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solving</title> <meta name="description" content="Search results for: obstacles solving"> <meta name="keywords" content="obstacles solving"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="obstacles solving"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2023</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: obstacles solving</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2023</span> Obstacles to Innovation for SMEs: Evidence from Germany</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Strobel">Natalia Strobel</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan%20Kratzer"> Jan Kratzer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Achieving effective innovation is a complex task and during this process firms (especially SMEs) often face obstacles. However, research into obstacles to innovation focusing on SMEs is very scarce. In this study, we propose a theoretical framework for describing these obstacles to innovation and investigate their influence on the innovative performance of SMEs. Data were collected in 2013 through face-to-face interviews with executives of 49 technology SMEs from Germany. The semi-structured interviews were designed on the basis of scales for measuring innovativeness, financial/competitive performance and obstacles to innovation, next to purely open questions. We find that the internal obstacles lack the know-how, capacity overloading, unclear roles and tasks, as well as the external obstacle governmental bureaucracy negatively influence the innovative performance of SMEs. However, in contrast to prior findings this study shows that cooperation ties of firms might also negatively influence the innovative performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation" title="innovation">innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20process" title=" innovation process"> innovation process</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacles" title=" obstacles"> obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=SME" title=" SME"> SME</a> </p> <a href="https://publications.waset.org/abstracts/33912/obstacles-to-innovation-for-smes-evidence-from-germany" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2022</span> An Efficient Robot Navigation Model in a Multi-Target Domain amidst Static and Dynamic Obstacles </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Ayomoh">Michael Ayomoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Adriaan%20Roux"> Adriaan Roux</a>, <a href="https://publications.waset.org/abstracts/search?q=Oyindamola%20Omotuyi"> Oyindamola Omotuyi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents an efficient robot navigation model in a multi-target domain amidst static and dynamic workspace obstacles. The problem is that of developing an optimal algorithm to minimize the total travel time of a robot as it visits all target points within its task domain amidst unknown workspace obstacles and finally return to its initial position. In solving this problem, a classical algorithm was first developed to compute the optimal number of paths to be travelled by the robot amidst the network of paths. The principle of shortest distance between robot and targets was used to compute the target point visitation order amidst workspace obstacles. Algorithm premised on the standard polar coordinate system was developed to determine the length of obstacles encountered by the robot hence giving room for a geometrical estimation of the total surface area occupied by the obstacle especially when classified as a relevant obstacle i.e. obstacle that lies in between a robot and its potential visitation point. A stochastic model was developed and used to estimate the likelihood of a dynamic obstacle bumping into the robot’s navigation path and finally, the navigation/obstacle avoidance algorithm was hinged on the hybrid virtual force field (HVFF) method. Significant modelling constraints herein include the choice of navigation path to selected target points, the possible presence of static obstacles along a desired navigation path and the likelihood of encountering a dynamic obstacle along the robot’s path and the chances of it remaining at this position as a static obstacle hence resulting in a case of re-routing after routing. The proposed algorithm demonstrated a high potential for optimal solution in terms of efficiency and effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi-target" title="multi-target">multi-target</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20robot" title=" mobile robot"> mobile robot</a>, <a href="https://publications.waset.org/abstracts/search?q=optimal%20path" title=" optimal path"> optimal path</a>, <a href="https://publications.waset.org/abstracts/search?q=static%20obstacles" title=" static obstacles"> static obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20obstacles" title=" dynamic obstacles"> dynamic obstacles</a> </p> <a href="https://publications.waset.org/abstracts/82853/an-efficient-robot-navigation-model-in-a-multi-target-domain-amidst-static-and-dynamic-obstacles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2021</span> Young Children’s Use of Representations in Problem Solving </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamariah%20Abu%20Bakar">Kamariah Abu Bakar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Way"> Jennifer Way</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated how young children (six years old) constructed and used representations in mathematics classroom; particularly in problem solving. The purpose of this study is to explore the ways children used representations in solving addition problems and to determine whether their representations can play a supportive role in understanding the problem situation and solving them correctly. Data collection includes observations, children’s artifact, photographs and conversation with children during task completion. The results revealed that children were able to construct and use various representations in solving problems. However, they have certain preferences in generating representations to support their problem solving. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=young%20children" title="young children">young children</a>, <a href="https://publications.waset.org/abstracts/search?q=representations" title=" representations"> representations</a>, <a href="https://publications.waset.org/abstracts/search?q=addition" title=" addition"> addition</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/40756/young-childrens-use-of-representations-in-problem-solving" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40756.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2020</span> Implementation-Specific Obstacles and Measures for Chatbots in B2B Business</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniela%20Greven">Daniela Greven</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathrin%20Endres"> Kathrin Endres</a>, <a href="https://publications.waset.org/abstracts/search?q=Shugana%20Sundralingam"> Shugana Sundralingam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of chatbots has hardly been established in B2B companies to date and involves various challenges. The goal of this paper is to identify the biggest obstacles to the successful implementation of chatbots in B2B companies and to develop measures to overcome them. The obstacles are identified by conducting expert interviews within the framework of Eisenhardt's case study research. These are examined through a socio-technical analysis focusing on people, technology, and organization. By means of systematic literature research and in-depth interviews with German chatbot providers and customers of chatbots, measures for overcoming the obstacles are identified. Using interviews with experts from German chatbot providers, the responsible stakeholders of each measure according to the RASCI Responsibility Matrix are identified. The study shows that there are major obstacles in all areas of a socio-technical system that can cause the implementation of a chatbot to fail. A total of 44 implementation obstacles and 58 measures to overcome these obstacles are identified. The study shows that there are major obstacles in the areas of people, technology, and organization of a socio-technical system that can cause the implementation of a chatbot to fail. A holistic view is therefore essential. The results provide firms with a guideline on how to overcome potential obstacles during chatbot implementation in B2B customer service. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chatbots" title="chatbots">chatbots</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-technical%20analysis" title=" socio-technical analysis"> socio-technical analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=B2B%20customer%20service" title=" B2B customer service"> B2B customer service</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation%20success%20factors" title=" implementation success factors"> implementation success factors</a> </p> <a href="https://publications.waset.org/abstracts/155878/implementation-specific-obstacles-and-measures-for-chatbots-in-b2b-business" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155878.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2019</span> The Obstacles of Applying Electronic Administration at the University of Tabuk from Its Academic Leaders' Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saud%20Eid%20Alanazi">Saud Eid Alanazi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed at recognizing the obstacles of applying of Electronic Administration (e-administration), which refers to any of a number of mechanisms which convert what in a traditional office are paper processes into electronic processes, with the goal being to create a paperless office and improve productivity and performance at the University of Tabuk from its Academic Leaders' Perspectives. The sample of the study consisted of (98) members from deans, vice deans and head of departments from different specialization, gender and position. For achieving the aim of the study, a questionnaire was developed including (45) items distributed into three domains (administrative, human and technical obstacles) . By using appropriate statistical methods to analyze the information, the results indicated that the administrative obstacles domain came in the first rank with a high degree, and the human and technical obstacles came at the second rank with a moderate degree. The study also showed that there were no statistically significant differences attributed to the variables of the members (specialization, gender and position). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administration" title="administration">administration</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20administration" title=" electronic administration"> electronic administration</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacles" title=" obstacles"> obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/23783/the-obstacles-of-applying-electronic-administration-at-the-university-of-tabuk-from-its-academic-leaders-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23783.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2018</span> Obstacles and Ways-Forward to Upgrading Nigeria Basic Nursing Schools: A Survey of Perception of Teaching Hospitals’ Nurse Trainers and Stakeholders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chijioke%20Oliver%20Nwodoh">Chijioke Oliver Nwodoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonah%20Ikechukwu%20Eze"> Jonah Ikechukwu Eze</a>, <a href="https://publications.waset.org/abstracts/search?q=Loretta%20Chika%20Ukwuaba"> Loretta Chika Ukwuaba</a>, <a href="https://publications.waset.org/abstracts/search?q=Ifeoma%20Ndubuisi"> Ifeoma Ndubuisi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ada%20Carol%20Nwaneri"> Ada Carol Nwaneri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ijeoma%20Lewechi%20Okoronkwo"> Ijeoma Lewechi Okoronkwo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Presence of nursing workforce with unequal qualification and status in Nigeria has undermined the growth of nursing profession in the country. Upgrading of the existing basic and post-basic nursing schools to degree-awarding institutions in Nigeria is a way-forward to solving this inequality problem and Nigeria teaching hospitals are in vantage position for this project due to the already existing supportive structure and manpower in those hospitals. What the nurse trainers and the stakeholders of the teaching hospitals may hold for or against the upgrading is a determining factor for the upgrading project, but that is not clear and has not been investigated in Nigeria. The study investigated the perception of nurse trainers and stakeholders of teaching hospitals in Enugu State of Nigeria on the obstacles and ways-forward to upgrading nursing schools to degree-awarding institutions in Nigeria. The study specifically elicited what the subjects may view as obstacles to upgrading basic and post-basic nursing schools to degree-awarding institutions in Nigeria and ascertained their suggestions on the possible ways of overcoming the obstacles. By utilizing cross-sectional descriptive design and a purposive sampling procedure, 78 accessible subjects out of a total population of 87 were used for the study. The generated data from the subjects were analyzed using frequencies, percentages and mean for the research questions and Pearson’s chi-square for the hypotheses, with the aid of Statistical Package for Social Sciences Version 20.0. The result showed that lack of extant policy, fund, and disunity among policy makers and stakeholders of nursing profession are the main obstacles to the upgrading. However, the respondents did not see items like: stakeholders and nurse trainers of basic and post-basic schools of nursing; fear of admitting and producing poor quality nurses; and so forth, as obstacles to the upgrading project. Institution of the upgrading policy by Nursing and Midwifery Council of Nigeria, funding, awareness creation for the upgrading and unison among policy makers and stakeholders of nursing profession are the major possible ways to overcome the obstacles. The difference in the subjects’ perceptions between the two hospitals was found to be statistically insignificant (p > 0.05). It is recommended that the policy makers and stakeholders of nursing in Nigeria should unite and liaise with Federal Ministries of Health and Education for modalities and actualization of upgrading nursing schools to degree-awarding institutions in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nurse%20trainers" title="nurse trainers">nurse trainers</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacles" title=" obstacles"> obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholders" title=" stakeholders"> stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20hospital" title=" teaching hospital"> teaching hospital</a>, <a href="https://publications.waset.org/abstracts/search?q=upgrading%20basic%20nursing%20schools" title=" upgrading basic nursing schools"> upgrading basic nursing schools</a>, <a href="https://publications.waset.org/abstracts/search?q=ways-forward" title=" ways-forward"> ways-forward</a> </p> <a href="https://publications.waset.org/abstracts/88892/obstacles-and-ways-forward-to-upgrading-nigeria-basic-nursing-schools-a-survey-of-perception-of-teaching-hospitals-nurse-trainers-and-stakeholders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88892.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2017</span> Joint Path and Push Planning among Moveable Obstacles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victor%20Emeli">Victor Emeli</a>, <a href="https://publications.waset.org/abstracts/search?q=Akansel%20Cosgun"> Akansel Cosgun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the navigation among movable obstacles (NAMO) problem and proposes joint path and push planning: which path to take and in what direction the obstacles should be pushed at, given a start and goal position. We present a planning algorithm for selecting a path and the obstacles to be pushed, where a rapidly-exploring random tree (RRT)-based heuristic is employed to calculate a minimal collision path. When it is necessary to apply a pushing force to slide an obstacle out of the way, the planners leverage means-end analysis through a dynamic physics simulation to determine the sequence of linear pushes to clear the necessary space. Simulation experiments show that our approach finds solutions in higher clutter percentages (up to 49%) compared to the straight-line push planner (37%) and RRT without pushing (18%). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motion%20planning" title="motion planning">motion planning</a>, <a href="https://publications.waset.org/abstracts/search?q=path%20planning" title=" path planning"> path planning</a>, <a href="https://publications.waset.org/abstracts/search?q=push%20planning" title=" push planning"> push planning</a>, <a href="https://publications.waset.org/abstracts/search?q=robot%20navigation" title=" robot navigation"> robot navigation</a> </p> <a href="https://publications.waset.org/abstracts/128403/joint-path-and-push-planning-among-moveable-obstacles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128403.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2016</span> Artificial Intelligence: Obstacles Patterns and Implications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Placide%20Poba-Nzaou">Placide Poba-Nzaou</a>, <a href="https://publications.waset.org/abstracts/search?q=Anicet%20Tchibozo"> Anicet Tchibozo</a>, <a href="https://publications.waset.org/abstracts/search?q=Malatsi%20Galani"> Malatsi Galani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Etkkali"> Ali Etkkali</a>, <a href="https://publications.waset.org/abstracts/search?q=Erwin%20Halim"> Erwin Halim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Artificial intelligence (AI) is a general-purpose technology that is transforming many industries, working life and society by stimulating economic growth and innovation. Despite the huge potential of benefits to be generated, the adoption of AI varies from one organization to another, from one region to another, and from one industry to another, due in part to obstacles that can inhibit an organization or organizations located in a specific geographic region or operating in a specific industry from adopting AI technology. In this context, these obstacles and their implications for AI adoption from the perspective of configurational theory is important for at least three reasons: (1) understanding these obstacles is the first step in enabling policymakers and providers to make an informed decision in stimulating AI adoption (2) most studies have investigating obstacles or challenges of AI adoption in isolation with linear assumptions while configurational theory offers a holistic and multifaceted way of investigating the intricate interactions between perceived obstacles and barriers helping to assess their synergetic combination while holding assumptions of non-linearity leading to insights that would otherwise be out of the scope of studies investigating these obstacles in isolation. This study aims to pursue two objectives: (1) characterize organizations by uncovering the typical profiles of combinations of 15 internal and external obstacles that may prevent organizations from adopting AI technology, (2) assess the variation in terms of intensity of AI adoption associated with each configuration. We used data from a survey of AI adoption by organizations conducted throughout the EU27, Norway, Iceland and the UK (N=7549). Cluster analysis and discriminant analysis help uncover configurations of organizations based on the 15 obstacles, including eight external and seven internal. Second, we compared the clusters according to AI adoption intensity using an analysis of variance (ANOVA) and a Tamhane T2 post hoc test. The study uncovers three strongly separated clusters of organizations based on perceived obstacles to AI adoption. The clusters are labeled according to their magnitude of perceived obstacles to AI adoption: (1) Cluster I – High Level of perceived obstacles (N = 2449, 32.4%)(2) Cluster II – Low Level of perceived obstacles (N =1879, 24.9%) (3) Cluster III – Moderate Level of perceived obstacles (N =3221, 42.7%). The proposed taxonomy goes beyond the normative understanding of perceived obstacles to AI adoption and associated implications: it provides a well-structured and parsimonious lens that is useful for policymakers, AI technology providers, and researchers. Surprisingly, the ANOVAs revealed a “high level of perceived obstacles” cluster associated with a significantly high intensity of AI adoption. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Artificial%20intelligence%20%28AI%29" title="Artificial intelligence (AI)">Artificial intelligence (AI)</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacles" title=" obstacles"> obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=adoption" title=" adoption"> adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=taxonomy." title=" taxonomy."> taxonomy.</a> </p> <a href="https://publications.waset.org/abstracts/165684/artificial-intelligence-obstacles-patterns-and-implications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165684.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2015</span> Using Convergent and Divergent Thinking in Creative Problem Solving in Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Keng%20Keh%20Lim">Keng Keh Lim</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaleha%20Ismail"> Zaleha Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Yudariah%20Mohammad%20Yusof"> Yudariah Mohammad Yusof</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to find out how students using convergent and divergent thinking in creative problem solving to solve mathematical problems creatively. Eight engineering undergraduates in a local university took part in this study. They were divided into two groups. They solved the mathematical problems with the use of creative problem solving skills. Their solutions were collected and analyzed to reveal all the processes of problem solving, namely: problem definition, ideas generation, ideas evaluation, ideas judgment, and solution implementation. The result showed that the students were able to solve the mathematical problem with the use of creative problem solving skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=convergent%20thinking" title="convergent thinking">convergent thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=divergent%20thinking" title=" divergent thinking"> divergent thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20problem%20solving" title=" creative problem solving"> creative problem solving</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a> </p> <a href="https://publications.waset.org/abstracts/77631/using-convergent-and-divergent-thinking-in-creative-problem-solving-in-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77631.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">349</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2014</span> Number Sense Proficiency and Problem Solving Performance of Grade Seven Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laissa%20Mae%20Francisco">Laissa Mae Francisco</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Rolex%20Ingreso"> John Rolex Ingreso</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Krizel%20Menguito"> Anna Krizel Menguito</a>, <a href="https://publications.waset.org/abstracts/search?q=Criselda%20Robrigado"> Criselda Robrigado</a>, <a href="https://publications.waset.org/abstracts/search?q=Rej%20Maegan%20%20Tuazon"> Rej Maegan Tuazon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to determine and describe the existing relationship between number sense proficiency and problem-solving performance of grade seven students from Victorino Mapa High School, Manila. A paper pencil exam containing of 50-item number sense test and 5-item problem-solving test which measures their number sense proficiency and problem-solving performance adapted from McIntosh, Reys, and Bana were used as the research instruments. The data obtained from this study were interpreted and analyzed using the Pearson – Product Moment Coefficient of Correlation to determine the relationship between the two variables. It was found out that students who were low in number sense proficiency tend to be the students with poor problem-solving performance and students with medium number sense proficiency are most likely to have an average problem-solving performance. Likewise, students with high number sense proficiency are those who do excellently in problem-solving performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=number%20sense" title="number sense">number sense</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency" title=" proficiency"> proficiency</a> </p> <a href="https://publications.waset.org/abstracts/59954/number-sense-proficiency-and-problem-solving-performance-of-grade-seven-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59954.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">438</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2013</span> Lattice Boltzmann Simulation of Fluid Flow and Heat Transfer Through Porous Media by Means of Pore-Scale Approach: Effect of Obstacles Size and Arrangement on Tortuosity and Heat Transfer for a Porosity Degree</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annunziata%20D%E2%80%99Orazio">Annunziata D’Orazio</a>, <a href="https://publications.waset.org/abstracts/search?q=Arash%20Karimipour"> Arash Karimipour</a>, <a href="https://publications.waset.org/abstracts/search?q=Iman%20Moradi"> Iman Moradi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The size and arrangement of the obstacles in the porous media has an influential effect on the fluid flow and heat transfer, even in the same porosity. Regarding to this, in the present study, several different amounts of obstacles, in both regular and stagger arrangements, in the analogous porosity have been simulated through a channel. In order to compare the effect of stagger and regular arrangements, as well as different quantity of obstacles in the same porosity, on fluid flow and heat transfer. In the present study, the Single Relaxation Time Lattice Boltzmann Method, with Bhatnagar-Gross-Ktook (BGK) approximation and D2Q9 model, is implemented for the numerical simulation. Also, the temperature field is modeled through a Double Distribution Function (DDF) approach. Results are presented in terms of velocity and temperature fields, streamlines, percentage of pressure drop and Nusselt number of the obstacles walls. Also, the correlation between tortuosity and Nusselt number of the obstacles walls, for both regular and staggered arrangements, has been proposed. On the other hand, the results illustrated that by increasing the amount of obstacles, as well as changing their arrangement from regular to staggered, in the same porosity, the rate of tortuosity and Nusselt number of the obstacles walls increased. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lattice%20boltzmann%20method" title="lattice boltzmann method">lattice boltzmann method</a>, <a href="https://publications.waset.org/abstracts/search?q=heat%20transfer" title=" heat transfer"> heat transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=porous%20media" title=" porous media"> porous media</a>, <a href="https://publications.waset.org/abstracts/search?q=pore-scale" title=" pore-scale"> pore-scale</a>, <a href="https://publications.waset.org/abstracts/search?q=porosity" title=" porosity"> porosity</a>, <a href="https://publications.waset.org/abstracts/search?q=tortuosity" title=" tortuosity"> tortuosity</a> </p> <a href="https://publications.waset.org/abstracts/165353/lattice-boltzmann-simulation-of-fluid-flow-and-heat-transfer-through-porous-media-by-means-of-pore-scale-approach-effect-of-obstacles-size-and-arrangement-on-tortuosity-and-heat-transfer-for-a-porosity-degree" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165353.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2012</span> Limit-Cycles Method for the Navigation and Avoidance of Any Form of Obstacles for Mobile Robots in Cluttered Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Boufera">F. Boufera</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Debbat"> F. Debbat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with an approach based on limit-cycles method for the problem of obstacle avoidance of mobile robots in unknown environments for any form of obstacles. The purpose of this approach is the improvement of limit-cycles method in order to obtain safe and ﬂexible navigation. The proposed algorithm has been successfully tested in diﬀerent conﬁguration on simulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20robot" title="mobile robot">mobile robot</a>, <a href="https://publications.waset.org/abstracts/search?q=navigation" title=" navigation"> navigation</a>, <a href="https://publications.waset.org/abstracts/search?q=avoidance%20of%20obstacles" title=" avoidance of obstacles"> avoidance of obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=limit-cycles%20method" title=" limit-cycles method"> limit-cycles method</a> </p> <a href="https://publications.waset.org/abstracts/21940/limit-cycles-method-for-the-navigation-and-avoidance-of-any-form-of-obstacles-for-mobile-robots-in-cluttered-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21940.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2011</span> Numerical Modeling for Water Engineering and Obstacle Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mounir%20Adal">Mounir Adal</a>, <a href="https://publications.waset.org/abstracts/search?q=Baalal%20Azeddine"> Baalal Azeddine</a>, <a href="https://publications.waset.org/abstracts/search?q=Afifi%20Moulay%20Larbi"> Afifi Moulay Larbi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Numerical analysis is a branch of mathematics devoted to the development of iterative matrix calculation techniques. We are searching for operations optimization as objective to calculate and solve systems of equations of order n with time and energy saving for computers that are conducted to calculate and analyze big data by solving matrix equations. Furthermore, this scientific discipline is producing results with a margin of error of approximation called rates. Thus, the results obtained from the numerical analysis techniques that are held on computer software such as MATLAB or Simulink offers a preliminary diagnosis of the situation of the environment or space targets. By this we can offer technical procedures needed for engineering or scientific studies exploitable by engineers for water. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=numerical%20analysis%20methods" title="numerical analysis methods">numerical analysis methods</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacles%20solving" title=" obstacles solving"> obstacles solving</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=numerical%20modeling" title=" numerical modeling"> numerical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=iteration" title=" iteration"> iteration</a>, <a href="https://publications.waset.org/abstracts/search?q=computer" title=" computer"> computer</a>, <a href="https://publications.waset.org/abstracts/search?q=MATLAB" title=" MATLAB"> MATLAB</a>, <a href="https://publications.waset.org/abstracts/search?q=water" title=" water"> water</a>, <a href="https://publications.waset.org/abstracts/search?q=underground" title=" underground"> underground</a>, <a href="https://publications.waset.org/abstracts/search?q=velocity" title=" velocity"> velocity</a> </p> <a href="https://publications.waset.org/abstracts/32980/numerical-modeling-for-water-engineering-and-obstacle-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32980.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2010</span> Accounting Information Systems of Kuwaiti Companies: Obstacles and Barriers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haya%20Y%20Alobaid">Haya Y Alobaid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to identify and discuss the obstacles to the ability of the accounting information systems of Kuwaiti companies to deal with electronic commerce, and then to propose appropriate solutions to overcome the barriers. The study revealed a remarkable decrease in external auditors who have professional certification. The results also showed an agreement regarding the accounting systems and the ability to deal with e-commerce, with a different degree of importance, despite the presence of obstacles to the ability of accounting systems in dealing with different companies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting%20information%20systems" title="accounting information systems">accounting information systems</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacle%20and%20barriers" title=" obstacle and barriers"> obstacle and barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20commerce" title=" electronic commerce"> electronic commerce</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuwait%20companies" title=" Kuwait companies"> Kuwait companies</a> </p> <a href="https://publications.waset.org/abstracts/49421/accounting-information-systems-of-kuwaiti-companies-obstacles-and-barriers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49421.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2009</span> Strength of Gratitude Determining Subjective Well-Being: Evidence for Mediating Role of Problem-Solving Styles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarwat%20Sultan">Sarwat Sultan</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahzad%20Gul"> Shahzad Gul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was carried out to see the mediating role of problem solving styles (sensing, intuitive, feeling, and thinking) in the predictive relationship of gratitude with subjective well-being. A sample of 454 college students aged 20-26 years old participated in this study and provided data on the measures of gratitude, problem solving styles, and subjective well-being. Results indicated the significant relationships of gratitude with subjective well-being and problem solving styles of intuitive and thinking. Results further indicated the positive link of intuitive and thinking styles with subjective well-being. Findings also provided the evidence for the significant mediating role of problem solving styles in the relationship of gratitude with subjective well-being. The implication for this study is likely to enhance the medium to long term effects of gratitude on subjective well-being among students and as well as assessing its value in promoting psychological health and problem solving strategies among students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gratitude" title="gratitude">gratitude</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title=" subjective well-being"> subjective well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving%20styles" title=" problem solving styles"> problem solving styles</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a> </p> <a href="https://publications.waset.org/abstracts/27115/strength-of-gratitude-determining-subjective-well-being-evidence-for-mediating-role-of-problem-solving-styles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27115.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">425</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2008</span> Narrative Study to Resilience and Adversity's Response</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yun%20Hang%20Stanley%20Cheung">Yun Hang Stanley Cheung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, many educators and entrepreneurs have often suggested that students’ and workers’ ability of the adversity response is very important, it would affect problem-solving strategies and ultimate success in their career or life. The meaning of resilience is discussed as the process of bouncing back and the ability to adapt well in adversity’s response, being resilient does not mean to live without any stress and difficulty, but to grow and thrive under pressure. The purpose of this study is to describe the process of resilience and adversity’s response. The use of the narrative inquiry aims for understanding the experiential process of adversity response, and the problem-solving strategies (such as emotion control, motivation, decisions making process), as well as making the experience become life story, which may be evaluated by its teller and its listeners. The narrative study describes the researcher’s self-experience of adversity’s response to the recovery of the seriously burnt injury from a hill fire at his 12 years old, as well as the adversities and obstacles related to the tragedy after the physical recovery. Sense-Making Theory and McCormack’s Lenses were used for constructive perspective and data analyzing. To conclude, this study has described the life story of fighting the adversities, also, those narratives come out some suggestions, which point out positive thinking is necessary to build up resilience and the ability of immediate adversity response. Also, some problem-solving strategies toward adversities are discussed, which are helpful for resilience education for youth and young adult. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adversity%20response" title="adversity response">adversity response</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20story" title=" life story"> life story</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20inquiry" title=" narrative inquiry"> narrative inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a> </p> <a href="https://publications.waset.org/abstracts/44040/narrative-study-to-resilience-and-adversitys-response" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2007</span> Numerical Study of Fluid Flow and Heat Transfer in Microchannel with Thin Obstacles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malorzata%20Kmiotek">Malorzata Kmiotek</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Kucaba-Pietal"> Anna Kucaba-Pietal</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Smusz"> Robert Smusz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the miniaturisation process, in many technical devices, microchannels are used in cooling systems. Because of the small size of microchannels, the flow inside is laminar, which caused a slow heat exchange. In order to intensify the heat exchange, the flow must be disturbed, for example, by introducing obstacles. We present results on the influence of a thin obstacle, placed on microchannel wall, on the fluid and heat flow in the aspect of their use by constructors of heat exchangers. The obstacle is called 'thin' when its geometrical parameter (o=w/h, w- width, h - height of the obstacle) satisfies inequality: o < 0.5. In this work, we report numerical results on heat and mass transfer in the microchannels of 400 micrometer height (H - height of the microchannel), where thin obstacles are immersed on the walls, to disturb the flow. The Reynolds number of the flow in microchannel varies between 20 and 200 and is typical for the flow in micro heat exchangers. The equations describing the fluid and heat flows in microchannels were solved numerically by using the finite element method with an application of CFD&FSI package of ADINA R&D, Inc. 9.4 solver. In the case of flows in the microchannels with sequences of thin rectangular obstacles placed on the bottom and the top wall of a microchannel, the influence of distances s (s is the distance between two thin obstacles) and heights of obstacles on the fluid and heat transfer was investigated. Thermal and flow conditions of the application area of microchannels in electronic cooling systems, i.e., wall temperature of 60 °C, the fluid temperature of 20°C were used to solve equations. Additionally, the distance s between the thin obstacles in microchannels as a multiple of the amount of the channel height was determined. Results show that placing thin obstacles on microchannel walls increase the length of recirculation zones of the flow and improves the heat transfer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Finite%20Element%20Method" title="Finite Element Method">Finite Element Method</a>, <a href="https://publications.waset.org/abstracts/search?q=heat%20transfer" title=" heat transfer"> heat transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanical%20engineering" title=" mechanical engineering"> mechanical engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=microchannel" title=" microchannel"> microchannel</a> </p> <a href="https://publications.waset.org/abstracts/110207/numerical-study-of-fluid-flow-and-heat-transfer-in-microchannel-with-thin-obstacles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2006</span> Pre-Service Teachers’ Experiences and Attitude towards Children’s Problem Solving Strategies in Early Mathematics Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Temitayo%20%20Ogunsanwo">Temitayo Ogunsanwo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Problem-solving is an important way of learning way of learning because it propels children to use previous experiences to deal with new situations. The purpose of this study is to find out the attitude of pre-service teachers to problem-solving as a strategy for promoting early mathematics learning in children. This qualitative study employed a descriptive design to investigate the experiences of twenty second-year undergraduate early childhood education Pre-service teachers in a teaching practice and their attitude towards five-year-old children’s problem-solving strategies in mathematics. Pre-service teachers were exposed to different strategies for teaching children how to solve problems in mathematics. They were taken through a micro teaching in class using different strategies to teach problem-solving in different topics in the five-year-old mathematics curriculum. The students were then made to teach five-year-olds in neighbouring schools for three weeks, working in pairs, observing and recording children’s problem-solving activities and strategies. After the three weeks exercise, their experiences and attitude towards children’s problem-solving strategies were collected using open-ended questions and analysed in themes. Findings were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20mathematics%20learning" title=" early mathematics learning"> early mathematics learning</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving" title=" problem-solving"> problem-solving</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/60439/pre-service-teachers-experiences-and-attitude-towards-childrens-problem-solving-strategies-in-early-mathematics-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2005</span> Teaching and Learning Physics via GPS and WikiS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hashini%20E.%20Mohottala">Hashini E. Mohottala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We report the combine use of Wikispaces (WikiS) and Group Problem Solving (GPS) sessions conducted in the introductory level physics classes. As a part of this new teaching tool, some essay type problems were posted on the WikiS in weekly basis and students were encouraged to participate in problem solving without providing numerical final answers but the steps. Wikispace is used as a platform for students to meet online and create discussions. Each week students were further evaluated on problem solving skills opening up more opportunity for peer interaction through GPS. Each group was given a different problem to solve and the answers were graded. Students developed a set of skills in decision-making, problem solving, communication, negotiation, critical and independent thinking and teamwork through the combination of WikiS and GPS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20problem%20solving%20%28GPS%29" title="group problem solving (GPS)">group problem solving (GPS)</a>, <a href="https://publications.waset.org/abstracts/search?q=wikispace%20%28WikiS%29" title=" wikispace (WikiS)"> wikispace (WikiS)</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/18720/teaching-and-learning-physics-via-gps-and-wikis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18720.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2004</span> Serious Digital Video Game for Solving Algebraic Equations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liliana%20O.%20Mart%C3%ADnez">Liliana O. Martínez</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20E%20Gonz%C3%A1lez"> Juan E González</a>, <a href="https://publications.waset.org/abstracts/search?q=Manuel%20Ram%C3%ADrez-Aranda"> Manuel Ramírez-Aranda</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Cervantes-Herrera"> Ana Cervantes-Herrera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A serious game category mobile application called Math Dominoes is presented. The main objective of this applications is to strengthen the teaching-learning process of solving algebraic equations and is based on the board game "Double 6" dominoes. Math Dominoes allows the practice of solving first, second-, and third-degree algebraic equations. This application is aimed to students who seek to strengthen their skills in solving algebraic equations in a dynamic, interactive, and fun way, to reduce the risk of failure in subsequent courses that require mastery of this algebraic tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algebra" title="algebra">algebra</a>, <a href="https://publications.waset.org/abstracts/search?q=equations" title=" equations"> equations</a>, <a href="https://publications.waset.org/abstracts/search?q=dominoes" title=" dominoes"> dominoes</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a> </p> <a href="https://publications.waset.org/abstracts/156059/serious-digital-video-game-for-solving-algebraic-equations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2003</span> Incorporating Polya’s Problem Solving Process: A Polytechnic Mathematics Module Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pei%20Chin%20Lim">Pei Chin Lim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School of Mathematics and Science of Singapore Polytechnic offers a Basic Mathematics module to students who did not pass GCE O-Level Additional Mathematics. These students are weaker in Mathematics. In particular, they struggle with word problems and tend to leave them blank in tests and examinations. In order to improve students’ problem-solving skills, the school redesigned the Basic Mathematics module to incorporate Polya’s problem-solving methodology. During tutorial lessons, students have to work through learning activities designed to raise their metacognitive awareness by following Polya’s problem-solving process. To assess the effectiveness of the redesign, students’ working for a challenging word problem in the mid-semester test were analyzed. Sixty-five percent of students attempted to understand the problem by making sketches. Twenty-eight percent of students went on to devise a plan and implement it. Only five percent of the students still left the question blank. These preliminary results suggest that with regular exposure to an explicit and systematic problem-solving approach, weak students’ problem-solving skills can potentially be improved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title="mathematics education">mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition" title=" metacognition"> metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a>, <a href="https://publications.waset.org/abstracts/search?q=weak%20students" title=" weak students"> weak students</a> </p> <a href="https://publications.waset.org/abstracts/98195/incorporating-polyas-problem-solving-process-a-polytechnic-mathematics-module-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98195.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2002</span> The Effect of Peer Support to Interpersonal Problem Solving Tendencies and Skills in Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20%C3%96zl%C3%BCk">B. Özlük</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Karaaslan"> A. Karaaslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has been conducted as a supplementary and relationship seeking study with the purpose of measuring the tendency and success of support among peers amid nursing students studying at university in solving interpersonal problems. The population of the study (N:279) is comprised of nursing students who are studying at one state and one private university in the province of Konya, while its sample is comprised of 231 nursing students who agreed to take part in the study voluntarily. As a result of this study, it has been determined that the peer support and interpersonal problem solving characteristics among students were at medium levels and that the interpersonal problem solving skills of students studying in the third year were higher than those of first and second year students. While the interpersonal problem solving characteristics of students who are aged 20 and over were found to be higher, no difference could be determined in terms of the interpersonal problem solving skills and tendencies among students, based on their gender and where they reside. A positive – to a medium degree – and significant relationship was determined between peer support and interpersonal problem solving skills, and it is possible to say that as peer support increases, so do the skills and tendencies to solve problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title="nursing students">nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20problem" title=" interpersonal problem"> interpersonal problem</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/54136/the-effect-of-peer-support-to-interpersonal-problem-solving-tendencies-and-skills-in-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2001</span> Overcoming the Obstacles to Green Campus Implementation in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mia%20Wimala">Mia Wimala</a>, <a href="https://publications.waset.org/abstracts/search?q=Emma%20Akmalah"> Emma Akmalah</a>, <a href="https://publications.waset.org/abstracts/search?q=Ira%20Irawati"> Ira Irawati</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Rangga%20Sururi"> M. Rangga Sururi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One way that has been aggressively implemented in creating a sustainable environment nowadays is through the implementation of green building concept. In order to ensure the success of its implementation, the support and initiation from educational institutions, especially higher education institutions are indispensable. This research was conducted to figure out the obstacles restraining the success of green campus implementation in Indonesia, as well as to propose strategies to overcome those obstacles. The data presented in this paper are mainly derived from interview and questionnaire distributed randomly to the staffs and students in 10 (ten) major institutions around Jakarta and West Java area. The data were further analyzed using ANOVA and SWOT analysis. According to 182 respondents, it is found that resistance to change, inadequate knowledge, information and understanding, no penalty for any environmental violation, lack of reward for green campus practices, lack of stringent regulations/laws, lack of management commitment, insufficient funds are the obstacles to the green campus movement in Indonesia. In addition, out of 6 criteria considered in UI GreenMetric World Ranking, <em>education</em> was the only criteria that had no significant difference between public and private universities in generating the green campus performance. The work concludes with recommendation of strategies to improve the implementation of green campus in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=green%20campus" title="green campus">green campus</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacles" title=" obstacles"> obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable" title=" sustainable"> sustainable</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutions" title=" higher education institutions"> higher education institutions</a> </p> <a href="https://publications.waset.org/abstracts/53922/overcoming-the-obstacles-to-green-campus-implementation-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2000</span> Q-Learning of Bee-Like Robots Through Obstacle Avoidance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawairia%20Rasheed">Jawairia Rasheed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modern robots are often used for search and rescue purpose. One of the key areas of interest in such cases is learning complex environments. One of the key methodologies for robots in such cases is reinforcement learning. In reinforcement learning robots learn to move the path to reach the goal while avoiding obstacles. Q-learning, one of the most advancement of reinforcement learning is used for making the robots to learn the path. Robots learn by interacting with the environment to reach the goal. In this paper simulation model of bee-like robots is implemented in NETLOGO. In the start the learning rate was less and it increased with the passage of time. The bees successfully learned to reach the goal while avoiding obstacles through Q-learning technique. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reinforlearning%20of%20bee%20like%20robots%20for%20reaching%20the%20goalcement%20learning%20for%20randomly%20placed%20obstacles" title="reinforlearning of bee like robots for reaching the goalcement learning for randomly placed obstacles">reinforlearning of bee like robots for reaching the goalcement learning for randomly placed obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacle%20avoidance%20through%20q-learning" title=" obstacle avoidance through q-learning"> obstacle avoidance through q-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=q-learning%20for%20obstacle%20avoidance" title=" q-learning for obstacle avoidance"> q-learning for obstacle avoidance</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=""></a> </p> <a href="https://publications.waset.org/abstracts/155154/q-learning-of-bee-like-robots-through-obstacle-avoidance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155154.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1999</span> Solving Extended Linear Complementarity Problems (XLCP) - Wood and Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liberto%20Pombal">Liberto Pombal</a>, <a href="https://publications.waset.org/abstracts/search?q=Christian%20Dieter%20Jaekel"> Christian Dieter Jaekel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this work is to establish theoretical and numerical conditions for Solving Extended Linear Complementarity Problems (XLCP), with emphasis on the Horizontal Linear Complementarity Problem (HLCP). Two new strategies for solving complementarity problems are presented, using differentiable and penalized functions, which resulted in a natural formalization for the Linear Horizontal case. The computational results of all suggested strategies are also discussed in depth in this paper. The implication in practice allows solving and optimizing, in an innovative way, the (forestry) problems of the value chain of the industrial wood sector in Angola. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complementarity" title="complementarity">complementarity</a>, <a href="https://publications.waset.org/abstracts/search?q=box%20constrained" title=" box constrained"> box constrained</a>, <a href="https://publications.waset.org/abstracts/search?q=optimality%20conditions" title=" optimality conditions"> optimality conditions</a>, <a href="https://publications.waset.org/abstracts/search?q=wood%20and%20environment" title=" wood and environment"> wood and environment</a> </p> <a href="https://publications.waset.org/abstracts/182167/solving-extended-linear-complementarity-problems-xlcp-wood-and-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182167.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">56</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1998</span> Predictive Power of Achievement Motivation on Student Engagement and Collaborative Problem Solving Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Theresa%20Marie%20Miller">Theresa Marie Miller</a>, <a href="https://publications.waset.org/abstracts/search?q=Ma.%20Nympha%20Joaquin"> Ma. Nympha Joaquin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to check the predictive power of social-oriented and individual-oriented achievement motivation on student engagement and collaborative problem-solving skills in mathematics. A sample of 277 fourth year high school students from the Philippines were selected. Surveys and videos of collaborative problem solving activity were used to collect data from respondents. The mathematics teachers of the participants were interviewed to provide qualitative support on the data. Systemaitc correlation and regression analysis were employed. Results of the study showed that achievement motivations−SOAM and IOAM− linearly predicted student engagement but was not significantly associated to the collaborative problem-solving skills in mathematics. Student engagement correlated positively with collaborative problem-solving skills in mathematics. The results contribute to theorizing about the predictive power of achievement motivations, SOAM and IOAM on the realm of academic behaviors and outcomes as well as extend the understanding of collaborative problem-solving skills of 21st century learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement%20motivation" title="achievement motivation">achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20problem-solving%20skills" title=" collaborative problem-solving skills"> collaborative problem-solving skills</a>, <a href="https://publications.waset.org/abstracts/search?q=individual-oriented%20achievement%20motivation" title=" individual-oriented achievement motivation"> individual-oriented achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=social-oriented%20achievement%20motivation" title=" social-oriented achievement motivation"> social-oriented achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/56571/predictive-power-of-achievement-motivation-on-student-engagement-and-collaborative-problem-solving-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56571.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1997</span> Investigation into Relationship between Spaced Repetitions and Problems Solving Efficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sidharth%20Talan">Sidharth Talan</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajlakshmi%20G.%20Majumdar"> Rajlakshmi G. Majumdar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Problem-solving skill is one the few skills which is constantly endeavored to improve upon by the professionals and academicians around the world in order to sustain themselves in the ever-growing competitive environment. The given paper focuses on evaluating a hypothesized relationship between the problems solving efficiency of an individual with spaced repetitions, conducted with a time interval of one day over a period of two weeks. The paper has utilized uni-variate regression analysis technique to assess the best fit curve that can explain the significant relationship between the given two variables. The paper has incorporated Anagrams solving as the appropriate testing process for the analysis. Since Anagrams solving involves rearranging a jumbled word to form a correct word, it projects to be an efficient process to observe the attention span, visual- motor coordination and the verbal ability of an individual. Based on the analysis for a sample population of 30, it was observed that problem-solving efficiency of an individual, measured in terms of the score in each test was found to be significantly correlated with time period measured in days. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anagrams" title="Anagrams">Anagrams</a>, <a href="https://publications.waset.org/abstracts/search?q=histogram%20plot" title=" histogram plot"> histogram plot</a>, <a href="https://publications.waset.org/abstracts/search?q=moving%20average%20curve" title=" moving average curve"> moving average curve</a>, <a href="https://publications.waset.org/abstracts/search?q=spacing%20effect" title=" spacing effect"> spacing effect</a> </p> <a href="https://publications.waset.org/abstracts/83958/investigation-into-relationship-between-spaced-repetitions-and-problems-solving-efficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83958.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1996</span> The Level of Administrative Creativity and Its Obstacles From the Point of View of Workers in Youth Centers in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Basheer%20Ahmad%20Al-Alwan">Basheer Ahmad Al-Alwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to assess the extent of administrative creativity and identify its barriers from the perspective of employees working in youth centers in Jordan. The sample comprised 156 individuals employed in youth centers within the Hashemite Kingdom of Jordan. Data collection involved the utilization of two measures: the administrative creativity scale and the obstacles to administrative work scale. Correlation and stepwise multiple regression analyses were conducted. The findings revealed a high level of administrative creativity, as indicated by a mean score of 3.82 and a standard deviation of 0.51. Furthermore, statistically significant gender-based differences in administrative creativity were observed, favoring males, with a mean score of 3.32 for males compared to 2.91 for females. The results also demonstrated statistically significant differences in the level of administrative creativity based on experience, with the highest mean score observed for individuals with 5 to less than 10 years of experience. Regarding the obstacles to administrative creativity, the findings revealed an average level, with a mean score of 2.86 and a standard deviation of 0.791. Based on these results, the study recommends the promotion of a culture of creativity among employees and the provision of a broader scope of authority to foster an environment conducive to administrative creativity. Additionally, it suggests offering training courses encompassing the annual plan for these centers and minimizing obstacles that hinder the creative process among employees in Jordanian youth centers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administrative%20creativity" title="administrative creativity">administrative creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacles" title=" obstacles"> obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=workers%20in%20youth%20centers" title=" workers in youth centers"> workers in youth centers</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a> </p> <a href="https://publications.waset.org/abstracts/174224/the-level-of-administrative-creativity-and-its-obstacles-from-the-point-of-view-of-workers-in-youth-centers-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1995</span> The Core Obstacles of Continuous Improvement Implementation: Some Key Findings from Health and Education Sectors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Alhaqbani">Abdullah Alhaqbani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Implementing continuous improvement is a challenge that public sector organisations face in becoming successful. Many obstacles hinder public organisations from successfully implementing continuous improvement. This paper aims to highlight the key core obstacles that face public organisations to implement continuous improvement programmes. Approach: Based on the literature, this paper reviews 66 papers that were published between 2000 and 2013 and that focused on the concept of continuous improvement and improvement methodologies in the context of public sector organisations. The methodologies for continuous improvement covered in these papers include Total Quality Management, Six Sigma, process re-engineering, lean thinking and Kaizen. Findings: Of the 24 obstacles found in the literature, 11 barriers were seen as core barriers that frequently occurred in public sector organisations. The findings indicate that lack of top management commitment; organisational culture and political issues and resistance to change are significant obstacles for improvement programmes. Moreover, this review found that improvement methodologies share some core barriers to successful implementation within public organisations. These barriers as well are common in the different geographic area. For instance lack of top management commitment and training that found in the education sector in Albanian are common barriers of improvement studies in Kuwait, Saudi Arabia, Spain, UK and US. Practical implications: Understanding these core issues and barriers will help managers of public organisations to improve their strategies with respect to continuous improvement. Thus, this review highlights the core issues that prevent a successful continuous improvement journey within the public sector. Value: Identifying and understanding the common obstacles to successfully implementing continuous improvement in the public sector will help public organisations to learn how to improve in launching and successfully sustaining such programmes. However, this is not the end; rather, it is just the beginning of a longer improvement journey. Thus, it is intended that this review will identify key learning opportunities for public sector organisations in developing nations which will then be tested via further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=continuous%20improvement" title="continuous improvement">continuous improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=total%20quality%20management" title=" total quality management"> total quality management</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacles" title=" obstacles"> obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20sector" title=" public sector"> public sector</a> </p> <a href="https://publications.waset.org/abstracts/38282/the-core-obstacles-of-continuous-improvement-implementation-some-key-findings-from-health-and-education-sectors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38282.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1994</span> Solving of Types Mathematical Routine and Non-Routine Problems in Algebra</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ver%C3%B3nica%20D%C3%ADaz%20Quezada">Verónica Díaz Quezada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance given to the development of the problem solving skill and the requirement to solve problems framed in mathematical or real life contexts, in practice, they are not evidence in relation to the teaching of proportional variations. This qualitative and descriptive study aims to (1) to improve problem solving ability of high school students in Chile, (ii) to elaborate and describe a didactic intervention strategy based on learning situations in proportional variations, focused on solving types of routine problems of various contexts and non-routine problems. For this purpose, participant observation was conducted, test of mathematics problems and an opinion questionnaire to thirty-six high school students. Through the results, the highest academic performance is evidenced in the routine problems of purely mathematical context, realistic, fantasy context, and non-routine problems, except in the routine problems of real context and compound proportionality problems. The results highlight the need to consider in the curriculum different types of problems in the teaching of mathematics that relate the discipline to everyday life situations <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algebra" title="algebra">algebra</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school" title=" high school"> high school</a>, <a href="https://publications.waset.org/abstracts/search?q=proportion%20variations" title=" proportion variations"> proportion variations</a>, <a href="https://publications.waset.org/abstracts/search?q=nonroutine%20problem%20solving" title=" nonroutine problem solving"> nonroutine problem solving</a>, <a href="https://publications.waset.org/abstracts/search?q=routine%20problem%20solving" title=" routine problem solving"> routine problem solving</a> </p> <a href="https://publications.waset.org/abstracts/150360/solving-of-types-mathematical-routine-and-non-routine-problems-in-algebra" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150360.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=obstacles%20solving&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=obstacles%20solving&page=3">3</a></li> <li class="page-item"><a class="page-link" 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