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UPDATE `aff_pdf_cache` SET `cache` = 'a:10:{i:0;O:8:\"stdClass\":13:{s:2:\"id\";s:6:\"263211\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:9:\"mysmandtb\";s:9:\"author_id\";s:1:\"0\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:130:\"Succeeding in Business with Microsoft Office Access 2010: A Problem-Solving Approach, 1st Edition, Sandra Cable, CENGAGE, IM+SM+TB\";s:11:\"description\";s:681:\"Solution Manuals and Test Banks\nI have huge collection of solution manuals and test banks. I strive to provide you unbeatable prices with excellent support. \nSo, I assure you that you won’t be disappointed! I will gladly provide samples upon request, so don’t hesitate to contact me. \n \nTo get the solution manuals and test banks just contact with me. \nMy e-mail address is: mysmandtb@xxxxxxxxx, mysmandtb(at)gmail.com. Please replace (at) by @.If you need those, email to me. \nNote: All solution manuals and test banks are in soft copy means it’s in PDF format or doc format. \nI have around 4000+ solution manual. So please e-mail me. I am ready to help you.\n\";s:5:\"thumb\";s:118:\"images/t/2633/succeeding-in-business-with-microsoft-office-access-2010-a-problem-solving-approach-1st-edition-sand.jpg\";s:6:\"thumb2\";s:119:\"images/t2/2633/succeeding-in-business-with-microsoft-office-access-2010-a-problem-solving-approach-1st-edition-sand.jpg\";s:9:\"permalink\";s:100:\"succeeding-in-business-with-microsoft-office-access-2010-a-problem-solving-approach-1st-edition-sand\";s:5:\"pages\";s:1:\"9\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:1;O:8:\"stdClass\":13:{s:2:\"id\";s:5:\"12315\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:7:\"samanta\";s:9:\"author_id\";s:4:\"1916\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:68:\"On the Notion of Software Engineering: A Problem Solving Perspective\";s:11:\"description\";s:1051:\"Despite of extensive efforts, software projects have to cope with the recurring problems of the software crisis. We argue that the software crisis problem is more deeply rooted than it is generally perceived and that the problem is in the first place conceptual rather than technical. This implies that software engineering as it is currently perceived and applied may lack some fundamental concepts that are necessary to produce software systems cost- effectively. This paper presents a broad and general view of software engineering in order to grasp its essence and identify the concepts that are necessary but are not well-defined or even missing. It has been shown that software engineering, mature engineering disciplines and philosophy all aim at solving problems in their own context. By using a common problem solving model, an in-depth comparative analysis of software engineering with mature engineering and philosophy is provided. This comparative analysis helps us to identify a number of issues of current software engineering practices.\";s:5:\"thumb\";s:84:\"images/t/124/on-the-notion-of-software-engineering-a-problem-solving-perspective.jpg\";s:6:\"thumb2\";s:85:\"images/t2/124/on-the-notion-of-software-engineering-a-problem-solving-perspective.jpg\";s:9:\"permalink\";s:67:\"on-the-notion-of-software-engineering-a-problem-solving-perspective\";s:5:\"pages\";s:2:\"46\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:2;O:8:\"stdClass\":13:{s:2:\"id\";s:5:\"12312\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:7:\"samanta\";s:9:\"author_id\";s:4:\"1916\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:52:\"Retrieval and Learning in Analogical Problem Solving\";s:11:\"description\";s:1090:\"EUREKA is a problem-solving system that operates through a form of analogical reasoning. The system was designed to study how relatively low-level memory, reasoning, and learning mechanisms can account for high-level learning inhuman problem solvers. Thus, EUREKA\'s design has focused on issues of memory representation and retrieval of analogies, at the expense of complex problem-solving ability or sophisticated analogical elaboration techniques. Two computational systems for analogical reasoning, ARCS/ACME and MAC/FAC, are relatively powerful and well-known in the cognitive science literature. However, they have not addressed issues of learning, and they have not been implemented in the context of a performance task that can dictate what makes an analogy \"good\". Thus, it appears that these different research directions have much to offer each other. We describe the EUREKA system and compare its analogical retrieval mechanism with those in ARCS and MAC/FAC. We then discuss the issues involved in incorporating ARCS and MAC/FAC into a learning problem solver such as EUREKA. \";s:5:\"thumb\";s:69:\"images/t/124/retrieval-and-learning-in-analogical-problem-solving.jpg\";s:6:\"thumb2\";s:70:\"images/t2/124/retrieval-and-learning-in-analogical-problem-solving.jpg\";s:9:\"permalink\";s:52:\"retrieval-and-learning-in-analogical-problem-solving\";s:5:\"pages\";s:1:\"6\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:3;O:8:\"stdClass\":13:{s:2:\"id\";s:4:\"6299\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:6:\"shinta\";s:9:\"author_id\";s:3:\"377\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:109:\"External Support for Collaborative Problem Solving in a Simulated Provider/Patient Medication Scheduling Task\";s:11:\"description\";s:1430:\"Taking medication requires developing plans to accomplish the activity. This planning challenges older
\nadults because of age-related cognitive limits and inadequate collaboration with health providers. The
\nauthors investigated whether an external aid (medtable) supports collaborative planning in the context of
\na simulated patient/provider task in which pairs of older adults worked together to create medication
\nschedules. Experiment 1 compared pairs who used the medtable, blank paper (unstructured aid), or no aid
\nto create schedules varying in complexity of medication constraints (number of medications and
\nmedication co-occurrence restrictions) and patient constraints (available times during the day to take
\nmedication). Both aids increased problem-solving accuracy and efficiency (time per unit accuracy)
\ncompared to the no-aid condition, primarily for more complex schedules. However, benefits were similar
\nfor the two aids. In Experiment 2, a redesigned medtable increased problem-solving accuracy and
\nefficiency compared to blank paper. Both aids presumably supported problem solving by providing a
\njointly visible workspace for developing schedules. The medtable may be more effective because it
\nexternalizes constraints (relationships between medication and patient information), so that participants
\ncan more easily organize information.\";s:5:\"thumb\";s:125:\"images/t/63/external-support-for-collaborative-problem-solving-in-a-simulated-provider-patient-medication-scheduling-task.jpg\";s:6:\"thumb2\";s:126:\"images/t2/63/external-support-for-collaborative-problem-solving-in-a-simulated-provider-patient-medication-scheduling-task.jpg\";s:9:\"permalink\";s:109:\"external-support-for-collaborative-problem-solving-in-a-simulated-provider-patient-medication-scheduling-task\";s:5:\"pages\";s:2:\"10\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:4;O:8:\"stdClass\":13:{s:2:\"id\";s:5:\"12309\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:7:\"samanta\";s:9:\"author_id\";s:4:\"1916\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:61:\"Problem Solving in Technology Education: A Taoist Perspective\";s:11:\"description\";s:1353:\"Problem solving and product design experiences can empower students by presenting unique learning opportunities. Although the problem solving method may have been important to technology education, as well as industrial arts, as far back as the 1920s (Foster, 1994), the movement to incorporate more problem solving and product design in technology education kept surfacing in the 1990s. For example, the Commonwealth of Virginia introduced a series of high school technology courses grouped together as Design and Technology (Virginia Department of Education, 1992); TIES Magazine \'s web site offered 70 video tapes \"that will support the teaching of design, problem solving and technology\" (Ties, 1998); the use of design briefs was emphasized (Ritz & Deal, 1992); the popularity of a textbook titled Design and Problem Solving in Technology (Hutchinson & Karsnitz, 1994) continued to grow; and smiling students and their technological inventions were featured in articles (Edwards, 1996), at fairs, and in promotional materials. In the newer approaches to technology education that center on design, students are often asked to design new products. They creatively invent products like: pizza cutters with built-in flashlights; roller skates that work in sand; hats with built-in fans for cooling; and yet another way to store compact discs.\";s:5:\"thumb\";s:77:\"images/t/124/problem-solving-in-technology-education-a-taoist-perspective.jpg\";s:6:\"thumb2\";s:78:\"images/t2/124/problem-solving-in-technology-education-a-taoist-perspective.jpg\";s:9:\"permalink\";s:60:\"problem-solving-in-technology-education-a-taoist-perspective\";s:5:\"pages\";s:1:\"7\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:5;O:8:\"stdClass\":13:{s:2:\"id\";s:5:\"12311\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:7:\"samanta\";s:9:\"author_id\";s:4:\"1916\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:89:\"Managing Communicative In tentionsin Dialogue Using a Collaborative Problem-Solving Model\";s:11:\"description\";s:1330:\"In order to understand natural language, it is necessary to understand thein tentionsbehind it, (i.e. , why an utterance was spoken). We model dialogue as col lab oration between agents. Communicative in ten tionscanthen be seen as how an age nt is trying to afiectthecollabo- ration. Most previous work on in tention-recognitionapproac hes to dialogue has focused on only a small subset of agentcollab oration paradigms (i.e. , master-slave), and thus is unable to account for dialogues in other paradigms, such as mixed-initiativecollab oration. Previ- ousworkhasalso either modeled dialogues where the agents are only planning or dialogues where agents are only acting. This restricts dialogue-model coverage to only those cases and does not model dialogues wherecollab oration about acting and planning occurs. In this paper, we presenta collaborative problem-solving model of dialogue. This model is able to account fora much wider array of dialogues than previous models have covered. It covers the spectrum of collaboration paradigms (from master-slave to mixed-initiative) as well as dialogues where interleaved acting and planning are taking place. We propose, for future research, to complete this model and to build a domain-independent intention-recognition system based on it for use within the TRIPS dialogue system.\";s:5:\"thumb\";s:106:\"images/t/124/managing-communicative-in-tentionsin-dialogue-using-a-collaborative-problem-solving-model.jpg\";s:6:\"thumb2\";s:107:\"images/t2/124/managing-communicative-in-tentionsin-dialogue-using-a-collaborative-problem-solving-model.jpg\";s:9:\"permalink\";s:89:\"managing-communicative-in-tentionsin-dialogue-using-a-collaborative-problem-solving-model\";s:5:\"pages\";s:2:\"56\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:6;O:8:\"stdClass\":13:{s:2:\"id\";s:5:\"12313\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:7:\"samanta\";s:9:\"author_id\";s:4:\"1916\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:127:\"Broadening Participation in Community Problem Solving: a Multidisciplinary Model to Support Collaborative Practice and Research\";s:11:\"description\";s:1833:\"Over the last 40 years, thousands of communities—in the United States and internationally—have been working to broaden the involvement of people and organizations in addressing community-level problems related to health and other areas. Yet, in spite of this experience, many communities are having substantial difficulty achieving their collaborative objective, and many funders of community partnerships and participation initiatives are looking for ways to get more out of their investment. One of the reasons we are in this predicament is that the practitioners and researchers who are interested in community collaboration come from a variety of contexts, initiatives, and academic disciplines, and few of them have integrated their work with experiences or literatures beyond their own domain. In this article, we seek to overcome some of this fragmentation of effort by presenting a multidisciplinary model that lays out the pathways by which broadly participatory processes lead to more effective community problem solving and to improvements in community health. The model, which builds on abroad array of practical experience as well as conceptual and empirical work in multiple fields, is an outgrowth of a joint-learning work group that was organized to support nine communities in the Turning Point initiative. Following a detailed explication of the model, the article focuses on the implications of the model for research, practice, and policy. It describes how the model can help researchers answer the fundamental effectiveness and \"how-to\" questions related to community collaboration. In addition, the article explores differences between the model and current practice, suggesting strategies that can help the participants in, and funders of, community collaborations strengthen their efforts.\";s:5:\"thumb\";s:117:\"images/t/124/broadening-participation-in-community-problem-solving-a-multidisciplinary-model-to-support-collabora.jpg\";s:6:\"thumb2\";s:118:\"images/t2/124/broadening-participation-in-community-problem-solving-a-multidisciplinary-model-to-support-collabora.jpg\";s:9:\"permalink\";s:100:\"broadening-participation-in-community-problem-solving-a-multidisciplinary-model-to-support-collabora\";s:5:\"pages\";s:2:\"47\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:7;O:8:\"stdClass\":13:{s:2:\"id\";s:6:\"152416\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:12:\"dishdash2010\";s:9:\"author_id\";s:4:\"3025\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:145:\"Most Complete Solution CASE Test files for Financial Institutions Management A Risk Management Approach - 5e,Saunders - ISBN 0072957468 Test-bank\";s:11:\"description\";s:435:\"Case Solution , Test Solution s files , Files Problem Solutions , TestsFinancial Institutions Management A Risk Management Approach - 5e,Saunders ISBN 0072957468\n\nMoST Complete Instructor Solution manual + Testbank for \nWww.dishdash2010.blogspot.com\nYou can email me dishdash2010@gmail.com to makin order of this file . More than + 1000000 other Solutions/Test files are available!\nDelivery time is less than an hours, Dnt loose it !\n\n\";s:5:\"thumb\";s:118:\"images/t/1525/most-complete-solution-case-test-files-for-financial-institutions-management-a-risk-management-appro.jpg\";s:6:\"thumb2\";s:119:\"images/t2/1525/most-complete-solution-case-test-files-for-financial-institutions-management-a-risk-management-appro.jpg\";s:9:\"permalink\";s:100:\"most-complete-solution-case-test-files-for-financial-institutions-management-a-risk-management-appro\";s:5:\"pages\";s:1:\"1\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:8;O:8:\"stdClass\":13:{s:2:\"id\";s:5:\"12319\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:7:\"samanta\";s:9:\"author_id\";s:4:\"1916\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:49:\"Knowledge Integration in Creative Problem Solving\";s:11:\"description\";s:734:\"Most psychological theories of problem solving have focused on modeling explicit processes that gradually bring the solver closer to the solution in a mostly explicit and deliberative way. This approach to problem solving is typically inefficient when the problem is too complex, ill-understood, or ambiguous. In such a case, a \'creative\' approach to problem solving might be more appropriate. In the present paper, we propose a computational psychological model implementing the Explicit-Implicit Interaction theory of creative problem solving that involves integrating the results of implicit and explicit processing. In this paper, the new model is used to simulate insight in creative problem solving and the overshadowing effect.\";s:5:\"thumb\";s:66:\"images/t/124/knowledge-integration-in-creative-problem-solving.jpg\";s:6:\"thumb2\";s:67:\"images/t2/124/knowledge-integration-in-creative-problem-solving.jpg\";s:9:\"permalink\";s:49:\"knowledge-integration-in-creative-problem-solving\";s:5:\"pages\";s:1:\"6\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:9;O:8:\"stdClass\":13:{s:2:\"id\";s:6:\"383165\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:7:\"fanomar\";s:9:\"author_id\";s:6:\"548868\";s:14:\"author_website\";s:38:\"http://www.empowernetwork.com/fanomar/\";s:5:\"title\";s:69:\"There Are Many Ways To Solve A Problem With Regards To Your Lifestyle\";s:11:\"description\";s:491:\"Sick of your job? Getting tired of being told what to do all the time?\n\nDon’t worry. You’re not alone.\n\nHow about your salary? Is it any better for the amount of work that you put in?\n\nIf all of the above mentioned questions that I have imposed to you produces negative answer from you, then you ought to be creative by finding other ways to solve a problem specifically to your lifestyle.\n\nIf you think that your job is far better for you, then I guess this post is not for you.\";s:5:\"thumb\";s:87:\"images/t/3832/there-are-many-ways-to-solve-a-problem-with-regards-to-your-lifestyle.jpg\";s:6:\"thumb2\";s:88:\"images/t2/3832/there-are-many-ways-to-solve-a-problem-with-regards-to-your-lifestyle.jpg\";s:9:\"permalink\";s:69:\"there-are-many-ways-to-solve-a-problem-with-regards-to-your-lifestyle\";s:5:\"pages\";s:1:\"3\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}}', `cache_on` = '2015-02-27 20:59:23' WHERE `aff_id` = '181802'