Intervention In Conflict

Translation as one of the types of human activity is related to topical philosophical issues, including transhumanism, as well as the need for its application in modern technologies for creating a man-machine and the upcoming AI singularity. The accuracy and unambiguity of language content is the foundation of AI software. For a specialized technical translation, this is an undeniable advantage in terms of the speed and efficiency of the process. The reduction of heterogeneity and polysemy of any language as a reflection of the activity of human consciousness to unambiguous definitions is an absolute limiter of creative mental activity. Specific examples of the intervention of an automatic editor in the process of individual activity of an AI user demonstrate real conflict situations. According to the author, translation is a universal property of human thinking, and cognitive processes are generated by the activity of the brain, and not exclusively by its structure. Combinatorial thinking is unique to humans. Reflection - the subject's appeal to himself - is one of the most important acts of consciousness, which makes it possible for an individual translation of thoughts into their native and any other language.

Much of the discourse on 'beyond the laboratory door' biosecurity to date has focused on the need to raise awareness among the scientific community of the risks posed by the rapid advancement of biotechnology in recent decades. While education is undoubtedly important, a growing body of evidence suggests that ethics education does not necessarily translate into ethical behaviour. This trend has already been reported in clinical settings, where research has highlighted doctors' own reports of ethically dubious practices and challenges when confronted with moral dilemmas in their everyday work. The purpose of this paper is to critically evaluate the practical value of ethics education and show why it is an essential, although insufficient, measure for promoting a culture of responsible conduct of research. We conclude by highlighting the importance of continuing professional development as a way of maintaining life scientists' engagement with biosecurity issues and supporting them in active roles in the effective implementation of the Biological and Toxin Weapons Convention (BWC).

Deepening Dialogue in Silent Spaces: Irelands pedagogy of peace. Margaret Nugent

Ireland has emerged from an era of protracted conflict, which claimed almost 4,000 lives and left a legacy of thousands of victims. It is difficult for people who lived through this era to speak openly with each other about what went wrong. This thesis acknowledges the presence of deep-rooted societal silence that accompanies violent conflict and explores the role of silence in post conflict communities. It describes the significance of education in enabling dialogue to deepen between communities of
‘others’. It describes the transitional processes impacting on the lead up to the most recent peace agreement, the Good Friday Agreement (1998). This thesis is an analysis of the dialogical process involved in it’s negotiation. It illuminates post peace building challenges for the community education sector. This research provides insights for community educators into ways to negotiate silence and to transcend difference through dialogue. The Agreement (GFA) promised parity of esteem to nationalist and unionist communities. Fifteen years after the GFA was signed and endorsed by both communities, the spiral of violence spins out of control during contentious commemorative parades. This thesis examines the complexities of conflict transformation as experienced by protagonists. It describes a philosophy of education that emerged within communities as a response to the challenges they faced. This
philosophy of education is Ireland’s pedagogy of peace. As we face into an epoch of
truth recovery and dealing with the past the role of community education in imagining a philosophy of unity is critical.

Among many various conflict analysis methods, Dennis J. D. Sandole's three pillar model presents a systematic road-map to identify the main issues, causes, and conditions of conflicts, as well as third-party conflict intervention approach. Three pillar model is also well suited to the analysis of complex conflict in Burundi and its intervention process by the third parties during the 1990s. This paper touches on the issues, causes, and conditions of Burundian conflict as Sandole's first and second pillars suggest, but primarily focuses on the intervention aspect in line with the third pillar of the model. In this context, the conflict intervention framework in Burundi is examined based on the regionally launched Arusha peace process, which resulted in a peace agreement. Following that, given the multi-level nature of the conflict in Burundi, it is discussed how an effective conflict intervention can be designed in order to resolve conflicts and ensure positive peace in the country.