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Problem‐solving courts have become a significant feature of the U.S. justice system, and their popularity appears to be growing internationally with courts under way or in development in countries such as Australia and Great Britain. Drug courts are the most visible type of problem‐solving court, but other varieties are beginning to take hold. Mental health courts, domestic violence courts, and community‐based courts among others are beginning to handle a considerable portion of the legal workload in many jurisdictions. Criminal law violations as well as neighborhood conflicts and interpersonal disputes are increasingly being referred to problem‐solving courts rather than to traditional criminal or civil courts.

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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.

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