Sentence examples for problem orientation from inspiring English sources

The system was designed to meet specific pedagogical needs where student activation and problem orientation were two of the key issues.

This study investigated whether factors commonly associated with GAD, including worry, intolerance of uncertainty (IU), positive and negative beliefs about worry (PBW, NBW), negative problem orientation (NPO) and cognitive avoidance (CA) were associated with SAD severity, symptoms and overall functioning.

After the Second World War, a criterion for access to megascience facilities which focused only on the scientific quality of experiments and not on problem orientation or economic impact emerged.

The paper concludes that leadership manifests in different ways in different contexts, depending on the contextual readiness and factors that shape change and leadership opportunities; but the key characteristics of plurality, functionality, problem orientation and "change space" creation are likely to be common to all successful leadership-led change events.

Negative problem orientation, positive problem orientation, and avoidant problem-solving style were non-specific predictors of depression severity.

In terms of suicidality, avoidant problem-solving style and impulsiveness/carelessness style were predictors, whereas negative problem orientation and positive problem orientation were moderators of treatment outcome.

The results reveal three kinds of problems: orientation errors, lack of confirmation of direction, and lack of information about the remaining distance to be covered.

Researchers classified each item in terms of the abstraction, communication, problem-orientation, and shared behavior characteristics common to OO approaches.

Principal mechanisms by which researchers engage in interdisciplinarity – cross-fertilization, team-collaboration, field-creation, and problem-orientation – are tested for evidence of gendering using preliminary empirical data from three studies.

Focussing on problem-orientation and trans-domain dialogue also has implications for the relevance of the dimensions concerning explicit assessment framing and method choice (dimensions e) and g)).

If problem-orientation, trans-domain interaction and integrating lessons from existing assessments are to be done, the assumptions of the different domain representatives and assessments need to be transparent.