1] Exploratory research helps determine the best research design, data collection method and selection of subjects. It should draw definitive conclusions only with extreme caution. Given its fundamental nature, exploratory research often concludes that a perceived problem does not actually exist. Exploratory research often relies on secondary research such as reviewing available literature and/or data, or qualitative approaches such as informal discussions with consumers, employees, management or competitors, and more formal approaches through in-depth interviews, focus groups, projective methods, case studies or pilot studies. The results of exploratory research are not usually useful for decision-making by themselves, but they can provide significant insight into a given situation.

Claude Shannon: How a Real Genius Solves Problems It took Claude Shannon about a decade to fully formulate his seminal theory of information. He first flirted with the idea of establishing a common foundation for the many information technologies of his day (like the telephone, the radio, and the television) in graduate school. It wasn’t until 1948, however, that he published A Mathematical Theory of Communication. This wasn’t his only big contribution, though. As a student at MIT, at the humble age of 21, he published a thesis that many consider possibly the most important master’s thesis of the century. To the average person, this may not mean much. The word genius is thrown around casually, but there are very few people who actually deserve the moniker like Claude Shannon. One of the subtle causes behind what manifested as such genius, however, was the way he attacked problems. All problems have a shape and a form. Build a Core Before Filling the Details This is where Shannon did the opposite. Details are important and useful.

Jewish Philosophy (W) Jewish philosophy (Hebrew: פילוסופיה יהודית‎; Arabic: الفلسفة اليهودية‎; Yiddish: ייִדיש פֿילאָסאָפֿיע) includes all philosophy carried out by Jews, or in relation to the religion of Judaism. Until modern Haskalah (Jewish Enlightenment) and Jewish Emancipation, Jewish philosophy was preoccupied with attempts to reconcile coherent new ideas into the tradition of Rabbinic Judaism; thus organizing emergent ideas that are not necessarily Jewish into a uniquely Jewish scholastic framework and world-view. With their acceptance into modern society, Jews with secular educations embraced or developed entirely new philosophies to meet the demands of the world in which they now found themselves. Medieval re-discovery of Greek thought among Gaonim of 10th century Babylonian academies brought rationalist philosophy into Biblical-Talmudic Judaism. Ancient Jewish philosophy[edit] Philosophy in the Bible[edit] Rabbinic literature sometimes views Abraham as a "philosopher." Philo of Alexandria[edit] Dr.

The four main approaches - Types of research - Understanding dementia research - Research - Alzheimer Europe Quantitative research Quantitative research is generally associated with the positivist/postpositivist paradigm. It usually involves collecting and converting data into numerical form so that statistical calculations can be made and conclusions drawn. The process Researchers will have one or more hypotheses. These are the questions that they want to address which include predictions about possible relationships between the things they want to investigate (variables). Data is collected by various means following a strict procedure and prepared for statistical analysis. The results of statistical analyses are presented in journals in a standard way, the end result being a P value. Principles Objectivity is very important in quantitative research. Researchers go to great lengths to ensure that they are really measuring what they claim to be measuring. External factors, which might affect the results, must also be controlled for. When looking at results, the P value is important. Principles

Candle problem Problem[edit] The test presents the participant with the following task: how to fix and light a candle on a wall (a cork board) in a way so the candle wax won't drip onto the table below.[3] To do so, one may only use the following along with the candle: a box of matchesa box of thumbtacks Solution[edit] The solution is to empty the box of thumbtacks, put the candle into the box, use the thumbtacks to nail the box (with the candle in it) to the wall, and light the candle with the match.[3] The concept of functional fixedness predicts that the participant will only see the box as a device to hold the thumbtacks and not immediately perceive it as a separate and functional component available to be used in solving the task. Response[edit] Many of the people who attempted the test explored other creative, but less efficient, methods to achieve the goal. Glucksberg[edit] Linguistic implications[edit] E. In a written version of the task given to people at Stanford University, Michael C.

Indian Philosophy (W) India has a rich and diverse philosophical tradition dating back to the composition of the Upanisads in the later Vedic period. According to Radhakrishnan, the oldest of these constitute "...the earliest philosophical compositions of the world. Since the late medieval age (ca.1000-1500) various schools (Skt: Darshanas) of Indian philosophy are identified as orthodox (Skt: astika) or non-orthodox (Skt: nastika) depending on whether they regard the Veda as an infallible source of knowledge.[3] There are six schools of orthodox Hindu philosophy and three heterodox schools. The main schools of Indian philosophy were formalised chiefly between 1000 BC to the early centuries AD. Common themes[edit] The Indian thinkers of antiquity (very much like those of the Hellenistic schools) viewed philosophy as a practical necessity that needed to be cultivated in order to understand how life can best be led. Schools[edit] Hindu philosophy[edit] Jain philosophy[edit] Buddhist philosophy[edit]