(Askeri) (DATA AUTOMATION) PROBLEM AÇIKLAMA (OTOMATİK BİLGİ): Problem çözümünü aydınlatan, teferruatlandıran, sonra tam bir form halinde ifade eden işlem. Bu işlemin çıkan bilgisi (output); kabiliyet belirtmeleri, program belirtmeleri, gidiş şemaları (flow charts) ve kodlama belirtmeleri şeklinde alabilen taslak ozalit (design blueprint) tir
A problem is a puzzle that requires logical thought or mathematics to solve it. With mathematical problems, you can save time by approximating
The control complex of a fault-tolerant system can arrange its subsystems in many different configurations There are many possible paths through the subsystems How do you select a workable configuration when there is a faulty subsystem?
Any deviation from the defined standards of process, artifact, or dynamics that creates a negative impact on quality, timeliness, or budget
A function from inputs to outputs, which we want an algorithm to compute A crossword puzzle is not a problem; it's an instance The set of all crossword puzzles is a problem
Problem children or problem families have serious problems or cause serious problems for other people. In some cases a problem child is placed in a special school = difficult. four colour map problem free will problem induction problem of mind body problem neutrino problem solar other minds problem of problem play problem solving sorites problem
A question raised for inquiry, consideration, or solution An intricate unsettled issue which is a source of perplexity, distress, or vexation, and that may be difficult to understand or accept
Table of keywords describing problems keyword - Keywords describing the problem problem_id - Primary key
This is a learner activity where the learner is required to solve a problem - it may be either an assessed or a non-assessed exercise
A question proposed for solution; a matter stated for examination or proof; hence, a matter difficult of solution or settlement; a doubtful case; a question involving doubt
In the question, issue, problem logic, the problem is a specific discrepancy between an existing condition and a desired or expected one For example, if you are currently producing five widgets, and you seek (want) or your goal is to produce seven, your problem is 2 widgets
A problem consists of network events or patterns of network events TIAS users define problems based on situations they need to know about When a TIAS client subscribes to a view which includes the problem, the record of each problem instance is sent to that client
a state of difficulty that needs to be resolved; "she and her husband are having problems"; "it is always a job to contact him"; "urban problems such as traffic congestion and smog
The specific problem that is going to be investigated State this in the form of a question
A type of call which is refers to device or service which is malfunctioning or broken (For ex , a printer is no longer printing, a server is down or a computer will not boot)
A failure to meet the stated requirements Sometimes what is reported as a problem turns out to be a request for an enhancement, after research In that case, the reported problem would be removed from the Problem Report and added to the Change Request Report
something that needs to be solved -- "In the above problem suppose there are 26 books on the shelf, and you want five of them " (25)
The unknown root cause of one or more existing or potential Incidents Problems may sometimes be identified because of multiple incidents that exhibit common symptoms Problems can also be identified from a single significant Incident, indicative of a single error, for which the cause is unknown Occasionally Problems will be identified well before any related Incidents occur
An opportunity for improvement of an undesirable condition, often observed by symptoms, created by root causes, which must be systematically identified and eliminated or altered to control the condition
a question raised for consideration or solution; "our homework consisted of ten problems to solve"
The Problem of given two points P and Q on an elliptic curve, to find m satisfying mP = Q, assuming such an m exists
a source of difficulty; "one trouble after another delayed the job"; "what's the problem?"
a question raised for consideration or solution; "our homework consisted of ten problems to solve" a state of difficulty that needs to be resolved; "she and her husband are having problems"; "it is always a job to contact him"; "urban problems such as traffic congestion and smog
a question or situation that requires further investigation and a reason for conducting the experiment
Anything which is required to be done; as, in geometry, to bisect a line, to draw a perpendicular; or, in algebra, to find an unknown quantity
A problem is a situation that is unsatisfactory and causes difficulties for people. the economic problems of the inner city The main problem is unemployment He told Americans that solving the energy problem was very important
Problem of justifying the inductive inference from the observed to the unobserved. It was given its classic formulation by David Hume, who noted that such inferences typically rely on the assumption that the future will resemble the past, or on the assumption that events of a certain type are necessarily connected, via a relation of causation, to events of another type. (1) If we were asked why we believe that the sun will rise tomorrow, we would say that in the past the Earth turned on its axis every 24 hours (more or less), and that there is a uniformity in nature that guarantees that such events always happen in the same way. But how do we know that nature is uniform in this sense? We might answer that, in the past, nature has always exhibited this kind of uniformity, and so it will continue to be uniform in the future. But this inference is justified only if we assume that the future must resemble the past. How do we justify this assumption? We might say that in the past, the future turned out to resemble the past, and so in the future, the future will again turn out to resemble the past. The inference is obviously circular: it succeeds only by tacitly assuming what it sets out to prove, namely that the future will resemble the past. (2) If we are asked why we believe we will feel heat when we approach a fire, we would say that fire causes heat i.e., there is a "necessary connection" between fire and heat, such that whenever one occurs, the other must follow. But, Hume asks, what is this "necessary connection"? Do we observe it when we see the fire or feel the heat? If not, what evidence do we have that it exists? All we have is our observation, in the past, of a "constant conjunction" of instances of fire being followed by instances of heat. This observation does not show that, in the future, instances of fire will continue to be followed by instances of heat; to say that it does is to assume that the future must resemble the past. But if our observation is consistent with the possibility that fire may not be followed by heat in the future, then it cannot show that there is a necessary connection between the two that makes heat follow fire whenever fire occurs. Thus we are not justified in believing that (1) the sun will rise tomorrow or that (2) we will feel heat when we approach a fire. It is important to note that Hume did not deny that he or anyone else formed beliefs about the future on the basis of induction; he denied only that we could know with certainty that these beliefs are true. Philosophers have responded to the problem of induction in a variety of ways, though none has gained wide acceptance
In epistemology, the problem of explaining how it is possible for one person to know anything about the quality of another person's inner experience, or even that other people have inner experiences at all. According to a standard example, because each person's pain sensation is private, one cannot really know that what another person describes as pain is really qualitatively the same as what one describes as pain oneself. Though the physical manifestations the other person exhibits can be perceived, it seems that only the other person can know the contents of his mind. The traditional justification for belief in other minds, the argument from analogy, was given its classic formulation by John Stuart Mill: because my body and outward behaviour are observably similar to the bodies and behaviour of others, I am justified by analogy in believing that others have feelings like my own and are not simply automatons. In the mid-20th century the argument from analogy was severely criticized by followers of the later Ludwig Wittgenstein. An approach to the problem of other minds from the perspective of existentialism is contained in Being and Nothingness (1943), by Jean-Paul Sartre
or thesis play Type of drama that developed in the 19th century to deal with controversial social issues in a realistic manner, expose social ills, and stimulate thought and discussion. It is exemplified by the works of Henrik Ibsen, who exposed hypocrisy, greed, and hidden corruption of society in a number of masterly plays. His influence encouraged others to use the form. George Bernard Shaw brought it to an intellectual peak with his plays and their long, witty prefaces. More recent examples include works of Sean O'Casey, Athol Fugard, Arthur Miller, and August Wilson
the activity associated with changing the state of what is actually happening to what should be happening  Problem solving teams - teams whose members gather to solve a specific problem and then disband  Process - a sequence of activities intended to achieve some result 
Problem solving consists of setting up the objectives of a problem-solving act, planning a sequence of steps to achieve that objective, execute the actions in each of the steps as planned, and evaluate what so been so far achieved against the objective This is referred to as the Norman's action cycle in the course notes
A process employed by all people at all levels of maturity of discovering or deducing new relationships among things observed or sensed A method involving clear definition of the problem confronted, formation of hypothetical solutions, and tests of the hypotheses, until evidence warrants acceptance of a hypothesis
Commits to actions after identifying alternative methods that are based on logical assumptions and information Takes into consideration resources, constraints, organizational values and changing environments
A method of learning in which students evaluate their thinking and progress while solving problems The process includes strategy discussion--determining solution strategies to similar problems and pinpointing additional problems within the context of their investigation
Process involved in finding a solution to a problem. Many animals routinely solve problems of locomotion, food finding, and shelter through trial and error. Some higher animals, such as apes and cetaceans, have demonstrated more complex problem-solving abilities, including discrimination of abstract stimuli, rule learning, and application of language or languagelike operations. Humans use not only trial and error but also insight based on an understanding of principles, inductive and deductive reasoning (see deduction; induction; and logic), and divergent or creative thinking (see creativity). Problem-solving abilities and styles may vary considerably by individual
It is understood that there will be problems with the systems hardware and software However, it is the responsibility of each individual to attempt to solve problems before contacting a CAD or LAN manager The table below identifies issues and appropriate actions to resolve problems ** See the Training Section on the Web for information on training
Requires learners to consider how they would attain a goal A major goal of education is to assist learners in becoming better problem solvers Different types of problems include well-structured problems (subject-matter-related) and ill-structured problems (life-related)
The problem of finding the best solution from all feasible solutions, given constraints defining which of the solutions are feasible, and goal function defining which of the feasible solutions is the best one
The problem in combinatorial optimization in which, given a number of cities and the costs of travelling from one to the other, it is required to determine the cheapest route that visits each city once and then returns to the initial city
The is–ought problem (Hume's Law or Hume's Guillotine) in meta-ethics as articulated by Scottish philosopher and historian David Hume (1711–76) is that many writers make claims about what ought to be on the basis of statements about what is. However, Hume found that there seems to be a significant difference between descriptive statements (about what is) and prescriptive or normative statements (about what ought to be), and it is not obvious how we can get from making descriptive statements to prescriptive
(Finans) Also sometimes referred to as the principal-agent problem. The difficult but extremely important and recurrent organizational design problem of how organizations can structure incentives so that people ("agents") who are placed in control over resources that are not their own with a contractual obligation to use these resources in the interests of some other person or group of people actually will perform this obligation as promised -- instead of using their delegated authority over other people's resources to feather their own nests at the expense of those whose interests they are supposed to be serving (their "principals"). Enforcing such contracts will involve transaction costs (often referred to as agency costs), and these costs may sometimes be very high indeed
Problems, as may be indicated in a course title, implies that the course will identify, examine, and perhaps resolve one or several problems that may actually exist, or that may be artificially created for the purpose of requiring students to experience problem identification and solution "Problems" courses are often graduate level experiences for Plan B papers, but may also be offered at a lower level to introduce students to problem-solving experiences early, or to confront students with the problems that exist in their chosen fields, or in society and the world in general The main concern is that the course should concentrate on a problem, or problems, in depth
The trouble is that I can't remember where I parked the car. - Problem, arabayı nereye park ettiğimi hatırlayamıyor olmam.
When Tom has trouble sleeping, he starts counting stoats. That quickly brings him into a peaceful mood, and he is fast asleep before he could count the stoats to fifty. - Tom'un uyumada problemi olduğunda, o kakımları saymaya başlar.O, onu çabucak sakin bir hale getirir. Ve o kakımları elliye kadar sayabilmeden önce derin uykuya dalar.
[ prä-bl&m, -b& ] (noun.) 14th century. From Middle English, from Old French, from Latin problema, from Ancient Greek πρόβλημα (problema, “anything thrown forward, hindrance, obstacle, anything projecting, a headland, promontory”), from προβάλλω (proballo, “to throw or lay something in front of someone, to put forward”), from προ- (pro-, “in front of”) + βάλλω (ballo, “to throw, to cast, to hurl”).
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