Project Thesis (D. Min.)--Denver Seminary, 2001. / Abstract. Includes bibliographical references (leaves 165-179).

Thesis (Ph.D.)--University of Western Sydney, 2009. / "A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in the School of Economics and Finance, College of Business, University of Western Sydney." Includes bibliographies.

Thesis (D. Min.)--Ashland Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 69-71, 79-80).

Thesis (M.A.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 159-173). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ56194.

Zambia faces extensive conflict and violence of both direct and structural types. The qualitative and quantitative indices provided by the Global Peace Index (GPI), the Human Development Index (HDI) and the Gender Disparity Index (GDI) confirm that Zambia needs a control shift permeated with tools of peacefulness that will move the country from a culture of violence to a culture of peace and non-violence. The focus of the dissertation is one way of trying to build sustainable peace in the world and in particular Zambia by creating structures within government circles, specifically by establishing a Ministry of Peace that will work to transcend violent conflicts while working alongside a Peace Education Commission (PEC), Peace Research Commission (PRC) and an independent Conflict Resolution and Mediation Commission (CRMC). The aim of such a ministry is to help change the mindset of the people of Zambia from a culture of violence towards to a culture of peace and non-violence. The dissertation discusses possible objections to a Ministry of Peace and proposes a strategic plan for establishing a Ministry of Peace in Zambia. Two focus groups were selected to provide a very small sample of Zambians the opportunity to comment on the idea of establishing a Ministry of Peace in Zambia. / Thesis (M.Com.)-University of KwaZulu-Natal, 2009.

The government of Uganda, on realizing that community conflicts could not be handled entirely by the centre, enacted a Local Councils Act, whose operationalization began on 8th June, 2006. The Act established the Local Council Courts for the administration of Justice at the local levels; it was also intended to define the Jurisdictional powers and procedures for the established Courts and other related matters. Laws and guidelines were developed and the Minister of local government issued the Local Councils Courts (Regulations) 2007 aimed at facilitating the operationalization of local councils in their functions related to the administration of Justice. Since their inception, the experiences, challenges, and people's perception of these local councils is not very clear. Overall, the study explores the experiences of local council courts in resolving local conflicts and also comes up with suggestions for more effective resolution of conflicts. The specific objectives are: 1) to identify types of conflict handled; 2) to explain the process of resolving conflicts; 3) to document the degree of satisfaction with the court process and perception of the system's effectiveness; 4) to identify the challenges faced by local council courts system in helping to resolve conflicts; and finally to make suggestions for improving the effectiveness of these courts in resolving conflicts. This study used a cross-sectional descriptive study and employed both qualitative and quantitative data collection methods. It was conducted in Lubaga division (LC III), Kampala District and it targeted members of the local courts, community members with a case handled by the local court representatives of collaborating institutions. The findings show that there was no uniform understanding of the phenomenon conflict apart from the community respondents and key informants who almost had similar view to mean 'a misunderstanding between two parties'. The local councils at all levels (LC I, LC II, LC III) were only mandated to handle civil cases. The cases mostly handled were; domestic violence (37/63); rent defaulting (35/63) and land disputes (30/63) .In all these cases the causes were mostly economical, social, cultural and political in nature. The study also found out that most of disputes were being brought willingly to the courts but a small fee levied was unpopular among the community members. The local courts were issued with guidelines to follow although these guidelines fell short of the expectations of the members who wished they could also handle criminal cases. The level of satisfaction with skills and capability of local courts members to handle cases was just above 50% and the reasons advanced were that in most cases the conflicts were usually resolved or settled, and the disputants were always allowed to ask questions. Most of the conflicts were usually resolved through negotiations (37/63) with courts playing a moderating role and encouraging the complainants to reconcile. Local courts were also perceived to be effective in terms of being quick and cost effective. The effectiveness of these courts was also looked at in terms of their ability to handle a wide range of services as reported by 38/63%) of the respondents. Other factors which were advanced as impacting negatively on the effectiveness of these courts include: biasness (36/63); lack of follow up, political interference and to some extent corruption. etc. The key challenges reported were; delivery of services on voluntary basis; lack of coordination between police and local courts; lack of local courts to implement judgments; pressure to make judgments on cases outside the mandate of these courts and the high rates of child offenders yet they were protected the existing laws. In conclusion, generally though not uniform there was a clear and rightful understanding of the term conflict. The local council courts were following the guidelines and were aware of their mandate of handling only civil cases which was a good practice. The approach of local courts endeavoring to solve cases through negotiations was a good one although at times it was reported as a slow process. Overall, communities were satisfied with the local courts and felt that they were effective in handling local conflicts The existing policies should be revised to accommodate: 1) remuneration of local court officials, 2) empowering the local courts to enforce their judgments; 3) clearly defining the roles and responsibilities of the local courts vis-à-vis those of the police and 4) reviewing the laws regarding child-offenders less than 18 years of age. / Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.

No description available.

This research study reviewed several disciplinary fields and their conceptualizations of conflict. The primary guiding question was, what is the best conflict education that is required for youth and adults to live in the world of a "culture of violence" in the list century? The general purpose of the study was to provide a critique that would initiate an expanded conflict imaginary, as educators and lifelong learners face a world of growing complex social and cultural conflicts. The "case" under specific critical analysis was identified as conflict management education (CME). CME provided the primary subject (text) for a critical discourse analysis of its conceptualizations of conflict. The main purpose of the study was to determine the hegemony of discourse in the text of a "representative" sample of 22 contemporary CME handbooks and manuals for youth and adults. CME was found to be a new social movement with a powerful "social technology" to change attitudes and behaviors, in order to diminish or eliminate violence. This study found there are virtually no systematic critiques of CME and no significant critiques that focus on the conceptualization of conflict itself. The discourse of CME's conceptualizations of conflict tended toward an ideological bias of consensus, unity, cooperation, 'peace and harmony;' and located within a politically conservative, pragmatist, social psychological discourse. The entire domain of conflict knowledge from critical pedagogies and the sociological conflict theory tradition was largely ignored in CME text. This has significant political and sociocultural implications in the biased shaping of conflict knowledge and the concomitant power relations of teaching, learning, and the constructing of 'democracy' itself. Without a critique of its own discourses, CME has limited means, as a discipline of knowledge, to establish how it may be perpetuating the very violence it is attempting to eliminate. 'Conflict' pedagogy is offered as an alternative to constructing a critical conflict education as counterhegemonic to CME. This report closes with a discussion of reflections on the study and recommendations for further research.

Traditionally, the High Court of Australia has regarded the States of Australia as being "separate countries" for conflict of law purposes and has applied, in a rather formalistic manner, the English common law rules of private international law to resolve intrafederation conflict of laws problems. This paper argues that this approach to intrafederation conflict of laws is inappropriate. Instead, this paper argues that the High Court should follow the approach of the Supreme Court of Canada as exemplified by its decision in Morguard Investments Ltd v De Savoye. That is, the High Court should forsake its formalistic reasoning and instead approach intrafederation conflict of laws rules in a purposive way i.e. identify the purposes of the conflict of laws rules and ensure that the rules operate in a manner that meets these purposes. The purposes and operation of the intrafederation conflict of laws rules can only be understood in the context of the Australian federal environment. Aspects of this environment, such as a unified national legal system and a constitutional "full faith and credit" requirement, point to the conclusion that Australia is "one country and one nation." The States of Australia should be regarded as partners in federation and the conflict of laws rules that mediate the relationship between the laws of the different States should reflect this overall unity. Applying this purposive, contextual approach to the three major questions of the conflict of laws, this paper suggests the following features of an Australian intrafederation conflict of laws: 1. Unified substantive jurisdiction and broad judicial jurisdiction for Australian courts with effective transfer mechanisms to ensure litigation is heard in the most appropriate court; 2. The elimination, to the extent possible, of the "homeward trend" in choice of law rules so that uniform legal consequences will attach throughout Australia to any particular set of facts; and 3. The effective, unqualified enforcement of sister-State judgments throughout Australia.

Bakalauro darbe analizuojamas bendrojo lavinimo mokyklos mokinių požiūris į tarpusavio konfliktų priežastis. Tyrime dalyvavo 328 V – VIII klasių mokiniai: 156 berniukai ir 172 mergaitės. Iš jų 22 SUP mokiniai. Anketinės apklausos metodu tirta paauglių nuomonė apie konflikto esmę, raišką, priežastis, paplitimą bei sprendimo būdus. Požiūriui nustatyti buvo naudojamas kiekybinis tyrimas. Analizuojant tyrimo duomenis norėta atskleisti konfliktų paplitimą ir pasireiškimo būdus mokyklose tarp skirtingo amžiaus mokinių. Tyrimu nustatyta, kad paaugliai konfliktus apibūdina kaip kelių ar daugiau žmonių nuomonių nesutapimą, dėl kurių kyla nesutarimai. Mokinių nuomone, konfliktai kartais reikalingi žmonių santykiuose. Berniukų konfliktai pasireiškia verbaline ir fizine agresija. Mergaičių – pykčiais, nesusikalbėjimais, nesutarimais. Konfliktai kyla dėl kitų noro būti klasės lyderiais, priekabiavimo prie klasės draugų, agresyvumo, tyčiojimosi iš draugų, konkurencijos. Mokiniai konfliktus dažniausiai pastebi visuomenėje ir mokyklose. Mokyklose konfliktai pasireiškia ne tik pertraukų, bet ir pamokų metu. Visuomenės konfliktus mokiniai pastebi žiniasklaidoje. Į konfliktus dažniausiai įsivelia berniukai, tačiau pasitaiko ir mergaičių, kurios konfliktuoja tarpusavyje arba su berniukais. Mokiniai konfliktus sprendžia ieškodami kompromisų, tačiau į klasėje iškilusius konfliktus pasikviečia trečius asmenis. Konfliktai sukelia nemalonius jausmus, kurių metu mokiniai linkę elgtis agresyviai... [toliau žr. visą tekstą] / In this final Bachelor's thesis is analysed comprehensive school pupils' attitude to the conflict causes between them. In the study was involved 328 V - VIII grade pupils: 156 boys and 172 girls. 22 of them were SEN pupils. By questionnaire survey method were studied adolescent views to essence, expression, causes, prevalence and solving methods of the conflict. Quantitative survey was used to determine adolescence attitude. Analysing the survey data was supposed to reveal the prevalence of conflicts and how it appears between different age students in schools. The study found that teenagers define conflict, as couple and more people's different views disagreement. Accordingly students, conflict is sometimes necessary for human relations. Boys usually conflict by verbal and physical aggression. Girls - by the anger, misunderstanding, controversy. Conflicts arise on the other desire to be class leaders, the harassment of classmates, aggression, bullying by friends and competition. Students usually notice conflicts in society and schools. In schools conflicts occur not only on break time, but also in the classroom. Public conflicts students notice in the mass media. In most cases of conflict, boys usually are involved, but sometimes girls conflict with boys as well. Students solve conflicts by seeking compromise, but in conflict raised in the class invite third parties. Conflicts cause unpleasant feelings, which tend the students to behave aggressively, shouting, cussing and... [to full text]