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Dan Wikler's paper describes how a philosophy department can contribute centrally to a problem-solving program. The course's success has been outstanding, and the approach is exemplary.

The crucial element separating an exceptional career from a lackluster one is the ability to devise innovative solutions to work challenges. Brian Tracy's book reveals 21 proven, practical techniques readers can use to immediately begin generating a stream of productive ideas, including how to: stimulate the three primary triggers to creativity; inspire a creative mindset in staff through recognition, rewards, and environment; use methods such as brainstorming, Zero-Based Thinking, Nominal Group Technique, and lateral thinking to solve problems; improve systems, devise new products, and come up with fresh, exciting marketing angles; ask focused questions to generate elegant solutions; understand the difference between mechanical and adaptive thinking; and rigorously evaluate new ideas ... without shutting down the creative impulse. --

AbstractThis article describes the development of problem solving for one (PSl), a process designed for situations in which only one party to a dispute is present for mediation. The process seeks to assist the lone party in developing conflict management plans and strategies.

At the level of sociological practice a three-sided debate occurs in American sociology between the rationalist tradition, in which the goal is the better understanding of society; the emancipatory tradition, in which the goal is improvement of society; and the skeptical tradition, which argues that we cannot know if either our knowledge or our norms are correct, and therefore it is not possible to expect progress in either. Each of these strands runs into difficulties: for the rationalist tradition, an inability to cumulate knowledge; for the emancipatory tradition, a difficulty in grounding the norms that would determine what counts as emancipation if norms are socially constructed; and for the skeptical tradition, inability to accept the logical conclusion of the argument, which is inaction even in the face of extreme injustice. The author shows that when pressed on these points, each tradition moves in the direction of pragmatism understood as problem solving, and that the practice of problem solving offers resolutions to these dilemmas.

Abstract
Citizens generally express confidence in the police organization, but satisfaction with police services can diminish after voluntary contact with an officer. It appears that officers sometimes struggle to understand what citizens expect and need from them. Victims of crime may not necessarily wish to punish an offender; they may just want to be heard and have their problem resolved. In response, the Dutch police have introduced a pilot to provide 'meaningful interventions', such as conflict mediation, as a way to bridge institutional and citizen perspectives successfully. This article presents a qualitative evaluation of the pilot by applying the EMMIE framework, which stands for Effect, Mechanisms, Moderators, Implementation, and Economics, to the available data. In conclusion, meaningful interventions show promise in better aligning police service delivery with the needs and expectations of citizens. Future research is necessary to gain a fuller evidence-based analysis of how meaningful interventions work.

Most of students think mathematics as memorising not understanding. They usually use formulas for solving mathematics questions so that when facing non-routine questions they feel frustrating how to solve it. As a mathematics teacher feel dilemma because new curriculum, K13 (curriculum 13) requires them to teach more topic compared than previous curriculum. Consequently, they teach mathematics using textbooks given by government. Due to the limited time to teach many topics, teachers only focus on finishing the topics rather than stimulate students' problem-solving skills. Therefore, there may be a specific curriculum that can be developed regarding students' problem solving skills in learning mathematics. Using some literature review, a framework of problem solving oriented mathematics curriculum (PSOMC) was developed. PSMOC has seven principles: Designing, generating, researching, hipotesising, deciding, communicating, and reflecting.

Die Entwicklung von Humanressourcen wie Problemlösefähigkeit und Teamarbeit ist für Unternehmen in Hochrisikobranchen notwendig, da die hier arbeitenden Menschen im Stande sein müssen, seltene aber riskante Zwischenfälle zu bewältigen. Trainings sind domainspezifisch auf der Grundlage der Analyse von Fähigkeitsanforderungen zu entwickeln. Zur Entwicklung eines Trainings allgemeiner Problemlösefähigkeiten für Narkoseärzte wurden Anforderungen eruiert. Der Arbeitsplatz OP-Raum hat Merkmale eines komplexen Systems: hohe Dynamik, Intransparenz, Risiko. Problemlösen unter diesen Bedingungen beansprucht bestimmte kognitive und kommunikative Fähigkeiten. Der Beitrag geht der Frage nach, welche das sind und in welchem Ausmaß diese Fähigkeiten aus der Sicht von Narkoseärzten für professionelles Zwischenfallmanagement notwendig sind. Erforderliche Problemlösefähigkeiten wurden mit einem multimodalen Verfahren erhoben, bestehend aus Feldbeobachtung, Experteninterviews (N=3), Fragebogen (N=38) und einem Expertenhearing (N=5 Narkoseärzte mit Lehrfunktionen). Die Resultate zeigen, dass zur Bewältigung von Narkoseproblemen primär Fähigkeiten der Handlungsorganisation, der Teaminteraktion und der Einsatz von Heuristiken notwendig sind: Narkoseärzte schätzen Fähigkeiten für bedeutsam ein, mit denen man den Überblick über Probleme behält, zu einfachen, linearen Plänen gelangt und koordiniert im OP-Team vorgeht. Von den verwendeten Erhebungsmethoden eignen sich insbesondere qualitative und narrative Verfahren (Interview, offene Fragebogen-Items), um ein breites Spektrum von Problemlösefähigkeiten zu erfassen.

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In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students' creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.