This study, which is entitled, “Elizabeth I and the 1559 Act of Uniformity: A Study of the Impact of Gender Roles and Religious Conflict” analyzes the impact of 16th century gender roles and religious conflict to explain the decision of Elizabeth I, Queen of England from 1558 – 1603, to champion the passage of the Act of Uniformity through Parliament in 1559. Through the analysis of primary sources, specifically Elizabeth’s letters from her childhood through the Act’s passing in 1559, an understanding of these influences on Elizabeth is developed which illuminates important turning points in her life and the subsequent development of her personal desire to mitigate religious conflict in England and to bring unity to her people. The analysis was conducted through the use of historical analysis of primary sources in combination with the use of Narrative Thematic Analysis in order to discover themes within the sources. The themes which emerged then offered insight into Elizabeth’s personal development and her decisions regarding the Act of Uniformity. The focus of this dissertation is guided by the context of 16th century gender roles and the 16th century Protestant Reformation which ultimately laid the foundation for Elizabeth’s birth and directly influenced her education as well as religious and personal development. The impact of gender roles and the expectations placed upon Elizabeth is intertwined with the subsequent religious conflict Elizabeth witnessed in England from her birth. The results focus on illustrating areas of conflict in the 16th century and how each area of conflict is relevant to comprehend if there is to be success in altering the path of both gender conflict and religious conflict in the modern era.

The global working environment has altered dramatically over the last decade, with the workforce now consisting of a diverse assortment of individuals. South Africa, in particular, has had to face major challenges as it adapts to the newly conceived "Rainbow Nation". It has also had to make amends for inequalities bred by the past discrimination and the segregation of Apartheid. Prior to this, businesses in general, were inward-looking in that they did not have to comply with or conform to the changing trends found in the international arena. Suddenly, issues such as Black Economic Empowerment, Affirmative Action, gender, age, faith and preferred sexual orientation have had to be accommodated as the new Employment Equity Act of 1998 was promulgated. Each individual coming into the workplace has his or her own cosmological, ontological and epistemological view, and although this facilitates a positive contribution by individuals with regard to varying ideas, skills, talents and expertise, more often than not, the reality is that the differences that exist within a staff complement often result in conflict. Furthermore, South Africa exhibits deep-rooted, social conflict as a result of the oppression of the apartheid years. Unemployment, poverty, poor education and service deliveries are far from being satisfactorily addressed. Therefore, it is assumed that unmet/frustrated basic human needs, as defined in Abraham Maslow‘s "Hierarchy of Needs", play a role in causing conflict both in the workplace and in society. It was felt that basic human needs, as articulated, had not been researched as a cause of workplace conflict and this research will explore the part that frustrated human needs may play in organisational conflict, alongside diversity conflicts.

MAIR / Department of Development Studies

Submitted in fulfilment of the requirement for the degree of Master of Education in the Department of Educational Planning and Administration of the University of Zululand, 1996. / This study investigated the management of staff-employer conflict in schools in KwaZulu-Natal. The researcher has identified various approaches to conflict management in schools and has indicated implications of each approach in staff employer relations and in the education of students. The research has also highlighted, through a careful application of content analysis of cases of conflict, the significance of useful conflict management and resolution methods. Examples of these approaches are consensus and collaboration. Furthermore, the study has offered a review of the Education Labour Relations Act (Act 146 of 1993). This Act is pertinent to conflict management in South Africa. Finally, the research recommends that effective approaches to conflict management be used by superintendents of schools, principals and the Department of Education to facilitate the satisfaction of needs of people involved including those of students.

This constructivist grounded theory study will explore the possibility that early socio-cultural experience in concert with innate cognitive mechanisms are essential components of a dual process of decision-making. Each element may influence conflict actors toward predictable predispositional behaviors manifest as bias. Specifically, we are concerned that these biases will influence the perceived and actual neutrality of the principle mediator thus compromising a mediation success. The presence of these predispositions in both mediators and conflict stakeholder challenges the validity of the conclusions in other research that does not consider the true impact of cultural dissonance on more than a superficial insinuation of social facts. This will be accomplished through interrogating data yielded through content analysis of the actors’ use of language both spoken and written utilizing the techniques used in grounded theory studies.

Reference SERGEEVA, Oxana. Enteral Predispositions of the Conflict in Donbass. Prague, 2021. Master's thesis. Charles University,Facultyof Social Sciences,Institute of SecurityStudies. Abstract The Revolution in Ukraine of 2014 has brought a lot of regional and international changes. Even though the crisis appears to be over, the new official authorities of Ukraine and the self- proclaimedDonetsk and Lugansk people's republics are still conflicting.It has commonly been assumed that the armed conflict in Donbas was the result of a latent Russian military aggression against Ukraine and that forces opposing the Ukrainian government do not represent the local populationrather being sponsored by the Russian authority.However, external incentives arguably could not lead to the emergence of a viable and widespread rebel movement unless there were internal predispositions to the emergence of armed separatism. It is vital to address problems within the country to identify domestic preconditions for invasion and conflict incitement. This researchwould argue that a key role in the emergence of the armed separatist movement in Donbas was played by at least two factors: historicallyformed polaritywithin the Ukrainian populationand the structure of the government. Thus, the armed conflict in Donbas was the result of a...

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There is a divide between the fields of Conflict Resolution (CR) and Alternative Dispute Resolution (ADR) that impacts on the transfer of knowledge and skills. This is the central hypothesis investigated and confirmed through analysis of the literatures of the two fields, the responses to a questionnaire to practitioners, and autoethnographic interrogation. A generational analysis of authors is combined with the results of a (N=28) questionnaire with practitioners from both fields. This delineates the divide in the theory and literature as well as how those operating in each field identify, conceptualise mediation and what they read. The autoethnography explores the fundamental impact of on conflict role definitions generally and the mediator specifically. It then looks at the impact of crossing the ADR/CR divide on mediation practice, highlighting the necessity for practitioners of a ‘both and’ approach to skills/ knowledge and attitude/qualities. This leads to the consideration of a framework for mediator competence across the ADR/CR divide. The interaction of the mediators’ normative project and the ability of parties to self-determine is explored practically and ethically. This highlights a range of issues with expectations mediation and mediators and foregrounds the impact on the mediator of the mediator role. It ends with a call for further research using innovative methodologies, such as autoethnography, that illuminate mediation as a relational process.