Schemas in Problem Solving explores a theory of schema development and studies the applicability of the theory as a unified basis for understanding learning, instruction and assessment. The theory's prescriptions for teaching are direct, and its application to assessment suggests new directions for tests. After examining the roots of the theory in earlier work by philosophers and psychologists, Marshall illustrates the main features of her theory with experimental evidence from students who are learning to recognize and solve arithmetic story problems. She describes individual performance with traditional empirical studies as well as computer simulation. The computer simulation reflects an approach in modelling cognition. Marshall's model links neural networks with symbolic systems to form a hybrid model that uses pattern matching of sets of features as well as logical step-by-step rules.

Practical steps for making marriage last a lifetimeTwo noted relationship experts Wally Goddard and James Marshall offer down-to-earth advice for any couple who wants to strengthen their marriage and make it last a lifetime. In this important book the authors outline their six-step program-commit, grow, nurture, understand, solve, and serve-that has proven to be effective. Using a bountiful garden as a metaphor for a healthy marriage, the book encourages couples to invest time in growing their relationship, shine the light of encouragement on each other, deal with "bugs" and "thorns," and share time and resources to make the whole world blossom.Shows how to turn differences into blessings and transform difficult times into rewarding experiencesAuthors are part of the National Extension Marriage and Education Network

An honest and accurate look at relationships that offers couples a solid foundation for nurturing and growing their love.

Trichloroethylene (TCE) has historically been used for various cleaning and degreasing applications. Because of the human and environmental health effects associated with exposure to TCE, it has been the target of many state's pollution prevention (P2) programs over the past decades. Many P2 assistance providers consider this field to be "conquered" and have moved on to other niches to focus their efforts on the next battle. In many cases, particularly among larger companies, TCE has been better controlled through substitution and other engineering controls and has been regulated fairly well. However, control systems are not fool proof and accidents happen. A more protective approach would eliminate the exposure to the hazardous materials through substitution of safer materials. Unfortunately, there is no silver bullet product for replacing TCE and therefore it has not been eliminated. Alarmingly, there are many small users of TCE that continue the same cleaning and degreasing practices they have used for decades, and have not reduced their use of TCE at all. From the testing performed at the Massachusetts Toxics Use Reduction Institute's (TURI) Cleaning Laboratory, a wealth of data has been accumulated on the performances of industrial cleaning products. In order to use this information effectively, a database system was created so that access to this resource can be performed easily and quickly. This database seeks to allow users to search for an alternative-cleaning product based on safety and effectiveness. However, the process does not and should not end there. Process-specific testing is the cornerstone to identifying effective alternatives. It links the theory of lab testing with the reality of field work. Therefore, success is achieved through lab testing, piloting and on-site evaluations. Case studies will demonstrate how the process has been effectively used at the TURI Cleaning Lab. Future solvents may hold the keys to identifying the TCE silver bullet, but they should be carefully evaluated for health and safety as well as performance. Until then, the use of substitution process established at the TURI Lab will continue to be the silver lining on how to move forward with TCE replacement.

Schemas are major knowledge structures influencing the way people acquire and store information. Sandra Marshall explores a new theory of schema development and studies the applicability of the theory as a unified basis for understanding learning, instruction, and assessment. The theory's prescriptions for teaching are direct, and its application to assessment suggests new directions for tests. After examining the roots of the theory in earlier work by philosophers and psychologists, the author illustrates the main features of her theory with experimental evidence from students who are learning to recognize and solve arithmetic story problems. She describes individual performance with traditional empirical studies as well as computer simulation. The computer simulation reflects a new approach in modeling cognition. Marshall's model links neural networks with symbolic systems to form a hybrid model that uses pattern matching of sets of features as well as logical step-by-step rules. Educational researchers and psychologists as well as curriculum developers will be interested in the new approaches of this work.