Conflict resolution research has resided at both the individual and group level for the many years. However, recent findings have provided evidence for the existence of conflict resolution strategies at the cultural level. As these recent findings indicate, the existence of such resolution styles at that macro level can have great implications on organizational outcomes. Therefore, the first goal of this study was to examine if these conflict resolution cultures would predict outcomes such as job satisfaction, organizational commitment, and psychological withdrawal behavior. Similarly, research on P-O fit has also provided some very interesting insights into employee behavior and attitudes. Given the idiosyncratic nature of conflict resolution and the recent findings mentioned in the previous paragraph, the second goal of this study was to examine if perceptions of congruence between an individual’s resolution style and the organization’s resolution style would affect job satisfaction, organizational commitment, and psychological withdrawal behavior. Finally, it was determined that perceptions of resolution (i.e. was the conflict constructively resolved) would be an appropriate and rather informative mediating variable for the relationships proposed above. Data was collected using a web-based survey software, which garnered 212 participants for the analysis. Evidence was found to support a majority of the proposed hypotheses. All three-conflict resolution cultures (collaborative, dominant, and avoidant) predicted the outcome variables in the directions consistent with both logic and the literature. Similarly, perceptions of resolution did mediate six of the nine proposed relationships between the resolution cultures and the outcome variables. Two of these mediation analyses were not conducted due to an insignificant initial bivariate correlation. Support was also found for all three proposed direct effects between perceptions of congruence and the proposed outcome variables. Finally, perceptions of resolution mediated the relationship between perceptions of congruence and all three-outcome variables. Again, the directions of these findings were consistent with both logic and the literature. Both the theoretical and practical implications, as well as the limitations with this study will be discussed.

Access control is a significant issue in any secure computer system. Authorization models provide a formalism and framework for specifying and evaluating access control policies that determine how access is granted and delegated among particular users. The aim of this dissertation is to investigate flexible decentralized authorization model supporting authorization delegation, both positive and negative authorization, and conflict resolution. A graph based authorization framework is proposed which can support authorization delegations and both positive and negative authorizations. In particular, it is shown that the existing conflict resolution methods are limited when applied to decentralized authorization models and cyclic authorizations can even lead to undesirable situations. A new conflict resolution policy is then proposed, which can support well controlled delegation by giving predecessors higher priorities along the delegation path. The thesis provides a formal description of the proposed model and detailed descriptions of algorithms to implement it. The model is represented using labelled digraphs, which provide a formal basis for proving the semantic correctness of the model. A weighted graph based model is presented which allows grantors to further express degrees of certainties about their granting of authorizations. The work is further extended to consider more complex domains where subjects, objects and access rights are hierarchically structured and authorization inheritance along the hierarchies taken into account. A precise semantics is given which is based on stable model semantics, and, several important properties of delegatable authorization programs investigated. The framework provides users a reasonable method to express complex security policy. To address the many situations in which users may need to be granted or delegated authorizations for a limited period of time, a temporal decentralized authorization model is proposed in which temporal authorization delegations and negations are allowable. Proper semantic properties are further investigated. Finally, as an application, the thesis shows how the proposed authorization model can be used in a e-consent system on health data. A system architecture for e-consent is presented and different types of e-consent models discussed. The proposed model is shown to provide users a good framework for representing and evaluating these models. / Doctor of Philosphy (PhD)

This thesis uses an action research methodology to develop a framework for improving independent scholarly reporting about interventions addressing social or environmental conflict. As there are often contradictory interpretations about the causes and strategic responses to conflict, the problem confronting scholar-reporters is how to address perceptions of bias and reflexively specify the purpose of reporting. It is proposed that scholar-reporters require grounding in conventional realist-based social theory but equally ability to incorporate theoretical ideas generated in more idealist-based peace research and applied conflict resolution studies. To do this scholar-reporters can take a comparative approach systematically developed through an integrated framework as described in this thesis. Conceptual and theoretical considerations that support both conventional and more radical constructions are comparatively analysed and then tested in relation to a case study. In 2000 Aboriginal people throughout South Australia deliberated whether their native title claims could be better accorded recognition through conservative court processes or a negotiation process to allay deep-seated conflict. The author, in a scholar-reporter capacity, formulated a report attributing meaning to this consultative process. As such a report could have been formulated according to alternative paradigms, methodological approaches and theoretical frameworks, the analysis of the adopted framework highlights how different approaches can bias the interpretation of the process and prospects for change. Realist-based conservative interpretations emphasise 'official' decision-making processes where legitimacy is expressed through political and legal frameworks based on precedent. Idealist-based interpretations emphasise that circumstances entailing significant conflict warrant equal consideration being given to 'non-official' 'resolutionary' problem-solving processes where conflict is treated as a catalyst for learning and outcomes are articulated as understanding generated about conflict and how different strategies can transform it. The developed integrated framework approach establishes the independence of scholarly reporting. Its purpose goes beyond perpetuating scholarly debate about alternative 'objective' understandings of conflict; it focuses primarily on communicating a more inclusive understanding of the contradictions inherent in a particular conflict. It increases the capacity to understand when, where, why and how conflict precipitates social change, and articulates possibilities for reconceptualising what might be the more sustainable direction of change.

This study examines the development and consequences of a crisis in a government primary school in the Australian Capital Territory. The A.C.T. system is founded upon participation in policy development at the school level - problems when they arise are usually resolved at the local level. A challenge to the school's policy is described, as is the reaction of the Board. The consequences flowing from the mechanism used to resolve the conflict are discussed in terms of the particular school and the system generally. The tensions inherent in a participatory approach to policy development at the school level are examined. The constructive as well as destructive elements are discussed.

The aim of the present research was to examine the impact of mental workload on conflict resolution decision making in air traffic control (ATC). While previous studies have examined the effect of workload on performance (Averty, 2004; Kopardekar & Magyrits, 2002) and conflict detection (Mogford, 1997; Seamster, Redding, Cannon, Ryder & Purcell, 1993), limited research examines the effect of workload on conflict resolution decisions. The aim of the first study was to gain an initial understanding of how controllers manage their airspace. Results demonstrated that controllers scan repetitively, in a clockwise and top-bottom pattern; group aircraft with similar characteristics and use at least five lateral and eight vertical conflict resolution heuristics. Study two examined the effect of conflict type on conflict resolution under different levels of workload. Under moderate workload controllers used a mix of solutions, while under high workload, solutions became more conservative. Study three examined the effect of other contextual factors on conflict resolution. Results again suggested conflict type affects conflict resolution decisions and also that other contextual parameters, such as aircraft performance may play a role in solution preferences. Study four examined the effect of workload on conflict resolution using a realistic ATC task. Workload not only impacted on controllers’ performance scores, but interacted with conflict type to determine whether an efficient solution was preferred over a less efficient solution. This research identifies some of the heuristics experts use when competing priorities are present and provides an understanding of how conflict type, contextual factors and workload affect decisions. Findings contribute to the naturalistic decision making (NDM) literature by demonstrating how the situation can influence decision making.

<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.</p>

<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.