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We consider problems of vector optimization with preferences that are not necessarily a pre-order relation. We introduce the class of functions which can serve for a scalarization of these problems and consider a scalar duality based on recently developed methods for non-linear penalization scalar problems with a single constraint.
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Makerspaces are recent additions to schools and have been promoted as a means of developing STEM knowledge and skills. According to literature, the practical nature of making supports deeper engagement with STEM concepts and enhances development of STEM capabilities such as creativity, critical thinking, problem solving and collaboration. However, to date, limited empirical work has been completed investigating STEM learning in school makerspaces. This article reports outcomes from a study of 24 classroom makerspaces, where 5-8-year olds used 3D printing technology to design and develop artefacts responding to different problems, needs and opportunities. Findings were mixed, with evidence supporting makerspaces as effective for STEM skill and disposition development but more limited in their capacity to build STEM knowledge, unless this was explicitly identified and targeted by teachers. This paper questions assumptions about makerspaces as implicitly effective for STEM knowledge-building, arguing that teachers must specifically target conceptual outcomes in planning and teaching if makerspaces are to be effective for this purpose. Also, findings suggest the need to rethink how makerspaces contribute to holistic STEM literacy development, moving beyond current perspectives focused on learning about STEM, to one where makerspaces are viewed as epistemic environments beneficial to knowledge-building, of STEM. Findings will be of value to educators considering makerspaces as a component of STEM curriculum and infrastructure development. [Author abstract]
Description:
The use of problem solving models has been successfully applied and subject to evaluation in law school courses. However, the models have not been evaluated in terms of their application to law courses in which non-law (i.e., business) students are involved. This paper discusses the usefulness of such legal problem solving methods for non-law students from a technology use and acceptance framework, presenting data obtained from a pilot study which was the subject of a teaching and learning grant from CQUniversity Australia.
Description:
The use of problem solving models has been successfully applied and subject to evaluation in law school courses. However, the models have not been evaluated in terms of their application to law courses in which non-law (i.e., business) students are involved. This paper discusses the usefulness of such legal problem solving methods for non-law students from a technology use and acceptance framework, presenting data obtained from a pilot study which was the subject of a teaching and learning grant from CQUniversity Australia.
Description:
Introduction Many disability prevention strategies are focused on acute injuries and brief illness episodes, but there will be growing challenges for employers to manage circumstances of recurrent, chronic, or fluctuating symptoms in an aging workforce. The goal of this article is to summarize existing peer-review research in this area, compare this with employer discourse in the grey literature, and recommend future research priorities. Methods The authors participated in a year-long sponsored collaboration that ultimately led to an invited 3-day conference, “Improving Research of Employer Practices to Prevent Disability”, held October 14–16, 2015, in Hopkinton, Massachusetts, USA. The collaboration included a topical review of the scientific and industry literature, group discussion to identify key areas and challenges, drafting of initial documents, and feedback from peer researchers and a special panel of experts with employer experience. Results Cancer and mental illness were chosen as examples of chronic or recurring conditions that might challenge conventional workplace return-to-work practices. Workplace problems identified in the literature included fatigue, emotional exhaustion, poor supervisor and co-worker support, stigma, discrimination, and difficulties finding appropriate accommodations. Workplace intervention research is generally lacking, but there is preliminary support for improving workplace self-management strategies, collaborative problem-solving, and providing checklists and other tools for job accommodation, ideas echoed in the literature directed toward employers. Research might be improved by following workers from an earlier stage of developing workplace concerns. Conclusions Future research of work disability should focus on earlier identification of at-risk workers with chronic conditions, the use of more innovative and flexible accommodation strategies matched to specific functional losses, stronger integration of the workplace into on-going rehabilitation efforts, and a better understanding of stigma and other social factors at work.
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The purpose of the study was to examine the effect of a group training program, based on cognitive behavioural theory and techniques, on the problem-solving skills of adolescents. Evidence of a link between suicidal ideation (engaging in suicidal thinking) and reported deficits in social problem-solving or coping competence levels in adolescents is an area of investigation that offers some hope for suicide primary prevention programs. The study tried to determine if teaching social problem solving skills in a school would better equip adolescents with coping with problematic situations. The work of Hawton (1997) Hawton and Kirk (1989), Lerner and Clum (1990) and McLeavey, Daly, Ludgate and Murray (1994) formed the basis of the training program design. The emphasis was on general problem-solving skills rather on a participant’s specific current problems. Included was training in listening skills, assistance in developing problem-solving skills rather on a participant’s specific current problems. Included was training in listening skills, assistance in developing appropriate problem-solving behaviours and role simulation through the use of structured video case scenarios. Seventy four male and female year 10 secondary school students were subjects in the study. They were randomly divided into two, approximately equal, groups. Thirty six subjects established the control group and the remaining thirty eight constituted the experimental group. The findings indicated that students exposed to the problem solving training program did not have significantly higher problem-solving ability, as measured by the Problem Solving Inventory (PSI) than those who were not exposed to the training. However, females in the experimental group were significantly more likely to make conscious decisions about when they would approach or avoid a problem when compared to control group females. It is suggested that the adaptation of training, designed for suicidal clients, needs to be explored further for application to Year 10 students in the general population. More research is needed into ways to provide school based preventative training programs that will assist in the development of coping skills.
Description:
Master of Health Science (Health Promotion)
Description:
The purpose of the study was to examine the effect of a group training program, based on cognitive behavioural theory and techniques, on the problem-solving skills of adolescents. Evidence of a link between suicidal ideation (engaging in suicidal thinking) and reported deficits in social problem-solving or coping competence levels in adolescents is an area of investigation that offers some hope for suicide primary prevention programs. The study tried to determine if teaching social problem solving skills in a school would better equip adolescents with coping with problematic situations. The work of Hawton (1997) Hawton and Kirk (1989), Lerner and Clum (1990) and McLeavey, Daly, Ludgate and Murray (1994) formed the basis of the training program design. The emphasis was on general problem-solving skills rather on a participant’s specific current problems. Included was training in listening skills, assistance in developing problem-solving skills rather on a participant’s specific current problems. Included was training in listening skills, assistance in developing appropriate problem-solving behaviours and role simulation through the use of structured video case scenarios. Seventy four male and female year 10 secondary school students were subjects in the study. They were randomly divided into two, approximately equal, groups. Thirty six subjects established the control group and the remaining thirty eight constituted the experimental group. The findings indicated that students exposed to the problem solving training program did not have significantly higher problem-solving ability, as measured by the Problem Solving Inventory (PSI) than those who were not exposed to the training. However, females in the experimental group were significantly more likely to make conscious decisions about when they would approach or avoid a problem when compared to control group females. It is suggested that the adaptation of training, designed for suicidal clients, needs to be explored further for application to Year 10 students in the general population. More research is needed into ways to provide school based preventative training programs that will assist in the development of coping skills.
Description:
Master of Health Science (Health Promotion)
Description:
The Moore bound for a directed graph of maximum out-degree d and diameter k is Md,k=1+d+d2++dk. It is known that digraphs of order Md,k (Moore digraphs) do not exist for d>1 and k>1. Similarly, the Moore bound for an undirected graph of maximum degree d and diameter k is . Undirected Moore graphs only exist in a small number of cases. Mixed (or partially directed) Moore graphs generalize both undirected and directed Moore graphs. In this paper, we shall show that all known mixed Moore graphs of diameter k=2 are unique and that mixed Moore graphs of diameter k3 do not exist.
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We examine the validity of the zero duality gap properties for two important dual schemes: a generalized augmented Lagrangian dual scheme and a nonlinear Lagrange-type dual scheme. The necessary and sufficient conditions for the zero duality gap property to hold are established in terms of the lower semicontinuity of the perturbation functions.
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The ability to problem solve is a life skill that many of us employ in varied situations in our daily life. Many schools endeavor to provide students with opportunities to develop this skill. Red Cliffs East Primary School and Red Cliffs Secondary College are working together on an Australian School Innovation in Science, Technology and Mathematics (ASISTM - a federal Government initiative) project called Learning Worth Bottling. The project is providing learning experiences for middle years (Years 5-8) students that require them to draw on their mathematical knowledge and understandings, to solve problems that occur in the local fruit and wine industry. The location for the problem solving and learning is Deakin Estate Winery. This article will provide an outline of the project and what has been achieved so far.
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This thesis improves the GRN discovery process by integrating heuristic information via a co-regulation function, a post-processing procedure, and a Hub Network algorithm to build the backbone of the network.
Description:
This thesis improves the GRN discovery process by integrating heuristic information via a co-regulation function, a post-processing procedure, and a Hub Network algorithm to build the backbone of the network.