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This report shares some lessons of projects, programs, and interventions that have identified or implemented innovative approaches to managing Africa's conflicts, and examines their potential applicability to other conflicts there or elsewhere. All of the projects described in the report have been supported by grants from the United States Institute of Peace. The report draws lessons from each case about how to replicate successes or turn past failures into future successes. Case material in the report is drawn from many parts of the African continent (Liberia, Ghana, Nigeria, Angola, South Africa, Mozambique, Somalia, Ethiopia, Sudan, Eritrea, Uganda, Zaire, Mali, Benin, Tanzania, Burundi, and Rwanda). The report offers the following articles: (1) "Innovative Diplomatic Initiatives" (Herman Cohen); (2) "NGOs Engaged in Preventive Action" (Barnett Rubin); (3) "Democratic Reform and Reform of African Militaries" (Julius Ihonvbere); (4) "Training for Peacemaking" (Hibaaq Osman); (5) "Building on Locally-Based and Traditional Peace Processes" (John Prendergast); (6) "Humanitarian Aid and Conflict Prevention" (John Prendergast); and (7) "Culture of Peace" (Carolyn Nordstrom). (BT)

This report shares some lessons of projects, programs, and interventions that have identified or implemented innovative approaches to managing Africa's conflicts, and examines their potential applicability to other conflicts there or elsewhere. All of the projects described in the report have been supported by grants from the United States Institute of Peace. The report draws lessons from each case about how to replicate successes or turn past failures into future successes. Case material in the report is drawn from many parts of the African continent (Liberia, Ghana, Nigeria, Angola, South Africa, Mozambique, Somalia, Ethiopia, Sudan, Eritrea, Uganda, Zaire, Mali, Benin, Tanzania, Burundi, and Rwanda). The report offers the following articles: (1) "Innovative Diplomatic Initiatives" (Herman Cohen); (2) "NGOs Engaged in Preventive Action" (Barnett Rubin); (3) "Democratic Reform and Reform of African Militaries" (Julius Ihonvbere); (4) "Training for Peacemaking" (Hibaaq Osman); (5) "Building on Locally-Based and Traditional Peace Processes" (John Prendergast); (6) "Humanitarian Aid and Conflict Prevention" (John Prendergast); and (7) "Culture of Peace" (Carolyn Nordstrom). (BT)

This report shares some lessons of projects, programs, and interventions that have identified or implemented innovative approaches to managing Africa's conflicts, and examines their potential applicability to other conflicts there or elsewhere. All of the projects described in the report have been supported by grants from the United States Institute of Peace. The report draws lessons from each case about how to replicate successes or turn past failures into future successes. Case material in the report is drawn from many parts of the African continent (Liberia, Ghana, Nigeria, Angola, South Africa, Mozambique, Somalia, Ethiopia, Sudan, Eritrea, Uganda, Zaire, Mali, Benin, Tanzania, Burundi, and Rwanda). The report offers the following articles: (1) "Innovative Diplomatic Initiatives" (Herman Cohen); (2) "NGOs Engaged in Preventive Action" (Barnett Rubin); (3) "Democratic Reform and Reform of African Militaries" (Julius Ihonvbere); (4) "Training for Peacemaking" (Hibaaq Osman); (5) "Building on Locally-Based and Traditional Peace Processes" (John Prendergast); (6) "Humanitarian Aid and Conflict Prevention" (John Prendergast); and (7) "Culture of Peace" (Carolyn Nordstrom). (BT)

This report shares some lessons of projects, programs, and interventions that have identified or implemented innovative approaches to managing Africa's conflicts, and examines their potential applicability to other conflicts there or elsewhere. All of the projects described in the report have been supported by grants from the United States Institute of Peace. The report draws lessons from each case about how to replicate successes or turn past failures into future successes. Case material in the report is drawn from many parts of the African continent (Liberia, Ghana, Nigeria, Angola, South Africa, Mozambique, Somalia, Ethiopia, Sudan, Eritrea, Uganda, Zaire, Mali, Benin, Tanzania, Burundi, and Rwanda). The report offers the following articles: (1) "Innovative Diplomatic Initiatives" (Herman Cohen); (2) "NGOs Engaged in Preventive Action" (Barnett Rubin); (3) "Democratic Reform and Reform of African Militaries" (Julius Ihonvbere); (4) "Training for Peacemaking" (Hibaaq Osman); (5) "Building on Locally-Based and Traditional Peace Processes" (John Prendergast); (6) "Humanitarian Aid and Conflict Prevention" (John Prendergast); and (7) "Culture of Peace" (Carolyn Nordstrom). (BT)

Book Source: Digital Library of India Item 2015.198668 dc.contributor.author: Uma Lakhtakia dc.date.accessioned: 2015-07-08T12:54:06Z dc.date.available: 2015-07-08T12:54:06Z dc.date.digitalpublicationdate: 0000-00-00 dc.identifier.barcode: 5990010100457 dc.identifier.origpath: /rawdataupload/upload/0100/459 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/198668 dc.description.scanningcentre: IIIT, Allahabad dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 320 dc.format.mimetype: application/pdf dc.language.iso: English dc.rights: Out_of_copyright dc.source.library: I I T Kanpur dc.subject.classification: Social dc.subject.classification: Engineering. Technology In General dc.subject.classification: Humannities And Social Sciences dc.title: Managing Conflict At The Interpersonal

Book Source: Digital Library of India Item 2015.198668 dc.contributor.author: Uma Lakhtakia dc.date.accessioned: 2015-07-08T12:54:06Z dc.date.available: 2015-07-08T12:54:06Z dc.date.digitalpublicationdate: 0000-00-00 dc.identifier.barcode: 5990010100457 dc.identifier.origpath: /rawdataupload/upload/0100/459 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/198668 dc.description.scanningcentre: IIIT, Allahabad dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 320 dc.format.mimetype: application/pdf dc.language.iso: English dc.rights: Out_of_copyright dc.source.library: I I T Kanpur dc.subject.classification: Social dc.subject.classification: Engineering. Technology In General dc.subject.classification: Humannities And Social Sciences dc.title: Managing Conflict At The Interpersonal

Book Source: Digital Library of India Item 2015.198668 dc.contributor.author: Uma Lakhtakia dc.date.accessioned: 2015-07-08T12:54:06Z dc.date.available: 2015-07-08T12:54:06Z dc.date.digitalpublicationdate: 0000-00-00 dc.identifier.barcode: 5990010100457 dc.identifier.origpath: /rawdataupload/upload/0100/459 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/198668 dc.description.scanningcentre: IIIT, Allahabad dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 320 dc.format.mimetype: application/pdf dc.language.iso: English dc.rights: Out_of_copyright dc.source.library: I I T Kanpur dc.subject.classification: Social dc.subject.classification: Engineering. Technology In General dc.subject.classification: Humannities And Social Sciences dc.title: Managing Conflict At The Interpersonal

Book Source: Digital Library of India Item 2015.198668 dc.contributor.author: Uma Lakhtakia dc.date.accessioned: 2015-07-08T12:54:06Z dc.date.available: 2015-07-08T12:54:06Z dc.date.digitalpublicationdate: 0000-00-00 dc.identifier.barcode: 5990010100457 dc.identifier.origpath: /rawdataupload/upload/0100/459 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/198668 dc.description.scanningcentre: IIIT, Allahabad dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 320 dc.format.mimetype: application/pdf dc.language.iso: English dc.rights: Out_of_copyright dc.source.library: I I T Kanpur dc.subject.classification: Social dc.subject.classification: Engineering. Technology In General dc.subject.classification: Humannities And Social Sciences dc.title: Managing Conflict At The Interpersonal

Book Source: Digital Library of India Item 2015.198668 dc.contributor.author: Uma Lakhtakia dc.date.accessioned: 2015-07-08T12:54:06Z dc.date.available: 2015-07-08T12:54:06Z dc.date.digitalpublicationdate: 0000-00-00 dc.identifier.barcode: 5990010100457 dc.identifier.origpath: /rawdataupload/upload/0100/459 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/198668 dc.description.scanningcentre: IIIT, Allahabad dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 320 dc.format.mimetype: application/pdf dc.language.iso: English dc.rights: Out_of_copyright dc.source.library: I I T Kanpur dc.subject.classification: Social dc.subject.classification: Engineering. Technology In General dc.subject.classification: Humannities And Social Sciences dc.title: Managing Conflict At The Interpersonal

XIII, 269 Seiten

XIII, 269 Seiten

This report summarizes research findings concerning three types of conflict common in schools: structural conflict, group conflict, and cognitive conflict. Structural conflict arises out of the organizational structure. Corwin found that as schools become more complex, authority problems and teacher administrator conflicts rise. He also found that structures that allow the expression of minor conflicts minimize major conflicts. Group conflict arises from the friction and competition among groups. Blake and Mouton found that loyalty to a group distorts perceptions of another group's point of view. Sherif contended that intergroup conflict can be minimized by introducing goals that only can be attained by the cooperation of all groups. Cognitive conflict is conflict resulting from cognitive differences or differences in the way people interpret or use information. Brehmer contended that simple nonrational cognitive differences can sometimes develop into full-scale conflict. Hammond and others found that reducing cross-cultural conflict is difficult because of differences in past experience, psychology, or social background. These studies suggest that principals might reduce conflict by tolerating expression of minor conflict, minimizing the number of administrative subunits, embracing goals desired by all groups but not attainable by a single group, and identifying cognitive differences that may cause conflicts. (Author/JM)

This report summarizes research findings concerning three types of conflict common in schools: structural conflict, group conflict, and cognitive conflict. Structural conflict arises out of the organizational structure. Corwin found that as schools become more complex, authority problems and teacher administrator conflicts rise. He also found that structures that allow the expression of minor conflicts minimize major conflicts. Group conflict arises from the friction and competition among groups. Blake and Mouton found that loyalty to a group distorts perceptions of another group's point of view. Sherif contended that intergroup conflict can be minimized by introducing goals that only can be attained by the cooperation of all groups. Cognitive conflict is conflict resulting from cognitive differences or differences in the way people interpret or use information. Brehmer contended that simple nonrational cognitive differences can sometimes develop into full-scale conflict. Hammond and others found that reducing cross-cultural conflict is difficult because of differences in past experience, psychology, or social background. These studies suggest that principals might reduce conflict by tolerating expression of minor conflict, minimizing the number of administrative subunits, embracing goals desired by all groups but not attainable by a single group, and identifying cognitive differences that may cause conflicts. (Author/JM)

This report summarizes research findings concerning three types of conflict common in schools: structural conflict, group conflict, and cognitive conflict. Structural conflict arises out of the organizational structure. Corwin found that as schools become more complex, authority problems and teacher administrator conflicts rise. He also found that structures that allow the expression of minor conflicts minimize major conflicts. Group conflict arises from the friction and competition among groups. Blake and Mouton found that loyalty to a group distorts perceptions of another group's point of view. Sherif contended that intergroup conflict can be minimized by introducing goals that only can be attained by the cooperation of all groups. Cognitive conflict is conflict resulting from cognitive differences or differences in the way people interpret or use information. Brehmer contended that simple nonrational cognitive differences can sometimes develop into full-scale conflict. Hammond and others found that reducing cross-cultural conflict is difficult because of differences in past experience, psychology, or social background. These studies suggest that principals might reduce conflict by tolerating expression of minor conflict, minimizing the number of administrative subunits, embracing goals desired by all groups but not attainable by a single group, and identifying cognitive differences that may cause conflicts. (Author/JM)

This report summarizes research findings concerning three types of conflict common in schools: structural conflict, group conflict, and cognitive conflict. Structural conflict arises out of the organizational structure. Corwin found that as schools become more complex, authority problems and teacher administrator conflicts rise. He also found that structures that allow the expression of minor conflicts minimize major conflicts. Group conflict arises from the friction and competition among groups. Blake and Mouton found that loyalty to a group distorts perceptions of another group's point of view. Sherif contended that intergroup conflict can be minimized by introducing goals that only can be attained by the cooperation of all groups. Cognitive conflict is conflict resulting from cognitive differences or differences in the way people interpret or use information. Brehmer contended that simple nonrational cognitive differences can sometimes develop into full-scale conflict. Hammond and others found that reducing cross-cultural conflict is difficult because of differences in past experience, psychology, or social background. These studies suggest that principals might reduce conflict by tolerating expression of minor conflict, minimizing the number of administrative subunits, embracing goals desired by all groups but not attainable by a single group, and identifying cognitive differences that may cause conflicts. (Author/JM)

All videos related to conflict management 

All videos related to conflict management 

All videos related to conflict management 

All videos related to conflict management 

Head of schools in public secondary schools play a key role in establishing the adhesive that links the outdoor environment and while doing such important duty, conflict during implementation is not too far especially during conflict management. At the same time head of schools have different alternative in attacking the challenges. This study examines challenges which head of schools encounter during resolving conflict and techniques used to stand as way forward towards challenges. Primary data were collected using questionnaire and focus group discussion tools from 133 respondents who are teachers, 30 school board members, 6 head of schools and 1 district education officer. The sample was chosen from each selected secondary school within Chato district by simple random sampling technique. The data was analyzed using Statistical Package for Social Science (SPSS ver. 20, IBM, USA). The high spot that some challenges faced by heads of school in managing conflict are lack of conflict management skills, biasness, scarce financial resources, low awareness on responsibilities to some teachers, lack of evidence, and political interference. The study revealed that the possible solutions used by the head of school in arguing conflict included the use of school board members, avoidance of favoritism, availabilities and good distribution of resources, ignoring conflict and collaborating. In this matter conflict is inevitable in secondary schools; however, there are means of managing challenges that are encountered in the course of managing conflict in schools. Therefore, government through the Ministry of Education and Vocational Training should focus on great need for heads of secondary schools and teachers to be trained in conflict management.

This instructional guide provides lessons intended to present students with opportunities for building a sense of belonging to a group as well as developing conflict resolution skills. The guide's focus is on developing a positive school climate that enhances intergroup relationships and encourages proactive recognition of potential problems. It also provides suggestions for the management of racial crises, including activity suggestions that can enhance the understanding of the nature of conflicts, conflict resolution, and the management of conflict/crisis situations. The guide is organized into eight sections. The first section provides basic background information, followed by four sections that (1) present a proactive approach to conflict resolution, (2) provide steps to ease racial tension, (3) answers questions on what to do if a racial crisis occurs, and (4) discusses several conflict resolution models. Sections five through seven offer summary information and student lessons on conflict resolution. An appendix provides a draft of a paper by San Diego City School personnel ("Administrative Crisis Response--Denial to Acceptance") focusing on the reactions of principals to intergroup conflicts and intervention strategies. (GLR)

This instructional guide provides lessons intended to present students with opportunities for building a sense of belonging to a group as well as developing conflict resolution skills. The guide's focus is on developing a positive school climate that enhances intergroup relationships and encourages proactive recognition of potential problems. It also provides suggestions for the management of racial crises, including activity suggestions that can enhance the understanding of the nature of conflicts, conflict resolution, and the management of conflict/crisis situations. The guide is organized into eight sections. The first section provides basic background information, followed by four sections that (1) present a proactive approach to conflict resolution, (2) provide steps to ease racial tension, (3) answers questions on what to do if a racial crisis occurs, and (4) discusses several conflict resolution models. Sections five through seven offer summary information and student lessons on conflict resolution. An appendix provides a draft of a paper by San Diego City School personnel ("Administrative Crisis Response--Denial to Acceptance") focusing on the reactions of principals to intergroup conflicts and intervention strategies. (GLR)

This booklet provides Idaho guidelines for the mediation process to resolve conflicts between parents and schools regarding the educational program for a special education student. After an outline of the mediation process, mediation is compared to the impartial due process hearing and the complaint investigation process. Principles of the process are then specified. Other considerations briefly discussed or outlined are the appointment of a mediator, the mediator role, the roles of parents and schools, recommended preparation for the mediation session, and the stages of the mediation process. Nine policies regarding mediation are listed, including: disputes involving weapons, drugs or physical/sexual abuse are not acceptable cases for mediation; no recordings of the mediation proceedings are made; and each party should designate a person with the authority to make final resolution decisions. (DB)

This booklet provides Idaho guidelines for the mediation process to resolve conflicts between parents and schools regarding the educational program for a special education student. After an outline of the mediation process, mediation is compared to the impartial due process hearing and the complaint investigation process. Principles of the process are then specified. Other considerations briefly discussed or outlined are the appointment of a mediator, the mediator role, the roles of parents and schools, recommended preparation for the mediation session, and the stages of the mediation process. Nine policies regarding mediation are listed, including: disputes involving weapons, drugs or physical/sexual abuse are not acceptable cases for mediation; no recordings of the mediation proceedings are made; and each party should designate a person with the authority to make final resolution decisions. (DB)

This booklet provides Idaho guidelines for the mediation process to resolve conflicts between parents and schools regarding the educational program for a special education student. After an outline of the mediation process, mediation is compared to the impartial due process hearing and the complaint investigation process. Principles of the process are then specified. Other considerations briefly discussed or outlined are the appointment of a mediator, the mediator role, the roles of parents and schools, recommended preparation for the mediation session, and the stages of the mediation process. Nine policies regarding mediation are listed, including: disputes involving weapons, drugs or physical/sexual abuse are not acceptable cases for mediation; no recordings of the mediation proceedings are made; and each party should designate a person with the authority to make final resolution decisions. (DB)

This booklet provides Idaho guidelines for the mediation process to resolve conflicts between parents and schools regarding the educational program for a special education student. After an outline of the mediation process, mediation is compared to the impartial due process hearing and the complaint investigation process. Principles of the process are then specified. Other considerations briefly discussed or outlined are the appointment of a mediator, the mediator role, the roles of parents and schools, recommended preparation for the mediation session, and the stages of the mediation process. Nine policies regarding mediation are listed, including: disputes involving weapons, drugs or physical/sexual abuse are not acceptable cases for mediation; no recordings of the mediation proceedings are made; and each party should designate a person with the authority to make final resolution decisions. (DB)

This booklet provides Idaho guidelines for the mediation process to resolve conflicts between parents and schools regarding the educational program for a special education student. After an outline of the mediation process, mediation is compared to the impartial due process hearing and the complaint investigation process. Principles of the process are then specified. Other considerations briefly discussed or outlined are the appointment of a mediator, the mediator role, the roles of parents and schools, recommended preparation for the mediation session, and the stages of the mediation process. Nine policies regarding mediation are listed, including: disputes involving weapons, drugs or physical/sexual abuse are not acceptable cases for mediation; no recordings of the mediation proceedings are made; and each party should designate a person with the authority to make final resolution decisions. (DB)

This booklet provides Idaho guidelines for the mediation process to resolve conflicts between parents and schools regarding the educational program for a special education student. After an outline of the mediation process, mediation is compared to the impartial due process hearing and the complaint investigation process. Principles of the process are then specified. Other considerations briefly discussed or outlined are the appointment of a mediator, the mediator role, the roles of parents and schools, recommended preparation for the mediation session, and the stages of the mediation process. Nine policies regarding mediation are listed, including: disputes involving weapons, drugs or physical/sexual abuse are not acceptable cases for mediation; no recordings of the mediation proceedings are made; and each party should designate a person with the authority to make final resolution decisions. (DB)

This booklet provides Idaho guidelines for the mediation process to resolve conflicts between parents and schools regarding the educational program for a special education student. After an outline of the mediation process, mediation is compared to the impartial due process hearing and the complaint investigation process. Principles of the process are then specified. Other considerations briefly discussed or outlined are the appointment of a mediator, the mediator role, the roles of parents and schools, recommended preparation for the mediation session, and the stages of the mediation process. Nine policies regarding mediation are listed, including: disputes involving weapons, drugs or physical/sexual abuse are not acceptable cases for mediation; no recordings of the mediation proceedings are made; and each party should designate a person with the authority to make final resolution decisions. (DB)

This booklet provides Idaho guidelines for the mediation process to resolve conflicts between parents and schools regarding the educational program for a special education student. After an outline of the mediation process, mediation is compared to the impartial due process hearing and the complaint investigation process. Principles of the process are then specified. Other considerations briefly discussed or outlined are the appointment of a mediator, the mediator role, the roles of parents and schools, recommended preparation for the mediation session, and the stages of the mediation process. Nine policies regarding mediation are listed, including: disputes involving weapons, drugs or physical/sexual abuse are not acceptable cases for mediation; no recordings of the mediation proceedings are made; and each party should designate a person with the authority to make final resolution decisions. (DB)

This booklet provides Idaho guidelines for the mediation process to resolve conflicts between parents and schools regarding the educational program for a special education student. After an outline of the mediation process, mediation is compared to the impartial due process hearing and the complaint investigation process. Principles of the process are then specified. Other considerations briefly discussed or outlined are the appointment of a mediator, the mediator role, the roles of parents and schools, recommended preparation for the mediation session, and the stages of the mediation process. Nine policies regarding mediation are listed, including: disputes involving weapons, drugs or physical/sexual abuse are not acceptable cases for mediation; no recordings of the mediation proceedings are made; and each party should designate a person with the authority to make final resolution decisions. (DB)

In this week's podcast, David Hossack and Elise Turner discuss how tensions between employees can be costly to businesses, the steps employers could take to try to prevent such conflicts arising, and how to deal with a live conflict between two employees.

In this week's podcast, David Hossack and Elise Turner discuss how tensions between employees can be costly to businesses, the steps employers could take to try to prevent such conflicts arising, and how to deal with a live conflict between two employees.

The genesis for this anthology occurred almost two years ago. As the internship program grew, we realized that many of their projects were too good to be used only by us. We thought their ideas deserved a forum where others might also benefit from their observations. This anthology is not exhaustive. In fact, there were many more papers we would have liked to include but, alas, we had to make the cut somewhere. These papers were written between 2010 and 2012. As we noted in our recently published monograph, Smart Research: Leveraging Interns and Fellows to Enhance Your Research Program, most often, interns are brought into organizations and given basic tasks. That is not the modus operandi at PKSOI. The number one rule here is that each intern must be given a real assignment, not make work and, most often, that project comes from our or a collaborator s research list. These are research projects that would not otherwise be completed. In addition to research projects, some interns are assigned to operational projects. These vary each semester though there are five fairly long-term projects that are currently in progress. They are: The Peace, Stability, Irregular Warfare Research Project; The International Forum for the Challenges of Peace Operations Research Project; Army Training related to Peace and Stability Activities; Protection of Civilians, and the United Nations Case Studies Project. Dozens of interns have assisted, and in some cases managed intern teams, to support these projects.

This week we take an inside look at what it takes to actually maintain an open source project or in James' case 50 open source projects. How do you handle issues, PRs, CI, and how to stay sane when that blue GitHub notification bubble will never go away?Follow UsFrank: Twitter, Blog, GitHubJames: Twitter, Blog, GitHubMusic : Amethyst Seer - Citrine by AdventurefaceProudly recorded on ZencastrSponsored By:Raygun: Everything developers of any application need for native and managed crash reporting to detect and diagnose software errors. Support Merge ConflictLinks:praeclarum/sqlite-net: Simple, powerful, cross-platform SQLite client and ORM for .NETUp For GrabsMerge Conflict: Merge Conflict 43: DevOps for the Solo DeveloperFirst Timers Only - Get involved in Open Source and commit code to your first project!

Includes bibliographical references (p. 319-339) and index

Includes bibliographical references (p. 319-339) and index

Includes bibliographical references (p. 319-339) and index

Kerala Legislative Assembly Proceedings Date: 06-10-2021 Assembly: KLA - 15 (2021-2026) Session: 3 Event: Question Hour Subject: Managing wildlife conflict

Kerala Legislative Assembly Proceedings Date: 06-10-2021 Assembly: KLA - 15 (2021-2026) Session: 3 Event: Question Hour Subject: Managing wildlife conflict

Kerala Legislative Assembly Proceedings Date: 06-10-2021 Assembly: KLA - 15 (2021-2026) Session: 3 Event: Question Hour Subject: Managing wildlife conflict

Kerala Legislative Assembly Proceedings Date: 06-10-2021 Assembly: KLA - 15 (2021-2026) Session: 3 Event: Question Hour Subject: Managing wildlife conflict

Kerala Legislative Assembly Proceedings Date: 06-10-2021 Assembly: KLA - 15 (2021-2026) Session: 3 Event: Question Hour Subject: Managing wildlife conflict

viii, 166 pages : 22 cm

This study examines how people in Chinas Peoples Liberation Army (PLA) think about and discuss escalation control in their public writings. It draws on over two dozen PLA writings, most issued since 2008, to explore the current state of PLA thinking on how crisis and conflict erupt, escalate, and end. We focused on PLA views of conventional (non-nuclear) conflict. We found that controlling the outbreak and escalation of crisis is an area of focus for the PLA. We also found that there are divergences from U.S. thinking that are worthy of attention. Chief among these is that some Chinese military activities in a crisis could be perceived as-and therefore become-escalatory even if they are not intended as such. Finally, we found that PLA views on these issues are evolving, and that there are still many critical unknowns in our understanding of PLA views on escalation control.

This study examines how people in Chinas Peoples Liberation Army (PLA) think about and discuss escalation control in their public writings. It draws on over two dozen PLA writings, most issued since 2008, to explore the current state of PLA thinking on how crisis and conflict erupt, escalate, and end. We focused on PLA views of conventional (non-nuclear) conflict. We found that controlling the outbreak and escalation of crisis is an area of focus for the PLA. We also found that there are divergences from U.S. thinking that are worthy of attention. Chief among these is that some Chinese military activities in a crisis could be perceived as-and therefore become-escalatory even if they are not intended as such. Finally, we found that PLA views on these issues are evolving, and that there are still many critical unknowns in our understanding of PLA views on escalation control.

Bruno Liebhaberg, Chair of the FEPS Scientific Council EU-Israeli Relations and the Changing Dynamics of the Middle East INSS, The Institute for National Security Studies 6/11/16

The goal of this workshop is to give parents some strategies to cope with conflict between siblings, including situations where one sibling has a disability. Presented by: Meladie Gey Burke, LPC, RPT

Perma.cc archive of https://iby.imd.org/brain-circuits/the-six-steps-to-managing-conflict/ created on 2022-01-19 14:06:58.594684+00:00.