Resolving meaning conflict in translation: An optimality approach to verse translation

This article proposes an application of Optimality Theory (Prince and Smolensky 1993) to translation analysis, suggesting that the translation process is regulated by a hierarchy of universal yet violable constraints. The constraints are always present but in conflict: strategies are determined by their hierarchy, and a constraint can be violated but only to avoid violation of a more highly-ranked constraint, i.e. a prioritised form of transfer. Optimalist concepts present in the literature are surveyed, and after a series of examples the authors propose that an optimalist approach reveals translators’ strategies and their basis both at a micro- and textual level, a theoretical basis for a multi-layer unit of translation, a cognitive basis for Toury’s two laws of translation, and they suggest that there are no others.

Escalation as a way to resolve conflicts and contradictions

The domestic and foreign practice of project conflict management and resolution is analysed. The concepts of “conflict” and “contradiction” are differentiated. The modern point of view on the essence of the conflict is revealed, suggesting that the conflict does not always have negative consequences. In some cases, it is necessary to increase the effectiveness of the project implementation, so sometimes managers are required to stimulate its development (escalation of the conflict). The specific features of the escalation of the conflict and its relevance in a particular conflict situation are determined. The psychological features of the conflict escalation are analysed, which are manifested in the reluctance of domestic leaders to take the problem higher because of the fear of not being able to cope with the management of the conflict. Strategies for managing project conflicts are highlighted, and a conceptual model for managing them is proposed.

Analysis of Students' Critical Thinking Improvement in Teaching Inquiry with Cognitive Conflict Strategies

This study aimed to analyze the improvement of students' critical thinking skills in teaching inquiry with cognitive conflict strategies. Quasi experiments were conducted in this study. The research sample was twenty students as physics teacher candidates at a private university in West Nusa Tenggara - Indonesia. The critical thinking skills test instrument in the form of essay questions is used to measure students' critical thinking skills. The analysis of increasing of critical thinking skills was analyzed descriptively with the n-gain equation, and the difference in critical thinking skills between the pretest and posttest using a pair t-test which was preceded by homogeneity and normality tests. The results of the n-gain analysis showed that the increase in students' critical thinking scores was in the moderate category. Qualitatively, the increase in scores from pretest to posttest in a row is from not critically to enough critically. The results of this study imply that inquiry teaching with cognitive conflict strategies has the potential to be implemented in classroom teaching for the purpose of improving students' critical thinking skills.

Age Differences in Visual Attention and Responses to Intergenerational and Non-intergenerational Workplace Conflicts

Intergenerational conflict occurs commonly in the workplace because of age-related differences in work attitudes and values. This study aimed to advance the current literature on aging and work by examining whether younger and older workers differ in their visual attention, emotional responses, and conflict strategies when observing hypothetical conflict vignettes involving a coworker from a similar or dissimilar age group. The indirect effect of age group on emotional responses and conflict strategies through visual fixation on conflict scenes was also examined. Utilizing eye tracking, the visual attention of younger and older workers while watching two hypothetical workplace task conflict videos was recorded and compared. The participants were also asked to imagine how they would respond if they were the main actor in the vignettes. A total of 94 working adults, including 48 younger workers and 46 older workers, participated in the eye tracking experiment. Older workers reported fewer negative and more positive emotions than their younger counterparts after watching the conflict videos, particularly those on the non-intergenerational conflict. Younger workers used more dominating in the intergenerational conflict than in the non-intergenerational conflict; such discrepancy between conflict types was relatively small in older workers. Compared with younger workers, older workers fixated significantly less on the coworker during the intergenerational conflict scenes. A significant indirect effect of age group through visual fixation on the coworker was observed for positive emotions and avoiding. Results revealed that older workers may regulate their emotional reactions and conflict strategies to workplace conflicts by reducing their attention to negative stimuli.

Correlation of neurotic conflict strategies (K. Horney), with attachment styles (Bowlby)

Вся сложность невротического конфликта, заключается в том, что он лежит не на поверхности, и является бессознательной частью психики. Противоречащие друг другу тенденции, действующие, в ней представляют глубоко вытесненные влечения. Невротический конфликт берет свои истоки в раннем детстве, когда ребенок начинает искать способы безопасного существования. Формируется базовая тревога, определяющая чувство беспомощности перед потенциально экстремальными ситуациями для психики. Ребенок бессознательно начинает формировать приспособительные стратегии и невротические наклонности. Детский опыт является сенситивной почвой для формирования у ребенка устойчивого паттерна поведения. Психика не переработанную травмирующую ситуацию переводит в бессознательное, активизируя невротические психологические защиты, которые нивелируют травматичный опыт. Исходя из того что невроз понимается как результат конфликта между бессознательным и сознанием, основная задача психотерапии в рамках психоанализа состоит в том, чтобы сделать бессознательное сознательным, осознать бессознательное. Фрейд сравнивает ситуацию необходимости осознания собственного бессознательного и сам процесс психоанализа с такой ситуацией: нерадивый студент во время лекции всячески мешает преподавателю, гримасничает, бросает неуместные реплики, отвлекает всех от дела. Преподаватель выгоняет студента за дверь, но тот, постоянно заглядывая в аудиторию, привлекает внимание к себе всеми возможными способами и мешает продуктивной работе. Так же и мы выталкиваем свое бессознательное «за дверь», а оно продолжает оттуда всячески напоминать нам о себе, беспокоить и мешать нормальной деятельности. The whole complexity of the neurotic conflict lies in the fact that it does not lie on the surface, and is an unconscious part of the psyche. The conflicting tendencies that operate in it represent deeply repressed drives. Neurotic conflict has its origins in early childhood, when the child begins to look for ways to live safely. Basic anxiety is formed, which determines the feeling of helplessness in the face of potentially extreme situations for the psyche. The child unconsciously begins to form adaptive strategies and neurotic tendencies. Children's experience is a sensitive ground for the formation of a stable pattern of behavior in a child. The psyche translates the non-processed traumatic situation into the unconscious, activating neurotic psychological defenses that level out the traumatic experience. Based on the fact that neurosis is understood as the result of a conflict between the unconscious and consciousness, the main task of psychotherapy within the framework of psychoanalysis is to make the unconscious conscious, to become aware of the unconscious. Freud compares the situation of the need for awareness of one's own unconscious and the process of psychoanalysis itself with such a situation: a negligent student during a lecture in every possible way interferes with the teacher, grimaces, throws inappropriate remarks, distracts everyone from the case. The teacher throws the student out of the door, but he constantly looks into the audience, attracts attention to himself in all possible ways and interferes with productive work. In the same way, we push our unconscious "out the door", and it continues to remind us of itself in every possible way, to disturb and interfere with normal activities.

Pengembangan Buku Ajar Dengan Model Inkuiri Berbasis Strategi Konflik Kognitif Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa

Chemical bonding contains basic concepts that are used to understand almost any topic in chemistry. Several research results show that there are still many misconceptions. Therefore, teaching materials are needed that can provide a correct understanding of the basic concepts in chemical bonding materials. This study aims to produce inquiry model chemistry teaching materials with cognitive conflict strategies for Muallimat NW Pancor high school. The development method used definne, design, development and dissemination. Data analysis was conducted in the form of product validity tests and students' critical thinking skills tests. However, in this development research, it only stopped at the third stage. The data obtained were quantitative and qualitative. The results is (1) the feasibility of the material was 84% (very feasible); (2) the systematic feasibility of the presentation is 85% (very feasible); (3) language feasibility is 85.33% (very feasible). So that overall the teaching materials produced are categorized as very feasible and can be used in chemistry learning.

Strategi Strategi Konflik Kognitif Dapat Mereduksi Beban Miskonsepsi Mahasiswa Calon Guru Kimia Pada Konsep Ikatan Kimia

The concept of chemical bonds is often understood in a misconception by some students which causes the understanding of misconceptions also occurs in advanced chemical concepts. The research objective is to reduce the misconception burden of chemistry teacher candidates on the basic concepts of chemistry using cognitive conflict strategies. Case study research using qualitative methods with 10 students as research subjects obtained through misconception detection tests using the three tier test method. Research data obtained using data triangulation (observation, documents, and interviews). The results obtained indicate that the cognitive conflict strategy has succeeded in changing the cognitive structure (schemata) of individual students, causing changes in the burden of high misconceptions to low and understanding misconceptions (MK) to know the concept (TK). Future studies can use cognitive conflict strategies on other chemical concepts with high or low misconceptions. Konsep ikatan kimia sering dipahami secara miskonsepsi oleh sebagian mahasiswa yang menyebabkan pemahaman miskonsepsi juga terjadi pada konsep-konsep kimia lanjutan. Tujuan penelitian, yaitu mereduksi beban miskonsepsi mahasiswa calon guru kimia pada konsep-konsep dasar kimia menggunakan strategi konflik kognitif. Penelitian studi kasus menggunakan metode kualitatif dengan 10 mahasiswa sebagai subjek penelitian yang diperoleh melalui tes pendeteksi miskonsepsi menggunakan metode three tier tes. Data penelitian diperoleh menggunakan triangulasi data (observasi, dokumen, dan wawancara). Hasil penelitian yang diperoleh menunjukakan strategi konflik kognitif berhasil merubah struktur kognitif (skemata) mahasiswa secara individu, menyebabkan terjadi perubahan beban miskonsepsi tinggi menjadi rendah dan pemahaman miskonsepsi (MK) menjadi tahu konsep (TK). Penelitian selanjutnya dapat menggunakan strategi konflik kognitif pada konsep-konsep kimia yang lain dengan beban miskonsepsi tinggi maupun rendah.

Keefektifan model pembelajaran CORE dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy

Penelitian ini bertujuan untuk menguji keefektifan model pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy siswa. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 3 Yogyakarta dan dipilih secara acak kelas VIII-C dan Kelas VIII-F sebagai sampel penelitian. One sample t-test digunakan untuk menguji keefektifan model CORE dengan strategi konflik kognitif dan model konvensional, sedangkan untuk menguji perbedaan keefektifan model pembelajaran digunakan uji Manova (Hotteling’s Trace). Hasil penelitian menunjukkan bahwa: (1) model pembelajaran CORE dengan strategi konflik kognitif efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa; (2) model pembelajaran CORE dengan strategi konflik kognitif lebih efektif dibandingkan model konvensional ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa.The effectiveness of the CORE learning model with cognitive conflict strategies in terms of learning achievement, critical thinking, and self-efficacyAbstractThe study aimed to examine the effectiveness of Connecting, Organizing, Reflecting, Extending (CORE) learning model with cognitive conflict strategies in terms of students’ achievement, critical thinking, and self-efficacy. The study was a quasi-experiment with a pretest-posttest nonequivalent group design. The population of the study was all students of 8th-grade of SMP Negeri 3 Yogyakarta (Junior High School) and randomly selected class VIII-C and class VIII-F as the sample. One sample t-test was used to examine the effectiveness of the CORE learning model with cognitive conflict strategies and the conventional model. Whereas, to examine the difference between the effectiveness of the learning model, the Manova test (Hotteling’s Trace) was used. The result of the study showed that: (1) the CORE learning model with cognitive conflict strategies was effective in terms of students’ learning achievement, critical thinking skill, and self-efficacy; (2) The CORE learning model with cognitive conflict strategies was more effective than the conventional model in terms of students’ learning achievement, critical thinking skills, and self-efficacy.

Occupational Future Time Perspective Mediates Age Differences in Conflict Strategies

Building on the theoretical framework of socioemotional selectivity theory (Carstensen, 2006), this presentation reports the findings of two studies conducted in Hong Kong Chinese workers to examine whether occupational future time perspective (OFTP) can account for the age differences in conflict strategies. Study 1 is a cross-sectional study with 416 working adults completed an online survey on conflict management (Mage=39.1 years, SD=12.1), and Study 2 is a laboratory study with 123 workers (Mage=40.1 years, SD=12.1) indicated their behavioural responses after watching hypothetical workplace conflict videos. In both studies, five conflict strategies (integrating, compromising, obliging, avoiding, and dominating) and OFTP (focus on opportunities and focus on limitations) were assessed. Parallel mediation analyses were performed. The results of Study 1 showed that both focus on opportunities and focus on limitations mediated the effects of age on obliging (b = -.006, SE=.002; and b = .006, SE=.002, respectively), avoiding (b = -.005, SE=.002; and b =.008, SE=.002, respectively), and dominating (b = -.014, SE=.003; and b = .009, SE=.002, respectively). Focus on opportunities could only account for the effects of age on integrating and compromising. The results of Study 2 showed that only focus on limitation could account for the age variations in the use of avoiding (b = .196, SE = .058) when facing intergenerational conflicts. The findings of this project reveal that the age-related focus on limitations increases older workers’ likelihood to utilize maladaptive conflict strategies, such as dominating and avoiding, to deal with conflicts occurred in the workplace.