Individuals with communication impairments (CI) are at a distinct disadvantage when attempting to interact through more traditional conversational means. Although their intentions may be similar to peers, physical limitations make verbal articulation of thoughts and feelings a more laborious undertaking. For some, the use of external augmentative and alternative communication (AAC) has offered an otherwise unavailable communicative opportunity. However, this type of communication requires more of the non-AAC using conversation partner and, unlike traditional forms of communication, may increase the likelihood of miscommunication. Although there is agreement as to the importance of understanding the experience of individuals using external AAC, there is limited research in the area of miscommunication, conflict, and conflict resolution. This phenomenological study explored the experiences of six individuals who use external AAC devices. The purpose of this study was to address the following research questions:1) What are the conflict behaviors, beliefs, values, or thoughts of individuals using external AAC devices? 2) Does miscommunication between AAC and non-AAC users contribute to conflict? 3) Do identity standards and empowerment needs contribute to the development of conflict? and 4) For those using external AAC devices, what is the impact of, and what do successful resolutions mean? This study finds similarities in the interpersonal conflict experience of external AAC users and non-users. However there were differences in their experience with larger societal-level conflict. Understanding these areas of similarity and difference is beneficial to anyone who endeavors to support the interpersonal and societal level conflict resolution of this unique population.

The purpose of this study was to examine and explore the meanings, and essence of the lived experience of Nigerian women whose male siblings had been prioritized in the family. The goal of the was to use the detailed description given by the research participants to understand the impact of male sibling prioritization, and thereby advance gender equality in Nigeria. The fundamental importance of obtaining a better understanding of the impact of male sibling prioritization on women and gender equality influenced the researcher to commit herself to this study. A qualitative phenomenological research method was employed to conduct this study. Sources of data for this research study were observations, semi-structured one-on-one interviews, and transcripts from the research participants. The twelve research participants for the study were Nigerian women, homogenous by the criteria that they were all born and raised to adulthood in Nigeria. In addition, the research participants lived in South Florida, could read and write English and had one or more male siblings. Initial analysis of the data led to the unfolding of themes connected to male sibling prioritization and gender equality. Twenty symbolic themes surfaced from the research. These themes helped to show how Nigerian women were affected by male sibling prioritization, and how understanding these disadvantages could be used to promote gender equality. It is anticipated that the results from this research study will inform scholars, researchers, therapists, government officials, families, and conflict practitioners on ways to provide social, economic, educational, and political conditions favorable to Nigerian women seeking gender equality, and empowerment.

Even though women who have been abandoned by their fathers at a young age are more likely to exhibit destructive behaviors as adults, there are cases in which women develop new social skills and become successful at building new relationships (Stolberg, Complair & Wells, 1987). The main purpose for this phenomenological research wasto understand the shared experiences of Hispanic women who were abandoned by their fathers at a young age and explore their conflict management skills. This research wasguided by the following research question: What are the lived experiences of Hispanic women who were abandoned by their fathers before the age of seven? Through conducting and analyzing phenomenological interviews with 25 participants and using the lenses of attachment theory, social construct and phenomenology, this research will contribute to scholarshipin different arenas. Findings of this research used the participant’s shared recommendations and suggestions as a means for discussion to help women who were abandoned as children prevent and cope with conflict effectively. Finally,this research will help social scientists understand whether being abandoned by a father at a young age has any effects in a Hispanic woman’s conflict resolution skills.

Security Sector Reform (SSR) is considered a significant feature in post-conflict peacebuilding efforts typically employed by states and international partners. Recently, the concept of SSR has played a significant role in the statebuilding process in Afghanistan after the Taliban regime; however, a disorganised and unplanned withdrawal poses severe threats to the security sector. This thesis explores the SSR efforts made by the western states after the end of the Taliban regime. The holistic approaches present in policy and strategy documents are quite challenging when it comes to SSR implementation in a post-conflict country ruled by an insurgent group for years. This thesis illustrates two competing approaches that show how SSR played a role in the post-conflict peacebuilding within Afghanistan and how peace spoilers and US/NATO withdrawal will impact the gains of twenty years in SSR. In order to better analyse the SSR process, a case study of the Afghan National Police is used. Moreover, this thesis offers some practical policy recommendations that can be useful for the concept of SSR in Afghanistan. This thesis does not offer a solution to the challenges of SSR in post-conflict countries like Afghanistan. Yet, it suggests that an uncoordinated withdrawal of external powers can negatively...

This thesis attempts to record the progress of peace promoting projects by telling the story of the beginning, development, and operation of the Peace Movement, with special emphasis on the post war undertakings. It is written primarily for the junior high school student, with the hope that the information will provide a suitable basis for him to make his own deduction as to whether or not wars are necessary in settling international disputes. The method adopted is that of simple historical narration, beginning with ancient times and bringing it down to the present day. This broad approach is necessary so that the student may grasp the sweep and spirit of the movement.

The study focuses on the north and south Sudan conflict and seeks to investigate the continuing threats to a return to war between the two parties since the 2005 Sudan Comprehensive Peace Agreement (CPA) and after the independence of South Sudan. The study critically analyses the CPA and investigates the dilemmas faced by the two Sudans and examines the conflict resolution/transformation process. This thesis relies on data generated from key informant interviews and archival data as primary sources; complemented by secondary sources of data obtained from books, journals, research documents and relevant literature on the area. The study analyses the background of the north-south Sudan conflict, analysis of the CPA, implications of the negotiation, mediation and the implementation processes of the CPA and the referendum, post-referendum, the post-independence issues and the conflict resolution efforts. These are discussed in order to find the reasons as to why the CPA emerged as it did and its effectiveness. The study uses the concept of the conflict resolution/transformation approaches and their methods (mediation, negotiation and peacebuilding), the Galtung ABC theory and the Liberal peace theory as tools to guide the study in order to measure the data collected from the field. The results of the analysis suggest that history, the mediation and the negotiation process viewed to have been narrow and non-inclusive, the content of the CPA itself, the problems of the previous processes before the referendum, the referendum of Southern Sudan and the Abyei referendum failure provided the basis of the origins of the post-referendum and the post-independence issues. These issues are responsible for the dilemmas faced by the two states and eventually the tensions and the threats to a return to war which exist up to the present. All these issues lie at the heart of the difficulties of the conflict resolution process and the relationship problem of North and South Sudan. However, the 2005 CPA had partial success in that it achieved partial negative peace which in turn led to the separation of north and south Sudan.

No description available.

This thesis is confronting literature on art and peace and on peace education with reflections of young performing artists. The artists have been interviewed on their experiences in theatre, music and dancing. From comparing the interview outcomes with the literature this thesis is trying to add an artist’s perspective to existing knowledge of cooperation of art and peace. The research concludes that within the examined performing artists’ reflections, there are similarities and differences to the literature detectable, which might indicate possibilities and concerns for the cooperation of art and peace and the use of performing arts in peace education. It also indicates that there is a lot more room for further research.

Higher education is arguably critical for healing and stabilization in postconflict contexts, by developing leaders who value peace and have the skill sets to achieve it in various sectors. A rapidly growing body of literature concludes that peace education in particular has great potential to transform postconflict communities, both in higher education and at other levels of schooling. Yet there exists little rigorous analysis of the decisions faced by educational leaders responsible for implementing such programs, particularly those in postconflict settings where the needs are uniquely challenging. This qualitative investigation documented the M.A. in Peace Studies and Conflict Transformation program, managed by the Centre for Conflict Management (CCM) within the University of Rwanda’s College of Arts and Social Sciences (CASS), one of the first of its kind in the region. The goal of this study was to use interviews and field notes collected during a six-week fieldwork period to highlight lessons from the experiences and perspectives of colleagues who have typically been on the outskirts of the conversation about how formalized peace education can contribute to leadership development and national stability. Participants included faculty members, administrators, and alumnae, as well as leaders affiliated with the Rwandan Ministry of Education (MINEDUC) and various civil society organizations. The study led to twelve key findings aligned with the three research questions, each of which is similarly aligned with a corresponding discourse theme and three clusters of interview questions, as well as three related overarching researcher recommendations for policy and practice, grounded in participant perspectives. Abstract (French) On peut soutenir que l’enseignement supérieur est essentiel pour la guérison et la stabilisation dans les contextes d’après-conflit, en formant des leaders qui attachent de la valeur à la paix et possèdent les compétences nécessaires pour l’atteindre dans divers secteurs. Un corpus de littérature en croissance rapide conclut que l’éducation à la paix, en particulier, a un grand potentiel pour transformer les communautés après un conflit, à la fois dans l’enseignement supérieur et à d’autres niveaux de scolarité. Cependant, il existe peu d'analyses rigoureuses des décisions des responsables de l'éducation chargés de la mise en œuvre de tels programmes, en particulier dans les situations d'après-conflit où les besoins sont particulièrement difficiles. Cette enquête qualitative documentait le programme de maîtrise en études sur la paix et la transformation des conflits, géré par le Centre de gestion des conflits (CCM) du Collège des arts et des sciences sociales de l’Université du Rwanda (CASS), un des premiers du genre dans la région. L’objectif de cette étude était d’utiliser les interviews et les notes de terrain recueillies au cours d’une période de travail sur le terrain de six semaines pour mettre en évidence les leçons tirées des expériences et des points de vue de collègues qui se trouvaient généralement à la périphérie de la discussion sur la manière dont une éducation à la paix formalisée pouvait contribuer au développement du leadership. et la stabilité nationale. Parmi les participants figuraient des membres du corps professoral, des administrateurs et des anciennes élèves, ainsi que des dirigeants affiliés au Ministère rwandais de l'éducation (MINEDUC) et à diverses organisations de la société civile. L'étude a abouti à douze résultats clés alignés sur les trois questions de recherche, chacune correspondant également à un thème de discours correspondant et à trois groupes de questions d'entretien, ainsi qu'à trois recommandations de recherche globales relatives à la politique et à la pratique, basées sur les perspectives des participants.

<p dir="ltr">What are the local effects of UN PKOs? Prior research examines the violence reducing effects of peacekeepers at a national and yearly level, but that obscures the real-world effects of peacekeepers who operate at a local level. This dissertation theorizes how UN peacekeepers prevent, displace, and sometimes increase violence against civilians by state and rebel actors. "Who Keeps the Peace?" examines the gendered effects of UN peacekeepers, showing that women increase the operational effectiveness of PKOs. "Does Peace Remain After the Peacekeepers Leave?" explores the durability of subnational peace and theorizes how violence may displace upon peacekeeper arrival. "All About That Base... No Troubl" provides the first analysis of peacekeeping bases by theorizing the gravity of peacekeeping bases over time and space. Each chapter utilizes advanced causal inference methods to understand how peacekeeping impacts violence, from logistic regressions, instrumental variables, and difference-in-differences designs. I conclude by tying together each chapter and exploring what the results mean for the UN, policymakers, and future researchers.</p>