Conflcit Resolution

This paper provides a structured account of the collected scholarly, policy, and public-interest work of Dr. Cora M. Stack, 1995-2026, as represented principally on Academia.edu, with reference where necessary to related published work that forms part of the scholarly record but is not currently available on that platform. The corpus spans foundational pure mathematics, mathematics education, artificial intelligence, access to justice, family law, coercive control, employment law, whistleblowing, constitutional democracy, democratic erosion, mental health policy, higher education, social policy, and plain-language civic education.

This paper is the original scholarly work of Dr. Cora M. Stack. All conceptual frameworks, theoretical constructs, and analytical arguments presented herein are the intellectual property of the author. Any structural or linguistic refinement assistance from analytical tools has been limited to editorial support. The theoretical synthesis, interpretations, and conclusions are solely those of the author and do not represent the views of any affiliated institution.

The impact an economic system has on the environment is by drawing upon raw materials to keep the system functioning and the left over waste must find their ways back to the natural environment. This paper studied environmental and socio-economic impact of oil exploration in the oil producing area of Niger Delta using data from household survey in Ibeno. The study used interviewer-administered questionnaires and participant observation method and found that there exist evidence of positive impact of multinational company on infrastructure development and socio-economic well-being and negative impact on the ecosystem of the host community. These finding, therefore have some policy implications as discussed in the work. Keywords: Environment, socio-economic impact, exploration, Ibeno, ecosystem, Niger Delta

In the Name of Allah, the Most Gracious, the Most Merciful. The education of girls is not merely a right, but a sacred trust in Islam. The early Muslim community was shaped by women who studied, taught, and led. From Khadijah, the Prophet's (peace be upon him) trusted partner in revelation, to Aisha, one of the most prolific transmitters of Hadith, the Islamic tradition has never been silent on the value of women's knowledge. The Prophet (peace be upon him) himself insisted that seeking knowledge is a duty upon every Muslim, male and female. This command was not conditional on geography or circumstance. It was, and remains, universal. Yet today, millions of girls remain out of school, not merely because of poverty or conflict, but because the very faith that should champion their education is being misused to deny it. Extremist ideologies, driven by political agendas and cloaked in the language of religion, have taken root in too many communities. These ideologies distort scripture, severing it from its ethical foundations, and replacing divine mercy with fear, control, and exclusion. They present ignorance as piety, and obedience as virtue, teaching that a girl's voice should be hidden, her mind stilled, her future confined. Today, we face a grave challenge: harmful ideologies are spreading faster than truth. In regions affected by radicalisation, we have seen schools attacked, teachers threatened, and parents warned against sending their daughters to learn. Such acts are justified through manipulated religious arguments, and communities, often lacking access to alternative guidance, are left to believe that silence is safety, and withdrawal is faithfulness. In the face of this, faith actors carry a unique responsibility. Only religious leadership, working from within the spiritual traditions that extremists have co-opted, can reclaim the narrative. Only those who know the sacred texts can refute their misuse. And only those who walk with the trust of their communities can build the moral confidence needed to stand against falsehood. The Muslim World League (MWL) has long treated girls' education as a moral imperative grounded in the Charter of Makkah and the prophetic tradition of justice. Across Africa, Asia, and the Middle East, we continue to work hand-in-hand with religious leaders, governments, and international partners to translate these values into real-world change. Earlier this year, we convened a landmark gathering in Islamabad, bringing together Nobel laureate Malala Yousafzai, who is a source of inspiration for the world in the field of girls' education and the protection of their rights to education, along with senior policymakers, and esteemed religious scholars from across the globe. The outcome -the Islamabad Declaration -reaffirmed a shared belief: the right to education is grounded not only in human rights, but in divine guidance. When a girl is denied an education, we lose more than just a student -we lose the doctors never trained, the solutions never discovered, and the stories never told. This is why MWL partners with organisations like ACRONYMS AYAPO Afghan Youth Ambassadors for Peace Organisation BBC British Broadcasting Corporation CCT CSW67 COP COVID-19 CERP Conditional Cash Transfer The 67th Session of the Commission on the Status of Women Conference of the Parties

Courts around the world are experiencing increasing pressure due to expanding caseloads, rising numbers of self represented litigants, and growing complexity in civil and family disputes. The adversarial system, originally designed around professional advocacy and equal procedural capacity, no longer matches the realities of modern justice delivery. This paper examines the impact of lay litigants on system overload, the resulting strain on judicial wellbeing, and the limitations of adversarial processes when equality of arms is absent. Drawing on research in trauma informed practice, judicial psychology, and dispute resolution, it argues for the expansion of trauma informed arbitration and other non adversarial pathways. These reforms would reduce pressure on judges, increase access to justice, and deliver more stable long term outcomes for the many rather than the few.

Across diverse legal traditions and governance contexts, societies are increasingly aware of a widening "justice gap"the difference between legal rights in principle and justice in practice. This paper explores how first-tier arbitration and mediation systems can strengthen access to justice, alleviate institutional pressures, and contribute to global trust and peace. Drawing on data and frameworks from international institutions such as the United Nations, the World Bank, and the World Justice Project, it highlights a shared global challenge and a shared opportunity: enhancing justice through cooperation, empathy, and innovation.

This report presents a comprehensive analysis of the global reach, interdisciplinary readership, and institutional influence of Dr Cora M. Stack's scholarly work. Between 10 October and 9 November 2025, analytics from Academia.edu, Google access logs, and affiliated institutional networks demonstrate an exceptional pattern of engagement: sustained readership across six continents and more than fifty-five countries, representing multiple academic and policy sectors. Measured against established global research-engagement benchmarksincluding the Academia.edu Global Metrics Survey, Elsevier Engagement Index, ResearchGate Usage Analytics, and Altmetric Standardsthis performance positions Dr Stack's work within the top 1-2 percent of scholars worldwide. This level of visibility and diffusion is achieved by fewer than two academics in every hundred, underscoring a rare combination of intellectual breadth, international resonance, and societal relevance. 2 Global Distribution and Reach-A+ (Top 1%) Readership is truly worldwide.

Peace studies, as an academic discipline, examines violent and nonviolent behaviors alongside the structural factors and mechanisms that contribute to conflict, with the aim of understanding and promoting sustainable peace. It began to take shape in the mid-twentieth century, with its formal establishment traced back to the post-World War II era.

The oil producing communities in the Niger Delta region of Nigeria have faced various degrees of environmental issues. The careless nature of oil exploration and exploitation have brought hardship to the people in the area including health problems, poisoning of drinking waters, depletion of fish populations, destruction of the natural flora and fauna on which the people depends. The residents of these communities often exhibit displeasure over the activities of the oil producing companies in the area resulting in agitations and conflict. The civil society is expected to play a major role in mediating between the agitating communities and oil producing firms. Guided by the assumptions of Donald Black's Social Control Theory and Kenneth W. Thomas & Raph H. Kilmann's model of conflict management, this study adopted descriptive survey research design method. Primary data were collected through the use of questionnaire, focused group discussion and indepth interviews. Sample size was 399 determined using Taro Yamane's sample size formula. Data collected were descriptively analyzed using simple percentages, charts and discourse analysis. It was found that, residents of the oil producing communities in Ibeno Local Government Area are negatively affected by the oil exploration and exploitation activities from the ExxonMobil leading to agitations and confrontations. Also, civil societies have done little or nothing in resolving the lingering conflicts between the ExxonMobil and the host communities. It is therefore, recommended among others that the civil society organizations must rise to the challenge of mediating between the ExxonMobil and the host communities in order to minimize conflict and thereby enhancing development in the area.

The relevance of the study of types of social identity in Bishkek is conditioned by the need to eliminate social stereotypes regarding different ethnic groups and demonstrate possible productive behaviours to avoid interethnic conflicts. The purpose of this study was to investigate the productive and unproductive types of social orientations within the multiethnic city of Bishkek. The following methods were used: the method of analysing sociological information, statistical, comparative, analytical and synthetic methods. According to the 2022 Census, Bishkek is home to many nationalities, including Kyrgyz, Russians, Uzbeks, Tatars, Dungans, Kazakhs, Turks. The primary focus of this study is on the youth aged 18-29. This paper can be used to investigate the experience of interethnic interaction on the example of different countries of the world, to consider conflict-causing factors and stereotypes in multiethnic structures.

Sacred natural sites (SNS) are valuable biocultural hotspots and important areas for nature conservation. They are attracting a growing attention in academic, management, and political fora. The relevance and implications of the sacred nature of these sites for the multiple actors involved in their management is widely acknowledged. However, the complexities and ambiguities surrounding the notion of "the sacred" have not been researched in depth. Because few previous scholarly works have specifically examined a topic that has profound implications for conservation as well as for the communities inhabiting these sites, we aim to fill in the gap by unraveling the conceptualizations and assumptions of "the sacred" in academic, peer reviewed SNS publications. Through a systematic review of the literature performed from a conservation lens, our findings unveil that: (1) Conservationists and protected areas managers have paid much more attention to SNS than social scientists and religious studies scholars; (2) The sacredness motif tends to be predominantly associated with taboos, bans, and regulations of community-managed resources; (3) The sacred is a highly complex concept often used in a binary, dichotomous way, as opposed to the profane and wild related; (4) An instrumental view of the sacred can limit the potential to include other intangible values in management and exclude relevant stakeholders; and (5) The insights from cultural anthropology, political ecology, and religious studies unveil the power dynamics and hidden assumptions that often go unnoticed in the literature. These perspectives should be included in the management of SNS and in policymaking.

As projects face higher degrees of technical complexity and interdependency across functional boundaries, they require a shift towards an information-based organization and a knowledge-creating structure to enable them to integrate the people involved effectively. The essence of 'professional' project management lies in the ability continually to enhance the underlying knowledge base-the learning capacity. Successful business organizations do not just have to learn. Sometimes they have to unlearn. Creating an unlearning organization is the imperative for facilitating the journey of improvements. The purpose of this paper is to explore the level of consideration given to the approach of learning and unlearning during professional development interventions for construction project managers. A self-administered questionnaire was given to a small sample of construction project managers in Jabatan Kerjaraya Malaysia. The quantitative data was analyzed through descriptive statistics which was conducted to identify whether project managers considering the learning and unlearning approach as part of project management professional development. The results revealed that project managers considering learning as a part of professional development because it improves working skill and help in encouraging experiential learning in order to improve the level of professional competence. But somehow, for unlearning approach, it seems they are not considering unlearning as an alternative tool in professional development due to the majority of the respondents who reluctant to give up old habit which is a great barrier in improving and upgrading new skills to supports innovation in the industry. But the low response rate due to the pilot study purpose, the results are not statically generalizable. This paper which reports on a pilot study perspective begins to address the lack of empirical research on the concept of learning and unlearning which indicates a need for further research in this area as one of the competencies which seems crucial in dynamic and uncertain environments for professional development.

Peace studies, as an academic discipline, examines violent and nonviolent behaviors alongside the structural factors and mechanisms that contribute to conflict, with the aim of understanding and promoting sustainable peace. It began to take shape in the mid-twentieth century, with its formal establishment traced back to the post-World War II era.

The main goal of decentralization is to shift power away from the national government and toward local or subnational ones. Based on the Somaliland context, this article highlights the decentralization of the administrative (de-concentration, delegation, and devolution) political, fiscal, market, and economic spheres. The literature on decentralization in Africa is the main subject of this investigation. especially Somaliland. Two times, Somaliland reclaimed its independence: first, on June 26, 1960, under British protectorate, it joins Somalia on July 1, 1960. Second it was in 18 May1991, the Somali Republic's rule was overthrown by the Somali National Movement (SNM) following a protracted battle by the Somaliland community. On 1991, Somaliland reclaimed their sovereignty. This brief history will demonstrate the various historical administrative decentralizations that Somaliland has seen, beginning in 1951 with the British Protectorate. The theoretical conceptualizations found in the literature were used as a methodology in this study. Several countries including East African nations will be used as examples in this paper, with a focus on devolution and administrative decentralization. This paper will also provide you with an additional understanding of how Somaliland upholds democracy and permits its citizens to engage and utilize their rights throughout the nation. All the points that these paper covers will base Somaliland legal framework. The various notions of decentralization, inclusive administrative decentralization, political decentralization, fiscal decentralization, market and economic decentralization, and other concepts under the key concepts are finally explained and presented in this study.

This paper delves into the profound impact of societal uprisings, fueled by a complex interplay of politico-economic factors, in reshaping or toppling political regimes. It becomes apparent that violent opposition to a regime often arises from the calculated maneuvers of dominant political elites, who adeptly wield various tools to stoke a fervent desire for political liberty among the populace, challenging the existing order. This phenomenon was starkly evident during the oppressive reign of Siyad Barre, where segments of Somali society were mobilized from grassroots levels, driven by a collective yearning to break free from the shackles of tyranny and repression. The revolts of that era shared a common goal: either dismantling the dictatorial machinery or compelling its abandonment, while simultaneously advocating for the establishment of a democratic system that would empower individuals to exercise their constitutionally guaranteed rights. However, even in the absence of overt repression, revolts against entrenched systems often persist, driven by underlying political agendas that could potentially be pursued through non-violent means. This paper further examines a recent uprising in Somaliland, drawing parallels from historical revolts witnessed during Siyad Barre's regime, where power consolidation and fear tactics were employed to maintain control. These uprisings typically unfold under the orchestration of political elites who have played pivotal roles in Somalia's political landscape since the early 1980s. During this period, certain Somali politicians defected from the Siyad government, rallying their constituents for armed resistance against dictatorial rule. While the circumstances surrounding these revolts may vary, they share commonalities that warrant thorough exploration. However, it's essential to note the diverse motives driving each uprising. Some seek to completely withdraw from the existing system, while others aim to force reforms or remove those in power altogether.

When someone is terminally ill, it is often a very stressful time for the dying person and their family. It would not be unusual for intra-family conflict, involving one or more family members and even the dying person, to occur. However, this type of conflict has not been identified as an end-of-life issue needing to be noticed and addressed or prevented when possible. This lack of attention could be because it is not known how common or how impactful this type of conflict is. A scoping research literature review was conducted for available 2004-2019 evidence on the incidence or prevalence of intra-family conflict, factors contributing to it or causing it, and the outcomes or impact of it. A search for published peerreview articles identified 18 research reports for a scoping review. The 18 studies, all conducted in developed countries, revealed intra-family conflict is often present; and with a range of harmful effects for the dying person, the family as a whole or individual family members, and other persons and organizations. The identified factors contributing to or predisposing intra-family conflict were grouped into three categories: (a) family disagreements over curative treatment and/or end-of-life care and decisions, (b) previous family conflict and other family dynamic matters, and (c) the dying process itself. The evidence identified through this scoping review, although relatively minimal, should be useful for planning future research and for raising awareness of end-of-life intra-family conflict to improve social services and palliative programs or services.

Balochistan is the largest 'federating unit' of Pakistan in term of landmass, richest in terms of minerals, but is the poorest amongst the other federating units. Since the inception of Pakistan, there has been continuous resistance and uprisings from the side of the Baloch nationalist leadership(s) against the federation regarding ill-treatment and unjust behavior off the central government. However, the current political situation in Balochistan is critical and problematic. Several insurgent groups divided into different factions, having the motive of separation from the federation, are emerging on the political scene and are being supported by local masses. Prior to 2000s, the nature of the Baloch nationalist movement was tribal centric. The nature of previous four insurgencies were owned by tribal leaderships due to their tribal related interests which lacked all-encompassing nationalist struggle for the Baloch. However, the nature of the current Baloch nationalist struggle is own by middle class and common masses. The main focus of the study is to understand the transformation of Baloch nationalism and national struggle from tribal leadership to the common masses while exploring nature, development and various dimensions of the Baloch struggle within the federation. This paper aims to conceptualize the nature and development of Baloch nationalism within the framework of nationalism studies, starting from colonial to 'post-colonial Baluchistan'. In case of the Baloch struggle primordial and modern approaches to nationalism can better explain Baloch nationalism because the roots of Baloch nationalism are primordial, and these are further intensified through modernization. Despite several political and economic concessions, including centralized policies of successive governments, the central government and military establishment failed to mainstream the hardcore Baloch nationalist leaders and the insurgent groups to work within the federal framework. Rather these created extreme nationalistic sentiments among the Baloch nationalist leadership as well as ordinary Baloch in Balochistan. The paper also explores whether Baloch nationalism and national struggle stem from modernization, marginalization, state oppression, and foreign projection or are deeply rooted in their immemorial past. The nature of this research is qualitative, and it thoroughly studies and analyzes multiple data sources on the Baloch national struggle and its relationship with the federation within the academic domain.

This study examined a multi-year teacher exchange program to understand its possible impact on advancing Pakistan’s public education.  A major goal of the study was to analyze how educators in the program viewed, interpreted, and could transform the new knowledge and strategies learned in the program into effective practices in their Pakistani educational settings. Data were gathered from open-ended questionnaires and focus groups discussions with 37 in-service secondary teachers who attended a 6-week professional development program in the United States. Participants indicated that low-class size, technological tools, diversity, teacher-student interactions, social and cultural practices, and classroom structures were some of the major differences between the US and Pakistan’s classrooms. Information on differences, similarities, and culturally acceptable adaptations are shared. 

This study examined a multi-year teacher exchange program to understand its possible impact on advancing Pakistan’s public education.  A major goal of the study was to analyze how educators in the program viewed, interpreted, and could transform the new knowledge and strategies learned in the program into effective practices in their Pakistani educational settings. Data were gathered from open-ended questionnaires and focus groups discussions with 37 in-service secondary teachers who attended a 6-week professional development program in the United States. Participants indicated that low-class size, technological tools, diversity, teacher-student interactions, social and cultural practices, and classroom structures were some of the major differences between the US and Pakistan’s classrooms. Information on differences, similarities, and culturally acceptable adaptations are shared. 

Employers highly regard employees who demonstrate emotional intelligence (EI) in dealing with the everyday political, social and often emotionally-charged interpersonal exchanges and relationships that impact performance in the workplace. Apart from recruiting employees with EI skills, managers face the challenge of providing employees with EI training. In this article, we explore the perspectives of successful EI trainers. Using interviews we draw on 21 New Zealand EI trainers' experience of designing effective EI training programs. We examine a process that emerged as essential to successful EI training which is the growth of a learner's self-awareness. From these findings we developed the self-awareness causal loop diagram (CLD) that employs systems thinking in understanding the interrelationships between emergent themes. That diagram was simplified to create the self-awareness engine of growth model, intended to communicate a systemic view of EI training in a way that is readily understandable to training practitioners. The model provides a guide to managers and EI trainers for establishing a process of development while retaining freedom for the trainer to bring their own talents and methods to the learning experience. The cyclical nature of the model highlights the importance of an ongoing systemized process to describe how components of the model fit together, and to bring order to the oftentimes chaotic process of self-awareness development. Lesley is a Principal Lecturer in the College of Enterprise and Development at Otago Polytechnic, Dunedin, New Zealand. Philip has taught at Massey University since 1988, teaching at both postgraduate and undergraduate level and both internally and extramurally. Sarah is a Professor and the Head of School in the School of Management at Massey University in Palmerston North. She has a PhD in Management and an MA (Applied) in Recreation Administration from Victoria University in Wellington. Sarah is also an Editorial Board member of the Journal of Sport Management.

This report helps trace the development of conflict situations in three southern regions of Kyrgyzstan. The report covers the social, economic, cultural, political, ecological, and other aspects of the existing problems that may cause social tension in the region. Even though many problems are common for the entire region, each province has its peculiarities. To better present the situation this report consists of three parts that help see the changes based on risk factors in Osh, Jalalabat, and Batken provinces. We hope that this material will help the government trace the development in the whole region and each province in particular, and identify the threat of social tension and aggravation, and to work more efficiently on its prevention.

The provision of flows for the environment, e-flows, is a means to restore the benefits of naturally flowing rivers. Despite the development of numerous methodologies to determine e-flows and optimize dam releases, actual implementation is relatively limited. Examples of successful e-flows implementation through dam reoperation exist in scientific literature; however, there is a missing narrative on cases where dam reoperation has been attempted but not successfully implemented. This study explores this impasse narrative and presents four hypotheses for further research on this subject: (1) Scientists are important stakeholders in the process of dam reoperation, but should play a supportive role rather than drive the process; (2) In undertaking scientific studies for determination of e-flows, a consensus on the priorities, knowledge gap, and solutions must be reached together with local stakeholders; (3) Local-level legislation and policy on e-flows provide the enabling environment for dam reoperation for e-flows; and (4) Genuine, carefully designed consultations of, and negotiations between, stakeholders can overcome hurdles encountered in the process of dam reoperation for e-flows implementation.

In this essay I explore the role of cultural differences and disparities in power in western and indigenous mediation and cross cultural conflict resolution processes. I unpack several complex key terms such as mediation, culture, conflict, and power to make their role in conflict visible. Conflict resolution literature serves as my foundation for offering insights about the nature of culture and power, and the way these elements are operationalised in the practice of mediation.
This paper draws on recent fieldwork in Cambodia in order to identify the challenges of praxis as a conflict resolution practitioner in an intercultural work environment. Specifically, I look at the dynamics of western and indigenous cultures in mediation trainings where western epistemologies are prioritised. This paper concludes with suggestions for eliciting organic and culturally based styles of conflict resolution in Cambodia.

The provision of flows for the environment, e-flows, is a means to restore the benefits of naturally flowing rivers. Despite the development of numerous methodologies to determine e-flows and optimize dam releases, actual implementation is relatively limited. Examples of successful e-flows implementation through dam reoperation exist in scientific literature; however, there is a missing narrative on cases where dam reoperation has been attempted but not successfully implemented. This study explores this impasse narrative and presents four hypotheses for further research on this subject: (1) Scientists are important stakeholders in the process of dam reoperation, but should play a supportive role rather than drive the process; (2) In undertaking scientific studies for determination of e-flows, a consensus on the priorities, knowledge gap, and solutions must be reached together with local stakeholders; (3) Local-level legislation and policy on e-flows provide the enabling environment for dam reoperation for e-flows; and (4) Genuine, carefully designed consultations of, and negotiations between, stakeholders can overcome hurdles encountered in the process of dam reoperation for e-flows implementation.

Goal of learning in this millennium is to create an inclusive learning environment for all. Inclusivity in the millennial age learning environment (referred to as Learning 4.0 age) is achieved through the integration of technology and learning accessed by masses in a standardized, indiscriminate, self-paced, affordable, and technologically friendly form, while also instilling in the learners with the skills required by Industry 4.0. To fully realize Industry 4.0's potential, organizations will need to take a more creative, inclusive approach to talent development and some deliberate unlearning of outdated approaches and learning of new ones. Thus, this study focuses on the Unlearning-Relearning (LUR) model to bridge the gap between Industry-academia 4.0 and fill the skill gaps. The study highlights the need to create technology-integrated inclusive learning spaces for millennials as per the industry 4.0 requirements by proposing an 'Learn-Unlearn-Relearn Model', which incorporates advanced technology and the unlearningrelearning concept and strong feedback loop to achieve its purpose of sustainable competency development.

This Capstone is an exploration of my journey as a training practitioner, starting from my time at SIT and progressing through my role as a Creative Facilitator for ArtCorps Creative Conservation Project. It details the connections between my practical experience in creative conservation training with theoretical frameworks and principals of adult and experiential learning I engaged in during the Training Design in Experiential Learning and Training for Social Action courses. During this journey I've learned that the challenges we face today are in need of highly creative individuals who apply alternative solutions towards problem solving. These individuals can take the necessary action to positively transform our world; "in a world of strained resources, creativity is an unlimited, game-changing resource that lies dormant within each person, organization and community" (ArtCorps, 2014). As Creative Facilitator, (2014-2016) my focus was to build the creative capacity of environmental conservation leaders and educators. Through training them in the use of creative approaches and art tactics, we worked to equip Belize's leading conservation organizations towards effectively responding to the social and environmental challenges they mitigate. The valuable lessons learned during my practicum are presented in an analysis highlighting the role played by intercultural communication and my art education background. The personal reflection and recommendations aim to contribute to the training field from my merging perspective of a social action based artist, educator and developing trainer.

License: Creative Commons: Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) ePub WU , the institutional repository of the WU Vienna University of Economics and Business, is provided by the University Library and the IT-Services. The aim is to enable open access to the scholarly output of the WU.

Researches show biodiversity loss has been happening at an alarming scale in the recent decades and this state of affairs has significant implications for the health of local communities and environments across the world. Sacred natural sites (SNS) are increasingly considered showcases for the conservation of biological and cultural diversity, because their strong cultural importance derives from, and requires maintenance of, biodiversity. Tree biodiversity in general and medicinal plants in particular, which otherwise face increasing endangerment, find protection in SNS. The research described in this paper is concerned with the conservation of threatened medicinal plants in SNS and similar informal protection areas of Sidama, southwest Ethiopia. Mixed methods were used to inventory the medicinal plant biodiversity of such places and explore local understandings and explanations of the role such places play in conservation. The results suggest that where SNS exist, medicinal plants and traditional herbal medicine fare well. Further, the findings demonstrated that some medicinal plant species owe their continued existence to maintenance of SNS. This research is hoped to contribute towards improved understanding of the role SNS play in conserving medicinal plants as well as the resilience and dynamics of traditional herbal medicine in the context of SNS.

This paper aims to stimulate awareness about the intellectual and emotional work of 'unlearning' in knowledge workers in the emerging learning age. The importance of providing a safe space for dialogue to promote transformative learning, through building 'communities of learning', is highlighted. Unlearning is conceptualized within a transformative education paradigm, one whose primary orientation is discernment, a personal growth process involving the activities of receptivity, recognition and grieving. The author utilizes the metaphor of an unfolding spiral path to explore her experience of needing to 'unlearn' a trusted nursing practice prior to 'learning' new best caring practices related to infant sleep positions. Macro and micro approaches to facilitating unlearning in organizations, in learners and in nurses are suggested.

Staff developers are assuming new roles and responsibilities as facilitators. In this capacity, they use behaviors, skills, and practices which they did not use as frequently as a trainer. To be successful in this new role, staff developers will need to go beyond the application of new skills, knowledge, and practices--they will need to adopt the belief system of a facilitator, and share a process for moving from the familiar mind set of the trainer to the zen of facilitation.

Introduction What some practitioners call education for democracy, civic education, tolerance education, or human rights education, are all ultimately education for the creation of a culture of peace. In fact, all of these are necessary ingredients for peace. Peace education has always been concerned with understanding the root causes of all forms of violence and their subsequent eradication. Democracy, human rights and peace remain central to our practice and fundamental to our goals for education. Certainly, in the wake of the World Trade Center tragedy--and its global repercussions--some may ask the question of whether there is any potential for peace. What is certain however is that a "quick-fix" solution, or a pre-packaged "tool," imposed either locally or globally, which fails to account for specific contexts will not work. Rather, what is necessary is a paradigm shift that shapes content and pedagogy by incorporating issues of human security, equity, justi...

ow do you teach a dry subject effectively, particularly in the workplace? In what ways can you engage your students when your con-tent has a high level of abstraction? What strategies are most effective to bring "learning to task"? In the next pages, I provide some practical tips and advice about the design and use of learning tasks— experiential, hands-on activities—based on my 15 years of experience as an adult educator and leaning heavily on the contributions of Jane Vella in this field.

Look at whether your organization supports both learning and unlearning. If you don't explicitly support people's process of unlearning, then they will find it difficult to adopt new behaviors. Unlearning should not be viewed as an end in itself, but as a means to ensure learning excellence, innovation, and ultimately change.

Although moral or character education has been widely documented in early childhood education curriculum, the inclusion of character education through storytelling is scarcely undertaken. To fill the void, the present participatory action research aimed at developing practical steps to empower children character in Indonesian kindergarten schooling framed through storytelling with "Wayang Golek" puppet media. Two kindergarten teachers were recruited and 12 kindergarten students ranging from 5 to 6 years old participated in this study. Data of this study were collected primarily from both in and out of classroom observation, classroom interaction record, and photograph analysis. The data of the research were analyzed and interpreted qualitatively through critical discourse analysis as a tool. The findings showcase that practical learning steps including the introduction of themes and character stories, figures of Wayang Golek, storytelling, Leli Halimah ABOUT THE AUTHORS Leli Halimah is currently an Associate Professor of early childhood teacher education curriculum in the Study Program of

Voluntary and involuntary resettlements are distinguished on the bases of the decision-making power of migrants, their willingness to leave their original residence, the presence of push/pull factors, and the age make-up of relocatees. The distinction addresses the conditions and behaviors of potential migrants prior to their relocation. However, much remained unknown about the conduct of voluntary and involuntary settlers during the critical period of reestablishment in the new environment. In 1998/99, the mid-1980s settlers in the Metekel resettlement area, Western Ethiopia, were studied with the objective to investigate, compare, and contrast their adaptation experiences. Certain indicators believed to reflect successful reestablishment were used for the comparison. Despite the fact that the resettlement authorities treated all settlers alike, most voluntary migrants appeared materially better off than most involuntary settlers. These differential readjustment experiences thus suggest that the manner of resettlement may determine the pace and degree of successful reestablishment. Policymakers and resettlement planners should, therefore, recognize that the disruptive effects of forced displacement could be deep-rooted, far-reaching, and enduring.

Voluntary and involuntary resettlements are distinguished on the bases of the decision-making power of migrants, their willingness to leave their original residence, the presence of push/pull factors, and the age make-up of relocatees. The distinction addresses the conditions and behaviors of potential migrants prior to their relocation. However, much remained unknown about the conduct of voluntary and involuntary settlers during the critical period of reestablishment in the new environment. In 1998/99, the mid-1980s settlers in the Metekel resettlement area, Western Ethiopia, were studied with the objective to investigate, compare, and contrast their adaptation experiences. Certain indicators believed to reflect successful reestablishment were used for the comparison. Despite the fact that the resettlement authorities treated all settlers alike, most voluntary migrants appeared materially better off than most involuntary settlers. These differential readjustment experiences thus suggest that the manner of resettlement may determine the pace and degree of successful reestablishment. Policymakers and resettlement planners should, therefore, recognize that the disruptive effects of forced displacement could be deep-rooted, far-reaching, and enduring.

Voluntary and involuntary resettlements are distinguished on the bases of the decision-making power of migrants, their willingness to leave their original residence, the presence of push/pull factors, and the age make-up of relocatees. The distinction addresses the conditions and behaviors of potential migrants prior to their relocation. However, much remained unknown about the conduct of voluntary and involuntary settlers during the critical period of reestablishment in the new environment. In 1998/99, the mid-1980s settlers in the Metekel resettlement area, Western Ethiopia, were studied with the objective to investigate, compare, and contrast their adaptation experiences. Certain indicators believed to reflect successful reestablishment were used for the comparison. Despite the fact that the resettlement authorities treated all settlers alike, most voluntary migrants appeared materially better off than most involuntary settlers. These differential readjustment experiences thus suggest that the manner of resettlement may determine the pace and degree of successful reestablishment. Policymakers and resettlement planners should, therefore, recognize that the disruptive effects of forced displacement could be deep-rooted, far-reaching, and enduring.

Voluntary and involuntary resettlements are distinguished on the bases of the decision-making power of migrants, their willingness to leave their original residence, the presence of push/pull factors, and the age make-up of relocatees. The distinction addresses the conditions and behaviors of potential migrants prior to their relocation. However, much remained unknown about the conduct of voluntary and involuntary settlers during the critical period of reestablishment in the new environment. In 1998/99, the mid-1980s settlers in the Metekel resettlement area, Western Ethiopia, were studied with the objective to investigate, compare, and contrast their adaptation experiences. Certain indicators believed to reflect successful reestablishment were used for the comparison. Despite the fact that the resettlement authorities treated all settlers alike, most voluntary migrants appeared materially better off than most involuntary settlers. These differential readjustment experiences thus suggest that the manner of resettlement may determine the pace and degree of successful reestablishment. Policymakers and resettlement planners should, therefore, recognize that the disruptive effects of forced displacement could be deep-rooted, far-reaching, and enduring.

This chapter explores in more detail the definitions of peace and peace education that were introduced in the previous chapter.  To achieve this purpose, it primarily examines the following four questions: What is peace? What are some of the different ways in which peace has been defined? What is peace education? What is the current state of this field and some of its challenge for the future? 

The chapter addresses these questions with reference to the literature on peace and peace education, from their origins through to the latest developments in theory, research, and practice.  Responses to these questions help provide the conceptual background for the more empirical and practical chapters that follow about measuring and creating peace in Chapters 3 and 4, and peace education in Chapters 4 and 5.

In 1970, in the context of the Cold War, a small country in the southern latitude of South America was living a historical political moment with tremendous future consequences. For the first time since the publication of Karl Marx's Das Kapital in 1867, a democratic elective process determined the constitution of a socialist government in the Western Hemisphere (Ensalaco, 2000, p. 5). The country was Chile known as among the most politically stable in the region, and its elected socialist president, Dr. Salvador Allende. Due to diverse and complex political factors, including the covert, and sometimes more conspicuous, destabilizing activities of the United States administration, the elected socialist government experienced continuous misadventures (Bull, 1984, p. 51). As a result, in the morning of September 11th, 1973, a military coalition lead by the commanders of the Army, the Navy, the Air Force and the National Police took over the constitutional government. The country "was declared at war, and armed forces and police set out to secure their assigned military objectives" (Ensalaco, 2000, p. 27). During several days the de facto the military government faced various focuses of armed resistance coming from some of Allende's supporters, including political groups, and worker and student organizations. As a consequence, almost 500 men and women died during the first weeks after the coup d’état, between September and December of 1973 (p.146). After extinguishing the opposition and taking control of the country, the military Junta established a self-declared provisional government, lead by the Army General, Augusto Pinochet, who would rule Chile for the next sixteen years. This period is characterized by the extradition and incarceration of various opposition figures, as well as by the infamous Desaparecidos [disappeared persons], whose relatives turned first to the Chilean courts, but without any results. These incidents signaled the beginning of a long and painful period of political violence that would divide the country until the present day.

This report helps trace the development of conflict situations in three southern regions of Kyrgyzstan.  The report covers the social, economic, cultural, political, ecological, and other aspects of the existing problems that may cause social tension in the region.

Even though many problems are common for the entire region, each province has its peculiarities.  To better present the situation this report consists of three parts that help see the changes based on risk factors in Osh, Jalalabat, and Batken provinces.

We hope that this material will help the government trace the development in the whole region and each province in particular, and identify the threat of social tension and aggravation, and to work more efficiently on its prevention.

The literature on sacred natural sites has often regarded such landscapes and associated institutions as hotspots of conflict. The way in which different parties have utilized sacred sites as the loci for claiming allegiance and rights of access, thereby engendering conflict, has often surfaced in the literature (Barkan & Barkey, 2014;). While in recent years, studies documenting the relevance and role of indigenous institutions and conflict resolution mechanisms have appeared in the literature, the role that sacred natural sites play in conflict resolution has drawn little attention. The relationship between sacred natural sites and the rel-evance of these as instruments for conflict resolution are also little understood. On the other hand, traditional communities in Africa, across time and space have for millennia used sacred natural sites as important instruments in the process of ensuring public order, peace building and conflict resolution (Ajayi & Buhari, 2014; Bukari, 2013); studies are emerging showing that sacred natural sites among indigenous peoples and local communities serve as the locus of peace building and conflict resolution (Posey, 2000; Sponsel, 2008, 2012, 2013).

This chapter intends to address the issue of the role sacred natural sites play in conflict resolution, aside from their being often regarded as loci of conflictual relationships. The chapter will attempt to address such salient issues as: why and how traditional communities utilize sacred nature as a resource and instrument of conflict resolution; types of issues and conflicts commonly managed within the remit of sacred site institutions’ conflict resolution instrumentality; the foun-dational principles and processes involved in the sacred nature-based conflict resolution; the mechanisms and social organization of such processes; and the resilience and dynamics of conflict resolution instrumentality of sacred sites and factors that challenge their continuity.

This paper examines the situation and struggles of female ex-combatants of Nepal who fought for civil war but their condition after the 2006 peace agreement is affected by livelihood insecurity, political marginalization, social stigma, etc

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn”.
The world is changing at a faster pace than we can all keep up with. New technologies, globalization of talent, incredible innovations- Change. So how do we deal with this? Simple- Unlearning to Learn. Unlearning is about moving away from something—letting go—rather than acquiring. Can you imagine the time we lived without mobile phones? Why do you have to visit someone just to ask a question when you can call?  We unlearned letter writing and lengthy visits to embrace mobile phones. Now, that industry has employed millions and millions of people all over the world.