Cognitive Conflict Strategy and Simulation Practicum to Overcome Student Misconception on Light Topics

One way to reduce misconceptions can be overcome by cognitive conflict learning strategies with the help of simulation practicum instead of actual practicum. This study aims to determine whether there are differences in students' misconceptions before and after learning with cognitive conflict strategies as an effort to reduce misconceptions on light material. Research sample of 31 students. Data on the degree of misconception before the study was 0, 36 and after doing research was 0.17. The t-paired test results for the mean percentage of students' misconceptions on light material before and after learning differed at a significance level of 0.05. While, the results of N-Gain calculations to student achievement increase in overcoming misconceptions on light material were 0.3, that means the average students' achievement in dealing with misconceptions are in the medium category and cognitive conflict strategies combined with simulation practicum have a strong effect on reducing students' misconceptions on light material with a range of 2.91. Based on the results of the study it can be concluded that cognitive conflict strategies combined with simulation practicum can be used to reduce misconceptions that lead to increased student learning achievement. Further research is needed to explore students' misconceptions on other physics topics and can measure student misconceptions at each meeting so that students are more organized and developed in learning

How norms can generate conflict

Norms play an important role in establishing social order. The current literature focuses on the emergence, maintenance and impact of norms with regard to coordination and cooperation. However, the issue of norm-related conflict deserves more attention. We develop a general theory of "normative conflict" by differentiating between two different kinds of conflict. The first results from distinct expectations of which means should be chosen to fulfil the norm, the second from distinct expectations of how strong the norm should restrain the self-interest. We demonstrate the empirical relevance of normative conflict in an experiment that applies the "strategy method" to the ultimatum game. Our data reveal normative conflict among different types of actors, in particular among egoistic, equity, equality and "cherry picker" types.Social norms, normative conflict, cooperation, ultimatum game, strategy method, equity

Heads, I Win. Tails, You Lose

To develop and deliver desirable and viable products, services, processes, and policy, government organizations rely on teamwork. Yet, most forms of organization cannot help but engender conflict in such areas as strategy, organization, people, business processes, and rewards and recognition. Organizational conflict, fuelled daily by such perennials as corporate silos, must be accepted then actively managed. Yet, most individuals and organizations are disappointingly poor at resolving problems, preferring instead to avoid or satisfice—the strategy for decision making whereby alternatives are considered until an acceptable option is found, not necessarily the optimal one. Promoting effective cross-functional collaboration demands that an enabling environment be built for that very purpose

A conflict analysis of 4D descent strategies in a metered, multiple-arrival route environment

A conflict analysis was performed on multiple arrival traffic at a typical metered airport. The Flow Management Evaluation Model (FMEM) was used to simulate arrival operations using Denver Stapleton's arrival route structure. Sensitivities of conflict performance to three different 4-D descent strategies (clear-idle Mach/Constant AirSpeed (CAS), constant descent angle Mach/CAS and energy optimal) were examined for three traffic mixes represented by those found at Denver Stapleton, John F. Kennedy and typical en route metering (ERM) airports. The Monte Carlo technique was used to generate simulation entry point times. Analysis results indicate that the clean-idle descent strategy offers the best compromise in overall performance. Performance measures primarily include susceptibility to conflict and conflict severity. Fuel usage performance is extrapolated from previous descent strategy studies

Creative Thinking Ability on Mathematics of Junior High School in Palu Based on School Levels

Students’ creative thinking skills on mathematics is an important component that must be owned by a student, so with this ability will help students in solving mathematical problems, as well as everyday problems. Problem-based learning combined with cognitive conflict strategy (PBLCC) can be implemented for this ability. PBLCC is based- learning problem, where the problems are the facts presented, situation that contrasts cognition structures students. In this situation there is conflict between the knowledge possessed by students who deliberately provided situation. The main problem in this study is how creative thinking ability of students mathematical VIII grade junior high school students based on School Levels. This research is experimental research. Population in this study is to VIII grade junior high school in the city of Palu. Instruments used in this study include mathematics tests, student’s record, test mathematical ability to think creatively. The purpose of the research to be conducted are: Review and analyze the differences in mathematical creative thinking skills of students who received problem-based learning with cognitive conflict strategy (PBLCC) based on School Levels(high , medium, and low). Key Words: Problem-Based Learning, Cognitive Conflict , Creative Thinking on Mathematics, Prior Knowledg

The Role of Task and Process Conflict in Strategizing

The implementation of strategic initiatives is central to organizational success because it involves not just the execution of strategy, but also the formulation of strategy content. Yet, strategy implementation is complex, partially because it is critically affected by human dynamics. These dynamics are an integral but poorly understood aspect of how organizations negotiate multiple goals. Conflict is one dynamic that has received little attention in the context of strategy implementation. The authors address this gap by studying task and process conflict as a firm implements a strategy in real time. The study demonstrates that process conflict directs attention to problems with how to implement a strategy, while task conflict directs attention to problems with the content of the strategy. Critically, however, managers can only harness generative effects of conflict if they correctly diagnose process and task conflict, and respond to both forms of conflict. This requires an understanding of the entwined nature of task and process conflict, and highlights the necessity of aligning responses to these forms of conflict. Thus, this study offers conflict as one explanatory mechanism of how actors execute strategy and clarify strategy content

Bounded policy learning? : EU efforts to anticipate unintended consequences in conflict minerals legislation

Inspired by the emerging literature on unintended consequences of EU external action, this article studies how the anticipation of negative unintended consequences factors into EU policy-making. Using policy learning analytical lens, case study research strategy and process-tracing method, this article examines EU policy-making on conflict minerals: when respective EU policy was drafted, the negative unintended consequences of the earlier US conflict minerals legislation figured prominently in the debate. The analysis shows why and how major differences between US and EU conflict minerals legislation have resulted from bounded lessons-drawing driven by two opposing transatlantic advocacy coalitions. Eventually, the EU designed its conflict minerals policy so as to mitigate perceived negative unintended consequences of the earlier US law. The article contributes to literatures on unintended consequences of EU external action, policy learning and specifically bounded lessons-drawing in EU context, and conflict minerals legislation