<p>Studiens övergripande syfte var att studera och jämföra hur två olika metoder för att förebygga konflikter införlivas i en svensk grundskola. För att finna svar på syftet har vi använt oss av följande frågeställningar: Hur arbetar lärarna på skolan i praktiken med metoderna Projekt Charlie och Gruppen som grogrund för att förebygga konflikter? Vilka likheter och skillnader finns i lärarnas arbete med de olika metoderna på skolan?</p><p>Studien tar sin utgångspunkt i den kvalitativa forskningstraditionen. Med avseende på studiens syfte och frågeställningar har intervjuer gjorts för att finna svar på frågeställningarna.</p><p>Fyra intervjuer gjordes med lärare på skolan, två lärare som arbetade med Projekt Charlie och två lärare som arbetar med Gruppen som grogrund. I både Projekt Charlie och Gruppen som grogrund arbetar lärarna på skolan med att införliva konfliktförebyggande arbetsmetoder. På båda gårdarna på skolan är samtliga lärare</p><p>införstådda med att en informell samstämmighet finns för vilken metod som valts att arbeta med. Arbetet med att förebygga konflikter löper som en röd tråd i undervisningen under hela skolgången på båda gårdarna. Båda metoderna utgår från färdigkonstruerade metodböcker.</p><p>Metodböckerna rymmer många övningar som bygger på att stärka elever och ge dem verktyg inför eventuella konflikter. Resultatet visar att lärarnas arbete med de två arbetsmetoderna har många likheter och få skillnader.</p><p>Vår uppfattning är att Projekt Charlie och Gruppen som grogrund är två arbetsmetoder som är i stort sätt väldigt lika i arbetet med att förebygga konflikter. Båda arbetsmetoderna har många lärorika och relevanta övningar som stärker varje elevs självförtroende. Arbetsmetoderna ger ett stort smörgårdsbord med övningar som ger eleverna de rätta verktyg som behövs i det sociala samspelet och i en eventuell konfliktsituation. Eleverna formas för att lättare förstå hur en god kamrat, aktiv lyssnare och en god kommunikatör bör vara. Den stora skillnaden som vi ser är arbetet med identitetsbildningen. Vi ser också en skillnad i gruppstorlek. Projekt Charlie vänder sig till färre elever medan Gruppen som grogrund vänder sig till större</p><p>grupper.</p> / <p>The main object of this thesis was to study in what way a Swedish school practice conflict resolution. At the school, two methods of this are practiced, one on each of the schools two</p><p>separate blocks. The two methods are, “Project Charlie” and “Gruppen som grogrund” (a Swedish method that derives from “Tribes”). The scope of the thesis is also to compare how the two methods are implemented at the school.</p><p>In order to achieve the object of the theses, a series of qualitative interviews were performed. Four teachers, two at each of the blocks, were interviewed.</p><p>Both methods cover strategies of conflict handling. On each of the two blocks the teachers have an informal agreement of which method that will be practiced. The education of conflict resolution starts at the first grade and continue throughout the school until the students graduate.</p><p>Both methods spring from written predefined instructions, which include a rich supply of workshops that aim at strengthen the students and giving them skills to handle conflicts. The result of our study shows that the way the two methods are practiced at the school have many similarities and few differences.</p><p>The two methods were also found to be quite similar in many ways when it comes to conflict resolution. Both methods include ways to strengthen the individual’s self-confidence. The wide range of workshops supplies the students with many useful skills that can be used in social interaction and conflict handling. The children come to understand the concept of good friendship, active listening and constructive communication. The difference that we found between the two methods lies in their respectively approach to identity development. Also the number of students in each group differs between the two methods.</p>

The secessionist conflict in Transdniestrian region of the Republic of Moldova have led to more than a decade of political dialogueon finding a peaceful solution to conflict resolution, proving that the current format of negotiations is inefficient. The increased interest of the EU in the resolution of this conflict is caused by prospective inclusion of Romania in the EU, placing the Transdniestrian conflict at EU periphery, where confrontation is contrary to the all-European orientation at stability and integration. Presumably the involvement of the EU could lead to finding a political solution to the Transdniestrian conflict. Thus, the purpose of this research is to explore how EU involvement in the Transdniestrian conflict could lead to its prospective resolution. The results of this research, in form of conclusions and recommendations, depict that a more active involvement of the EU in Transdniestrian conflict resolution, as consulter and mediator, make it feasible to find a solution to the long-lasting disputes in the Republic of Moldova.

Studiens övergripande syfte var att studera och jämföra hur två olika metoder för att förebygga konflikter införlivas i en svensk grundskola. För att finna svar på syftet har vi använt oss av följande frågeställningar: Hur arbetar lärarna på skolan i praktiken med metoderna Projekt Charlie och Gruppen som grogrund för att förebygga konflikter? Vilka likheter och skillnader finns i lärarnas arbete med de olika metoderna på skolan? Studien tar sin utgångspunkt i den kvalitativa forskningstraditionen. Med avseende på studiens syfte och frågeställningar har intervjuer gjorts för att finna svar på frågeställningarna. Fyra intervjuer gjordes med lärare på skolan, två lärare som arbetade med Projekt Charlie och två lärare som arbetar med Gruppen som grogrund. I både Projekt Charlie och Gruppen som grogrund arbetar lärarna på skolan med att införliva konfliktförebyggande arbetsmetoder. På båda gårdarna på skolan är samtliga lärare införstådda med att en informell samstämmighet finns för vilken metod som valts att arbeta med. Arbetet med att förebygga konflikter löper som en röd tråd i undervisningen under hela skolgången på båda gårdarna. Båda metoderna utgår från färdigkonstruerade metodböcker. Metodböckerna rymmer många övningar som bygger på att stärka elever och ge dem verktyg inför eventuella konflikter. Resultatet visar att lärarnas arbete med de två arbetsmetoderna har många likheter och få skillnader. Vår uppfattning är att Projekt Charlie och Gruppen som grogrund är två arbetsmetoder som är i stort sätt väldigt lika i arbetet med att förebygga konflikter. Båda arbetsmetoderna har många lärorika och relevanta övningar som stärker varje elevs självförtroende. Arbetsmetoderna ger ett stort smörgårdsbord med övningar som ger eleverna de rätta verktyg som behövs i det sociala samspelet och i en eventuell konfliktsituation. Eleverna formas för att lättare förstå hur en god kamrat, aktiv lyssnare och en god kommunikatör bör vara. Den stora skillnaden som vi ser är arbetet med identitetsbildningen. Vi ser också en skillnad i gruppstorlek. Projekt Charlie vänder sig till färre elever medan Gruppen som grogrund vänder sig till större grupper. / The main object of this thesis was to study in what way a Swedish school practice conflict resolution. At the school, two methods of this are practiced, one on each of the schools two separate blocks. The two methods are, “Project Charlie” and “Gruppen som grogrund” (a Swedish method that derives from “Tribes”). The scope of the thesis is also to compare how the two methods are implemented at the school. In order to achieve the object of the theses, a series of qualitative interviews were performed. Four teachers, two at each of the blocks, were interviewed. Both methods cover strategies of conflict handling. On each of the two blocks the teachers have an informal agreement of which method that will be practiced. The education of conflict resolution starts at the first grade and continue throughout the school until the students graduate. Both methods spring from written predefined instructions, which include a rich supply of workshops that aim at strengthen the students and giving them skills to handle conflicts. The result of our study shows that the way the two methods are practiced at the school have many similarities and few differences. The two methods were also found to be quite similar in many ways when it comes to conflict resolution. Both methods include ways to strengthen the individual’s self-confidence. The wide range of workshops supplies the students with many useful skills that can be used in social interaction and conflict handling. The children come to understand the concept of good friendship, active listening and constructive communication. The difference that we found between the two methods lies in their respectively approach to identity development. Also the number of students in each group differs between the two methods.

In this thesis a replication protocol - PRiDe - is presented, which supports optimistic replication in distributed real-time databases with deterministic detection and forward resolution of transaction conflicts. The protocol is designed to emphasize node autonomy, allowing individual applications to proceed without being affected by distributed operation. For conflict management, PRiDe groups distributed operations into generations of logically concurrent and potentially conflicting operations. Conflicts between operations in a generation can be resolved with no need for coordination among nodes, and it is shown that nodes eventually converge to mutually consistent states. A generic framework for conflict resolution is presented that allows semantics-based conflict resolution policies and application-specific compensation procedures to be plugged in by the database designer and application developer. It is explained how transaction semantics are supported by the protocol, and how applications can tolerate exposure to temporary database inconsistencies. Transactions can detect inconsistent reads and compensate for inconsistencies through callbacks to application-specific compensation procedures. A tool - VADer - has been constructed, which allows database designers and application programmers to quickly construct prototype applications, conflict resolution policies and compensation procedures. VADer can be used to simulate application and database behavior, and supports run-time visualization of relationships between concurrent transactions. Thus, VADer assists the application programmer in conquering the complexity inherent in optimistic replication and forward conflict resolution.

Protected areas have so far been the primary means to conserve biodiversity, an increasingly important environmental issue, but proposals to establish protected areas are often met by local resistance due to fears that user rights will be severely restrained. Nature conservation traditionally aims to preserve an ideal state of nature, in which interference by people is minimized through a number of regulations, and where central authorities are in charge. Increasingly, however, conservation policy emphasizes participation. Protected area designations are about institutional change where customary and legal rights to use and manage certain resources are renegotiated. Protected areas can be considered as multi-use and multi-level commons that may benefit from co-management where the state cooperates with user groups, municipalities, research institutions and others. This thesis analyzes the establishment phase of the co-management of multi-level, multi-use commons in order to characterize design principles common to the emergence of co-management processes which improve institutional robustness. The thesis is based on a quantitative survey study and a small-n comparative case study. Paper I compares national, regional and local public opinions about protected areas through a multi-level survey. Papers II to IV each presents a case study of a designation process within the Swedish mountain region. The qualitative case studies are based on the structured, focused comparison method and employ within-case analysis and process-tracing. The material examined consisted of written documenta­tion and 41 semi-structured interviews. The two studies contribute to commons theory; the focus on the establishment phase provides opportunities to acquire abundant information about how contextual and process factors influence the functioning of a co-management arrangement. Paper I suggests that national public opinion is an important contextual variable for natural resources of national interest, and shows that 65% of the Swedish population support local or co-management of protected areas. Papers II to IV reveal that the rigidity of the existing institutional framework is another important contextual variable that influences the degree of learning taking place. Further, the comparative analysis proposes that certain characteristics of a process (the co-management process principles) are essential for the realization of co-management arrangements of multi-level and multi-use commons. The principles are representation, reason(ableness), powers, accountability and learning.

Denna studie fokuserar på konflikthantering och dess egenskaper. Jag har fördjupat mig i praktiska och teoretiska kunskaper i konflikthantering med eleverna. I denna studie kommer jag att intervjua fyra pedagoger, två erfarna lärare och två nyexaminerade pedagoger. Jag kommer också att förklara vilka känslor har för roll i konfliktlösning. Varför jag har valt att skriva om konflikten är på grund av min osäkerhet när det gäller att lösa konflikter med elever så jag har valt att intervjua två erfarna pedagoger. Slutsatsen av min studie är att alla mina fyra informanter anser att den praktiska kunskapen är lika viktig som den teoretiska kunskapen. Studien visar att vi kan få in de olika kunskaper på två olika sätt; genom utbildningen som är den teoretiska kunskapen samt ute i arbetslivet som är den praktiska kunskapen.

While the challenge of improving young North Americans’ civic engagement seems to lie in the hands of schools, studying alternative ways of teaching citizenship education could benefit the current educational system. In this context, free schools (i.e., schools run democratically by students and teachers), guided by a philosophy that aims at engaging students civically through the democratic activities that they support, offer a relatively unexplored ground for research. The present inquiry is a case study using tools of ethnography and drawing upon some principles of complexity thinking. It aims at understanding students’ citizenship education experiences during democratic activities in a Canadian free school. It describes many experiences that can arise from these activities. They occurred within a school that operated democratically based on a consensus-model. More precisely, they took place during two kinds of democratic activities: class meetings, which regulated the social life of the school, and judicial committees, whose function was to solve conflicts at the school. During these activities, students mostly experienced a combination of feelings of appreciation, concernment and empowerment. While experiencing these feelings, they predominantly engaged in decision-making and conflict resolution processes. During these processes, students modified their conflict resolutions skills, various conceptions, and their participation in democratic activities and in the school. Based on these findings, the study concludes that students can develop certain skills and attitude associated to citizenship education during these activities and become active from a citizenship perspective. Hence, these democratic activities represent alternative strategies that can assist educators in teaching about citizenship.

While the challenge of improving young North Americans’ civic engagement seems to lie in the hands of schools, studying alternative ways of teaching citizenship education could benefit the current educational system. In this context, free schools (i.e., schools run democratically by students and teachers), guided by a philosophy that aims at engaging students civically through the democratic activities that they support, offer a relatively unexplored ground for research. The present inquiry is a case study using tools of ethnography and drawing upon some principles of complexity thinking. It aims at understanding students’ citizenship education experiences during democratic activities in a Canadian free school. It describes many experiences that can arise from these activities. They occurred within a school that operated democratically based on a consensus-model. More precisely, they took place during two kinds of democratic activities: class meetings, which regulated the social life of the school, and judicial committees, whose function was to solve conflicts at the school. During these activities, students mostly experienced a combination of feelings of appreciation, concernment and empowerment. While experiencing these feelings, they predominantly engaged in decision-making and conflict resolution processes. During these processes, students modified their conflict resolutions skills, various conceptions, and their participation in democratic activities and in the school. Based on these findings, the study concludes that students can develop certain skills and attitude associated to citizenship education during these activities and become active from a citizenship perspective. Hence, these democratic activities represent alternative strategies that can assist educators in teaching about citizenship.

The Casamance conflict for decades has been unable to produce a sustained peace settlement. This project utilised among others, the relative deprivation and basic human needs satisfaction theories respectively and concludes that the conflict is underpinned by relative deprivation, strongly felt and driven by the elite group. Both the current phase as well as in the past, the conflict has been driven and to an extent manipulated by these elite, motivated by self-empowerment. Masked under the struggle of a relatively deprived masses into collective violence, seeded in a classic social conflict of a type rooted in stereotyping, marginalisation and underdevelopment, primarily driven by basic human needs dissatisfaction expressed in terms of the levels of poverty.   These stemmed in part from the colonial pass which set into motion the continuous suppression and segregation of the Casamance region. In particular, of the Diola ethnic identity thus, the conflict’s ethno nationalists dimension. This research presents a deprivation approach strategy to peace making, which among other factors includes addressing the socioeconomic and political causes of the conflict and also one that underscores the relevance of a credible third party involvement to resolving the dispute between a fractured MFDC and a reluctant Government of Senegal.

Flexible approaches for eliciting preferences of decision makers involved in a conflict are developed along with applications to real-world disputes. More specifically, two multiple criteria decision making approaches are proposed for capturing the relative preferences of a decision maker participating in a conflict situation. A case study in logistics concerned with the conflict arising over the expansion of port facilities on the west coast of North America as well as a transportation negotiation dispute are used to illustrate how these approaches can be integrated with the Graph Model for Conflict Resolution, a practical conflict analysis methodology. Ascertaining the preferences of the decision makers taking part in a conflict constitutes a key element in the construction of a formal conflict model. In practice, the relative preferences, which reflect each decision maker’s objectives or goals in a given situation, are rather difficult to obtain. The first method for preference elicitation is to integrate an Analytic Hierarchy Process (AHP) preference ranking method with the Graph Model for Conflict Resolution. The AHP approach is used to elicit relative preferences of decision makers, and this preference information is then fed into a graph model for further stability analyses. The case study of the Canadian west coast port congestion conflict is investigated using this integrated model. Another approach is based on a fuzzy multiple criteria out-ranking technique called ELECTRE III. It is also employed for ranking states or possible scenarios in a conflict from most to least preferred, with ties allowed, by the decision maker according to his or her own value system. The model is applied to a transportation negotiation dispute between the two key parties consisting of shippers and carriers.