Aim for understanding

2017 ◽  
Author(s):  
Peggy D. Bennett
Keyword(s):  
Problem Solving ◽  
The Other ◽  
Asking Questions

When someone agrees with us, we can feel validated and relieved. When someone disagrees, we can bristle at the implication that we are wrong. Some of us develop a habit of looking for agreement. Some of us have little tolerance for being wrong. During conflict, we can hold tightly to our positions, building a case for why we believe what we believe. We may know those who feel an innate preparation for combat when they sense dis­agreement. More treacherous than the disagreement itself can be the backstories we tell ourselves about reasons for the con­flict. We make assumptions. We assume we know the intent of another’s choices. How can we momentarily suspend our assumptions and shift our focus to a path toward understanding? Key here is com­munication. Asking questions in order to understand, rather than arguing to convince, widens our prospects for resolution (Rusk, 1993). With a calm demeanor and conversational tone, we open our­selves to listening and problem- solving. Simple questions and statements, spoken with calm curiosity, not sarcasm or aggres­sion, can pave the path to understanding. • “What happened that made you think that?” • “Can you tell me a little more about what led you to that decision?” • “Interesting. I had a very different reaction. Tell me how you interpreted that.” • “What can you tell me that will help me understand what just happened?” If the other person happens to explain his or her opinion without asking yours, simply say, “Now I better understand your position. Let me tell you my thoughts, so you can understand my perspec­tive as well.” Agreement is not always necessary for peaceful solutions. We need not feel threatened by conflicting views or actions. Responding to conflict by aiming to understand rather than agree (Rusk, 1993) can release the pressure valve of resistance, refuel each party’s vitality, and reenliven our presence in schools.

Sharing of Knowledge and Problem Solving When Teammates Have Diverse Hearing Status

2021 ◽  
pp. 104649642110102
Author(s):  
Michael Stinson ◽  
Lisa B. Elliot ◽  
Carol Marchetti ◽  
Daniel J. Devor ◽  
Joan R. Rentsch
Keyword(s):  
Problem Solving ◽  
Hard Of Hearing ◽  
The Other ◽  
Postsecondary Students ◽  
Problem Solution ◽  
Group Problem ◽  
Team Members ◽  
Group Problem Solving ◽  
Complete Problem ◽  
Hearing Status

This study examined knowledge sharing and problem solving in teams that included teammates who were deaf or hard of hearing (DHH). Eighteen teams of four students were comprised of either all deaf or hard of hearing (DHH), all hearing, or two DHH and two hearing postsecondary students who participated in group problem-solving. Successful problem solution, recall, and recognition of knowledge shared by team members were assessed. Hearing teams shared the most team knowledge and achieved the most complete problem solutions, followed by the mixed DHH/hearing teams. DHH teams did not perform as well as the other two types of teams.

Application of Maple on Solving the Differential Problem of Rational Functions

2013 ◽  
Vol 479-480 ◽  
pp. 855-860
Author(s):  
Chii Huei Yu
Keyword(s):  
Problem Solving ◽  
Research Methods ◽  
Research Method ◽  
Rational Functions ◽  
The Other ◽  
Mathematical Software ◽  
Differential Problem ◽  
Binomial Theorem ◽  
Other Hand ◽  
Derivatives Of

This paper uses the mathematical software Maple as the auxiliary tool to study the differential problem of four types of rational functions. We can obtain the closed forms of any order derivatives of these rational functions by using binomial theorem. On the other hand, we propose four examples to do calculation practically. The research methods adopted in this study involved finding solutions through manual calculations and verifying these solutions by using Maple. This type of research method not only allows the discovery of calculation errors, but also helps modify the original directions of thinking from manual and Maple calculations. For this reason, Maple provides insights and guidance regarding problem-solving methods.

scholarly journals Beliefs about Critical Thinking among English Teachers in Qasabet Al- Mafraq, Jordan: معتقدات عن التفكير الناقد بين معلمي اللغة الانجليزية في قصبة المفرق، الأردن

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Zainab Salem Ahmad
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Role Playing ◽  
English Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The North ◽  
Conceptual Maps ◽  
Asking Questions ◽  
Teacher's Knowledge

This study aimed to investigate the relationships between teachers' knowledge, beliefs and activities about critical thinking. . The study followed the descriptive approach. This research was based on a questionnaire designed to investigate English teachers' points of view about critical thinking for primary and secondary schools in Qasabet Al Mafraq which is a city in the north of Jordan The population of the study is 280 female and male teachers distributed through 160 primary and secondary school. The study sample was randomly selected and it represents 46% of all English teachers in Qasbet Al Mafraq. They are 40 male and 88 female teachers during the second semester 2018/2019. The results of the study indicate that most of the teachers know the higher and lower –order of critical thinking skills. Also, they are inclined to use the critical thinking strategy to achieve certain outcomes in the curriculum. According to the teachers' beliefs, they think critical thinking is an important and effective strategy for problem solving and decision making. On one hand, there is a positive correlation between teacher's knowledge, teachers' belief and critical thinking activitie such as role- playing, asking questions, problem- solving, conceptual maps, debate and game playing. But on the other hand, there are no statistically significant differences at (a= 0.05) due to the variables of gender, experience, number of students, and the stage they are teaching. The researcher recommends that more research should be done on the effect of critical thinking on the four skills reading, writing, speaking and listening.

scholarly journals An Explorative Study of Men’s Masculinity Constructions and Proximity to Violence against Women.

2020 ◽  
Vol 9 (3) ◽  
pp. 284
Author(s):  
Peter Martin Jansson ◽  
Christian Kullberg
Keyword(s):  
Problem Solving ◽  
Gender Equality ◽  
Violence Against Women ◽  
Qualitative Interviews ◽  
The Other ◽  
Violent Crimes ◽  
Explorative Study

This explorative study aimed to develop an understanding of how a sample of two groups of men, considered to be situated at different ends of Connell’s masculinity continuum, construct their masculinity, and how these constructions relate to their proximity to violence against women (VAW). One group consisted of five men incarcerated for violent crimes (MIVC) that had previously used VAW. The other included five participants in the pro-feminist group Men Against Violence (MAV), without prior VAW. An abductive approach, using qualitative interviews, was employed. Results show that the MIVC participants appeared ambivalent, unreflective, and inconsistent in their masculinity constructions, and used VAW as part of their problem-solving repertoire. The MAV participants appeared to have a reflexive stance towards gender equality and consistently adopted inclusive ways of enacting masculinity and preventing VAW. The study can only provide some support to the postulated relationship between men’s masculinity positions and their attitudes toward VAW.

scholarly journals Impact of Covid-19 on Business Industry and Management: Pandemic Challenges and Responses

2021 ◽  
Vol 9 (2) ◽  
Keyword(s):  
Problem Solving ◽  
Impact Assessment ◽  
Business Process ◽  
World Economy ◽  
Business Management ◽  
The Other ◽  
Problem Structure ◽  
Global Business ◽  
The World ◽  
The One

Covid-19 pandemic has created unprecedented interruption for the global business industry management. The world economy already facing a turbulent phase experienced the worst scenario in the view of this pandemic. Business management strategists and policymakers have been making an impact assessment to understand the problem structure of this worst possible pandemic situation. The present article tries to develop a viewpoint on Covid-19 impact on business industries and management. Further authors attempt to develop a problem-solving structure by discussing the best possible solutions to mitigate the fact on the one hand and facilitating the business process in various sectors such as business Industry, Marketing, finance, and health industries on the other.

scholarly journals Competências genéricas auto referidas por universitários brasileiros

2021 ◽  
Vol 29 ◽  
pp. 14
Author(s):  
Priscila Larangeira Carvalho ◽  
Fernanda Ribeiro de Araújo ◽  
Rodolfo Eduardo Scachetti ◽  
María Jesús Freire Seoane ◽  
Nancy Ramacciotti de Oliveira-Monteiro
Keyword(s):  
Labor Market ◽  
Problem Solving ◽  
Undergraduate Students ◽  
Private University ◽  
Individual Characteristics ◽  
The Other ◽  
The Third ◽  
Ethical Commitment ◽  
Planning Ability ◽  
Generic Competences

Although there is no standardization of the notion of competence and for the instruments used in its evaluation, generic competences are associated with employability, and understood as a composition of cognitive and practical abilities, behavioral and social skills, gathering individual characteristics and qualities required for activities of different professions. Education promotes the development of specific competences for the exercise of certain occupations, in addition to opportunities for increasing generic competences, which are also required in the labor market. This study targets to evaluate self-perception of the valuation of generic competences acquired in undergraduate students from nocturnal courses of Brazilian private university, according to area of knowledge and condition of being or not inserted in the labor market. 1,001 of these students were evaluated in the third year of their graduation, using the Generic Competences Scale. The highest value in the global sample was attributed to Responsibility at work, followed by Ethical commitment and, thirdly, by Capacity to learn. At the other end, of lesser value, were Capacity for organization and planning, Ability to manage information and Problem solving. These results were compared with data from other studies, in Latin America and Europe.

Working Together with Computers

2012 ◽  
pp. 20-41
Author(s):  
Uma Shanker Tiwary ◽  
Tanveer J. Siddiqui
Keyword(s):  
Problem Solving ◽  
Human Computer Interaction ◽  
General Framework ◽  
Specific Problem ◽  
The Other ◽  
Problem Solving Skills ◽  
Interaction Layer ◽  
Three Layer Architecture ◽  
Working Together ◽  
General Skills

The objective of this chapter is twofold. On one hand, it tries to introduce and present various components of Human Computer Interaction (HCI), if HCI is modeled as a process of cognition; on the other hand, it tries to underline those representations and mechanisms which are required to develop a general framework for a collaborative HCI. One must try to separate the specific problem solving skills and specific problem related knowledge from the general skills and knowledge acquired in interactive agents for future use. This separation leads to a distributed deep interaction layer consisting of many cognitive processes. A three layer architecture has been suggested for designing collaborative HCI with multiple human and computational agents.

Two Teaching Styles, Problem Solving, and Guided Discovery in Motor Performance and Learning

1979 ◽  
Vol 48 (3_suppl) ◽  
pp. 1243-1248
Author(s):  
S. E. Moxley ◽  
F. P. Covey
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Relative Effectiveness ◽  
Teaching Styles ◽  
Motor Task ◽  
The Other ◽  
Guided Discovery ◽  
Practice Condition ◽  
Practice Trials ◽  
Slight Advantage

Three groups of 25 matched subjects (aged 10 to 12 yr.) took part in this study. In the practice condition one group performed the solution of the Tinkertoy Motorcycle Model in a problem-solving manner, while the other two groups performed in a guided manner. One guided group performed the same number of trials as the problem-solving group, while the other group had the same total time performing each trial as the problem-solving group. Their relative effectiveness was compared on the six initial practice trials and on six trials after a period of no practice. The problem-solving group received no direct assistance. The guided groups saw two demonstrations of the assembling procedure along with verbal feedback as to the selection and placement of pieces on the figure. The guided groups performed the task significantly faster than the problem-solving group on all practice trials. When measured for retention there were no significant differences among groups. The two guided groups however did maintain a slight advantage over the problem-solving group. It was concluded the practice of the perceptual motor task was facilitated by a guided discovery, while retention was not significantly different. The results are discussed in relation to learning strategies and type of task.

scholarly journals ’n Verkennende studie met die oog op die identifisering en kategorisering van leerteorieë met verwysing na die prediking

1994 ◽  
Vol 50 (3) ◽  
Author(s):  
C. M. Van den Berg ◽  
T. F.J. Dreyer
Keyword(s):  
Social Sciences ◽  
Problem Solving ◽  
Learning Process ◽  
Well Being ◽  
The Other ◽  
Creative Problem Solving ◽  
The Social ◽  
Creative Problem ◽  
To Come ◽  
The Church

An introductory study to identify and classify theories of learning with regard to the task of preaching Learning is a lifelong process in which man must be what he can be, namely a being interacting with his world in a creative problem-solving manner for the well-being of himself and others. In a similar sense the church has always seen her task in preaching, supported by all the other domains of churchlife, as that of teaching people to come to terms with the gospel of Jesus Christ in their daily existence. This article proposes to identify, categorize and integrate the acknowledged theories underlying the learning process, as they exist in the social sciences, into an allencompassing model for learning; a model from which conclusions are drawn in the hope that further studies can spell out the implications of these conclusions as they are applicable to the task of preaching within the church.

Problem solving and the development of cognitive structure

1969 ◽  
Vol 16 (1) ◽  
pp. 11-15
Author(s):  
Thomas C. O'brien ◽  
Bernard J. Shapiro
Keyword(s):  
Problem Solving ◽  
Cognitive Structure ◽  
Educational Practice ◽  
The Other ◽  
Teaching Mathematics ◽  
Mathematical Ideas ◽  
Basic Purpose ◽  
Mental Operations ◽  
The Many ◽  
Concrete Operations

A basic purpose of teaching mathematics is to develop a learner's problemsolving behavior. On the other hand, knowledge of mathematical ideas can evolve from problem-solving activities of the learner. As indicated by Piaget, the building of cognitive structure is a process of evolution by stages from sensorimotor activities through concrete operations to formal operations (mental operations not directly rooted in physical experience). The purpose of the following introduction is to consider two of the many implications that Piaget's findings have for educational practice, and then to relate these implications to a problem-solving activity that the teacher may wish to try with his class.

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