Two Sides of Environmental Governance: Conflict Resolution and/or Problem Solving

<p>Analogical reasoning is the ability to solve problems by finding similarities between two objects, namely source and target objects. The purpose of this study was to determine the analogical reasoning profile of students at SMA N 16 Semarang. This study is included in a qualitative study with data collection techniques used in surveys by working on analogical reasoning problems. The research subjects were 100 students of class X. The results found in this study were the category of analogical reasoning ability of students of SMA N 16 Semarang low with a frequency of 74 and a percentage of 73.6%. The low ability of analogical reasoning students is influenced by the lack of learning methods that encourage students in problem-solving using analogies, besides analogies have two sides if understood will facilitate students' understanding of concepts, but if it cannot be understood misconceptions occur so teachers rarely use analogous reasoning in explaining material abstract. Therefore it is necessary to have an understanding and experience of the teacher to build this ability by using learning methods that support analogical reasoning abilities.</p>

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Phenomenological interpretation of problem-solving workshop conflict resolution

Culture and international conflict resolution ◽

10.7765/9781526130990.00009 ◽

2018 ◽

Author(s):

Tarja Väyrynen

Keyword(s):

Conflict Resolution ◽

Problem Solving ◽

Phenomenological Interpretation

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Conflict Resolution in E-HRM Environments

Encyclopedia of Human Resources Information Systems ◽

10.4018/978-1-59904-883-3.ch027 ◽

2009 ◽

pp. 178-184

Author(s):

Joseph Abiodun Bello ◽

Adeniji Anthonia Adenike

Keyword(s):

Conflict Resolution ◽

Problem Solving ◽

Human Resource ◽

Human Interaction ◽

International Conflicts ◽

Organizational Processes ◽

The World ◽

Conflict Resolutions ◽

Distributive Bargaining ◽

Conducive Environment

There have been studies on conflict resolutions but many focused on regional inter-tribe and international conflicts between or among nations of the world. Only very few have written about industrial conflict recently, even these few did not touch the mechanism of resolving conflicts in the organization in depth. Therefore, this article will focus on various conflict resolution mechanisms and the three major models of conflict resolutions—namely distributive bargaining, integrated bargaining, and interactive problem solving as given by Cross, Susan, Rosenthal, and Robert (1999). To do this effectively, we will explore the available literature on the antecedents of conflicts in human resource systems. Varieties of views and notions held by individuals and groups in respect of the role and the consequences of conflicts in the functioning of humans in our modern complex organizations will be considered. The consequences of conflicts on interpersonal, inter-group, and inter-organizational processes, when conflict may empower, distress, or lubricate the wheels of human interaction in the context of human resource management will be traced. The views of experts, professionals and academicians on how and why conflicts should be handled to ensure a healthier and conducive environment to work will be traced.

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Cultivating curiosity

Teaching with Vitality ◽

10.1093/oso/9780190673987.003.0064 ◽

2017 ◽

Author(s):

Peggy D. Bennett

Keyword(s):

Conflict Resolution ◽

Problem Solving ◽

Standardized Testing ◽

Creative Problem Solving ◽

Creative Project ◽

Creative Problem ◽

The One ◽

Natural Way

“I wonder . . .” This simple phrase projects an openness to possibilities. It reveals a readiness to contemplate. It suggests a willingness to explore and be momentarily confused. When we cultivate curiosity in our classes, we enter into a world of possibility, and we invite our students to join us: • “What would happen if . . . ?” • “How could we solve this problem?” • “What might be a reason that happened?” • “Can you imagine why he said that? What might he have meant?” • “How would you explain her idea?” Whether in the classroom or in the teachers’ lounge, showing interest in another’s ideas can prompt mutual wondering. Being curious about what and how others think can be a purposeful attitude. Curiosity invites questions: “How did you figure that out?” “What made you decide on that choice?” When we release ourselves from the “one answer” orientation that standardized testing can produce, we spark vibrancy in our students. Creative problem- solving can become a habit of mind, a natural way to think. Whether the problem is tangible or imagined, opening students’ minds to “What else could it be?” can enliven their interest in learning and their fascination with their own minds. Whether in the context of a lesson, a creative project, or a conflict resolution, cultivating curiosity can open us to questions we may never have asked and understandings we may never have imagined.

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