No / In this paper, a framework is developed to consider collective action, sustainability and the capability approach with regard to resolution of water disputes, followed by a brief discussion of how identity can hinder cooperation or the development of universalism. This framework is then examined with a case study of the Cauvery river dispute in India. At the heart of river water disputes are issues related to justice and fairness, which depend to a significant extent on: how citizens perceive their claims over river water (shaped by cultural and historical factors); the extent to which citizens are able to collectivize their claims through location, economic activity and identity, and use their voice to influence the state; the extent to which the state policy and actions reflect the 'voice' and collective interests of different groups; and how the various riparian states recognize and deal with each others' claims. The framework discussed here suggests that the capability approach provides us with a much broader framework than collective action or Robert Solow's sustainability as inter-generational fairness. These are conjectures for further exploration.

Conflict resolution strategies in special education are necessary in view of increased disability and civil rights legislation impacting schools. With increase in federal laws and regulations comes an increase in parental expectations and unclear interpretations of "what is right" and "what is legal" regarding meeting the educational needs of students with disabilities. The purpose of the study was to identify factors that escalate and de-escalate parent-school conflict in special education and to understand the special education mediation process from the perspectives of parents, school officials and mediators in Massachusetts. Data were collected through telephone interviews with 44 participants. Interviews were audiotaped and transcribed verbatim. Parent participants had experienced special education mediation either during the school year 1995-1996 or 1996-1997. School officials and mediators had experienced multiple special education mediations. A grounded theory approach was used to analyze data. Eight categories of factors that escalate parent-school conflict in special education were identified: (a) Discrepant Views of a Child's Needs, (b) Knowledge, (c) Service Delivery, (d) Valuation, (e) Reciprocal Power, (f) Constraints, (g) Communication, and (h) Trust. Participants in each group revealed that the mediation process was of value even though one may not achieve the desired outcome. Strengths of the mediation process were identified in the areas of its ability to provide disclosure, empower participants, provide opportunity for communication, provide suitable outcomes, strengthen relationships and provide a pragmatic approach to problem-solving. Limitations of mediation were reported in it's ability to be misused by participants seeking opportunities for fact-finding and it's lack of ability to be enforced. Results indicated that training in conflict handling strategies is needed by parents and school officials. Results of the study supported using early intervention conflict identification and resolution strategies so that conciliatory attitudes and trust might be preserved in parent-school relationships. / Ed. D.

Yes / This paper looks at community peace work in Sri Lanka, and represents work in its early stages. It provides a view of peace work from the perception of a Sri Lankan community peace activist. The popular practice of treating community peace work as an apolitical exercise will be challenged. An overview of the meta-narratives of the Sri Lankan conflict will be provided, since these inform the broader analytic context which needs to be understood for successful community peace work to be undertaken. Community peace building practice, which draws from knowledge of the international conflict resolution discourse, is treated as just one `peace¿ approach among several. Community level work is seen as one contribution to the overall peace effort in finding a resolution to the Sri Lankan conflict.

Yes

Yes

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Conflict resolution is essential for human cognitive system which renders adaptability to the environment, providing humans to fulfill daily activities. The main aim of this thesis is to create a task where the conflict activates emotional networks exclusively, while investigating how the cognitive and emotional conflicts are monitored and then resolved in the brain. After creating the appropriate material composed of controlled words in terms of emotional dimensions and concreteness values, a new Word-face Stroop Task is designed using Turkish words. Firstly subjects participated in a classical Stroop task to measure cognitive conflict and then in the Word-face Stroop task, the conflict between emotional words and emotional faces is investigated. The same Stroop tasks are then administered to depression patients. The results of the classical Stroop replicated the previous findings: (1) Healthy population was slower in responding to incongruent cases than congruent cases (2) Depressed patients were significantly slower than healthy population. The Word-face Stroop, conducted on healthy population also replicated the earlier findings: (1) People were slower in reacting to incongruent stimuli than congruent stimuli (2) People reacted faster to positive words than negative ones. Same Stroop tasks conducted on depressed patients however revealed interesting results, novel to the literature: (1) Congruency scores were significantly different when healthy population and Depressive Disorder patients with Hamilton scores higher than 20 were compared (2) Patients with Hamilton scores higher than 20 and lower than 20 significantly differed in congruency scores (3) Patients showed a tendency to react faster to incongruent stimuli rather than congruent stimuli, contrary to normal population (4) Normal population showed greater congruency effect in positively valenced abstract words, whereas depression patients showed greater congruency effect in negatively valenced concrete words.

This study examined the consistency between verbal responses to hypothetical conflict scenarios and the actual conflict resolutions techniques children apply in everyday play. Twenty-one children were interviewed and observed in order to determine their conflict resolution strategies. During the interview process, each child was asked to finish 6 hypothetical conflict scenarios. During the observation portion, each child was observed in 2 conflict scenarios. Significant (p < .05) differences were found with regards to verbal responses for 3 scenarios, verbal and behavioral responses of females (females exhibited more socially acceptable conflict resolution strategies in their verbal responses, yet less socially acceptable conflict resolution strategies in their behavioral responses), and socially acceptable responses to conflict in verbal strategies. Results were discussed in light of previous research comparing gender differences and peer relationships to conflict resolution strategies.

Mass humanitarian atrocities – many of them perpetrated by governments against their own people – continue to wreak havoc across Africa. These crises demand decisive action by the African Union (AU), the intergovernmental organisation that presides over peace and security on the continent. Since its formation, the AU has established a set of norms and institutions that reflect the principles of the Responsibility to Protect (R2P), and by its own declaration, has shifted its approach away from the notion of ‘non-interference’ (as espoused by its predecessor, the Organisation of African Unity) to a new position of ‘non-indifference’. However, despite its rhetorical commitment to the implementation of R2P, the AU’s handling of the 2010 Côte d’Ivoire crisis was so weak that the United Nations Security Council (UNSC) authorised an intervention led by France. The incapacity of the AU to resolve the conflict raised questions about the organisation’s rhetoric of ‘African solutions to African problems’. This study analyses the AU’s handling of the Côte d’Ivoire crisis, and thereby implicitly investigates the organisation’s challenges in operationalizing the R2P in Africa. The methodology of an extensive literature survey is employed to gather evidence of conceptual and institutional deficiencies within the AU, and possible coordination problems between the AU, ECOWAS and the UNSC in their management of African conflicts. The purpose of the study is thus to contribute to the wider intellectual discourse on R2P operationalization, and specifically aimed at strengthening the AU’s ability to implement its own peace and security agenda. / Mini-dissertation (MSecurity Studies)--University of Pretoria, 2015. / Political Sciences / Unrestricted

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