Conflict Resolution Knowledge Research Articles

Peer interactions during storybook reading on children’s knowledge construction: an experimental study on K2 and K3 children

This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowledge construction. Sixty-four younger children in K2 and older children in K3 with similar socioeconomic backgrounds were recruited from a Montessori kindergarten in Kunming, China. An experimental design was applied to explore age group and conserver dominance effects on conservation and conflict resolution. Children were assigned randomly to eight groups in three 30-to-40-min intervention sessions. Each session had a different theme for the children to learn about conservation and conflict resolution concepts and a hands-on activity to practice and discuss. ANOVAs were performed to test group effects, while multiple regression analyses were conducted to explore individual variations in age and pre-test scores in predicting post-test scores. Conservation knowledge was significantly better among children who differed in age groups in the post-test, but differences were not found in conflict resolution knowledge. Groups balanced with equal conservers and non-conservers improved the best, suggesting that peer social interactions can facilitate conservation and conflict resolution construction. These results provide new insights for early childhood educators to support peer interactions and children’s development. Implications, limitations, and future research are discussed.

Zoti's Social Toolkit: Developing and piloting novel animated tasks to assess emotional understanding and conflict resolution skills in childhood.

Current methods used to investigate emotional inference and conflict resolution knowledge are limited in their suitability for use with children with language disorders due to a reliance on language processing. This is problematic, as nearly 8% of the population are estimated to have developmental language disorder (DLD). In this paper, we present 'Zoti's Social Toolkit', a set of animated scenarios that can be used to assess emotion inferencing and conflict resolution knowledge. All animated scenarios contain interpersonal situations centred around a gender-neutral alien named Zoti. Four studies investigated the face and construct validity of the stimuli. The final stimulus set can be used with children, who may or may not have language difficulties and is openly available for use in research.

A Critical Study of Matthew 18:15-18 in New Testament Greek and Selected Akan Mother-Tongue Translations: Implication for Peace-Making in Ghana

Recent global research reveals a world characterised by increasing fragmentation, diminished peace, and mounting risks for future generations. Diverse conflicts, ranging from familial to national issues, persist, even among individuals sharing the same faith. In Africa, nations like Cote d’Ivoire, the Democratic Republic of Congo, Burundi, Rwanda, the Central African Republic, and Sierra Leone grapple with severe consequences of conflicts. In Ghana, pockets of ethnic discord impact education, healthcare, and social services, prompting the emigration of skilled professionals. Despite ongoing peace efforts in Ghana, effective approaches are crucial. With over 70% of Ghanaians identifying as Christians, contextualising peace-making within sacred texts becomes imperative. In this exploration, the study delves into a biblical approach, specifically scrutinising Matthew 18:15–18 through exegetical analysis in Greek language and mother-tongue hermeneutics. These approaches reveal a convergence between the biblical author’s original meaning conveyed in the Greek language and its interpretation in the mother tongue. The paper advocates private conflict resolution to avoid gossip, involving witnesses if needed and church leaders if the issue persists. Disciplinary measures may be necessary, emphasising personal dignity and adherence to God’s will. The paper significantly contributes to conflict resolution knowledge, providing valuable insights for fostering peace in Ghana and beyond.

The international significance of the Northern Ireland peace process: Revisiting the lessons 25 years after the Good Friday Agreement

This article revisits scholarly, political, and practitioner debates surrounding the international implications of the Northern Ireland peace process: the so-called lessons. It begins by reviewing the literature on the epistemological and political dimensions of comparing conflicts. It identifies three different approaches to learning from peace processes. These are termed analytical-technical, political-strategic, and educative-psychological. The article applies this framework to Northern Ireland, assessing the conduct, potential, and challenges of each approach. The analysis draws on academic and political sources, as well as unique primary research on ‘lesson-sharing’ dialogues. The article discusses how the educative-psychological approach – which has been the dominant mode of lesson learning/sharing in Northern Ireland and is under-researched – demonstrates the potential for local-to-local connections to support ongoing learning within peace processes. Applying the threefold framework to other peace arenas can further advance understanding of the global dissemination of conflict resolution knowledge.

Peacemaking: Conflict resolution using Cool Clues for elementary students

It is recommended that violence prevention interventions start early for students and include conflict resolution education and social-emotional skills training components. Although school-based programs have shown some promise, community-based or out-of-school time programs require more study. A social-emotional learning-focused conflict resolution intervention using role-play and puppetry was implemented in a small afterschool program as an exploratory study. Student participants’ conflict resolution knowledge and after-school teacher observation of their pro-social skill behaviors were assessed pre- and post- program. Although many participants scored high in conflict resolution knowledge pre-program, they appeared to gain some additional knowledge, specifically on disagreements between friends and empathy for other’s feelings. After-school teachers, however, observed no significant overall differences in their pro-social behaviors pre- and post- program. All in all, as an exploratory study, the slight positive changes in knowledge provide data to suggest continuing the curriculum with more emphasis on the weakest topics as well as more role-play or puppet play about friendship and sharing behaviors.

Cultural Expertise and Law: An Historical Overview

The use of anthropology and sociology for dispute resolution, law-making, and governance has been frequent throughout the history of law and anthropology. Anthropological expertise in the form of expert witnessing or expert information, has been one among the significant activities of applied anthropology. However, no concept such the one of cultural expertise was formulated to theorise the engagement of anthropologists and sociologists with law. This paper adopts an historical approach in order to understand why socio-legal studies have not developed a conceptualisation that encompasses the variety of the types of engagement of social scientists, and anthropologists in particular. It investigates the connection between law and culture in the history of anthropology of law since social evolutionism, and focuses in particular on legal pluralism. This paper suggests that the reasons for the late conceptualisation of cultural expertise lies on the one hand in the difficulty to define the dynamics between law and culture, and on the other hand in the specific development of legal pluralism vis-à-vis the state. This paper concludes with a reformulation of the concept of cultural expertise as an umbrella concept that encompasses the existing array of socio-legal instruments that use cultural knowledge for conflict resolution.

Case-Based Reasoning for Flight Conflicts Resolution in En-Route Short Term Conflict Alert Situation

This paper introduces a knowledge-driven approach for solving short range conflicts in En-route STCA situa- tion in order to assist the air traffic controller to handle emergency and ensure the safety. In stead of applying classic con- flict resolution approach, case-based reasoning theory and technology is used to transfer the controllers' knowledge and experience to automate conflict resolution. Firstly on the basis of analysis of the controllers' conflict resolution knowledge with domain experts, a description of case is well established in a structural framework which has two layers, the first lay- er with 4 Slot features and the second layer with 19 Side features. Secondly, in case retrieval, the source cases are firstly filtered against constraint parameters then a nearest neighbour algorithm and global similarity measure based approach is applied to calculate the degree of similarity between the target case and the source cases. Finally, two scenario tests are designed to verify the performance of CBR-based conflict resolution model. The results indicate that this method is con- sistent with the solutions recommended by air traffic control experts and has a good effect in application.

New Artificial Intelligence Tools for Deep Conflict Resolution and Humanitarian Response

Truly understanding what others need and want, how they see the world, and how they feel are core prerequisites for successful conflict resolution and humanitarian response. Today, however, human cognitive limitations, insufficient expertise in the right hands, and difficulty in managing complex social, conflict, and real-world knowledge conspire to prevent us from reaching our ultimate potential. This paper introduces cogSolv, a highly novel Artificial Intelligence system capable of understanding how people from other groups view the world, simulating their reactions, and combining this with knowledge of the real world in order to persuade, find negotiation win-wins and enhance outcomes, avoid offense, provide peacekeeping decision tools, and protect emergency responders’ health. Ready to go today, portable, and requiring virtually no specialist expertise, cogSolv allows governments and local NGOs to use expert culture and conflict resolution knowledge to accurately perform a wide range of humanitarian simulations. cogSolv assists responders with training, managing complexity, centralizing and sharing knowledge, and, ultimately, maximizing the potential for equitable conflict resolution and maximally effective humanitarian response.

Measuring Children’s Conflict Resolution Knowledge

Measuring Children’s Conflict Resolution Knowledge

Best practices for the management of knowledge for conflict resolution: Lessons learned from the Great Lakes region of Africa

This article deals with the management of knowledge for conflict resolution and innovation in Africa. After a brief discussion of the research methodology followed, a feedback is provided on the field study conducted from 2006 to 2008 in northern Uganda and Rwanda and at the International Criminal Tribunal for Rwanda (ICTR) in Arusha, Tanzania, and in the DRC. As a result of the field study, certain principles and practices were identified whereby the challenges facing Africa could be examined. The author found five ‘realms’ in which knowledge management can take place and that traditional knowledge practices, if merged with more modern knowledge management practices, provide a valuable framework for using knowledge management for conflict resolution and innovation in Africa. Best practices that were identified include an intra-connected and collective knowledge production system and the production of tacit knowledge, especially among the new generation or youth. Furthermore, the importance of intellectual capital (in the form of value-driven leadership, competent managers and expert knowledge workers) and the activation of an intervention into the continuous spiral of violent conflict which will ultimately lead to the innovative transformation of African society are discussed. Finally, some recommendations are offered as possible solutions for conflict resolution and innovation in Africa.

The relationship between peer conflict resolution knowledge and peer victimization in school-age children across the language continuum

Peer victimization, or bullying, has been identified as a significant child health priority and children with language impairment (LI) are among those who are vulnerable. Given the mandate of educators to provide support for all students who are bullied regardless of language status, research is needed that integrates the study of risk factors for peer victimization among children who are developing typically and children who have LI. Accordingly, this preliminary study explored the degree to which one potential risk factor, peer conflict resolution knowledge, was related to peer victimization in children across the language continuum, and considered whether or not individual differences in language ability influenced that relationship. Participants included 17 girls and 15 boys aged 9–12 years with a wide range of language abilities, six meeting criteria for LI. Participants completed a hypothetical peer conflict resolution task and a measure of peer victimization. Correlational analyses revealed very different patterns of relationships for boys and girls. Whereas boys’ reports of peer victimization were meaningfully related to how they responded to hypothetical peer conflicts, girls’ reports were most strongly associated with language ability. These preliminary findings suggest that it is important to consider gender when conceptualizing how factors such as peer conflict resolution knowledge might influence children's risk of being bullied. Learning outcomes: Readers will be able to: (1) provide a definition of peer victimization and give examples of different forms of peer victimization; (2) recognize that inadequate peer conflict resolution knowledge may be a risk factor for peer victimization; (3) describe the relationships between peer conflict resolution knowledge, language ability, and peer victimization in this study, and explain how these relationships differed for boys and girls; and (4) identify at least three opportunities for future research that would help to clarify risk factors for peer victimization in boys and girls.

Innovations in measuring peer conflict resolution knowledge in children with LI: Exploring the accessibility of a visual analogue rating scale

This preliminary study explored peer conflict resolution knowledge in children with and without language impairment (LI). Specifically, it evaluated the utility of a visual analogue scale (VAS) for measuring nuances in such knowledge. Children aged 9–12 years, 26 with typically developing language (TLD) and 6 with LI, completed a training protocol and hypothetical task in which they rated goals and strategies that could be pursued following peer conflict. Whereas participants with TLD provided graded judgments using the entire VAS, most children with LI relied solely on the scale anchors. These results suggest at least two possibilities. The less differentiated manner in which participants with LI utilized the VAS may have been influenced by how they viewed the peer conflict situations. Alternatively, additional training may be required to enable them to consistently use the whole scale. Further research is needed to establish whether ratings made by children with LI reflect differences in social perceptions or a need for further experience with the VAS. In either case, distinguishing between these alternatives will likely provide a better understanding of factors that impact the peer relationships of children with LI.Learning outcomes: Readers will be able to: (1) identify challenges associated with assessing peer conflict resolution knowledge in children with language impairments; (2) describe current methods for measuring children's peer conflict resolution knowledge; (3) describe a visual analogue rating (VAS) scale and explain the potential advantages of this scale format; and (4) describe similarities and differences in how children with and without LI used a VAS in a hypothetical peer conflict resolution task.

Modelling on conflict resolution of collaborative design

Collaborative design is a new design style to meet the increasing requirement of global market, which share various resources and information to complete the same purpose. Designers complete the same task in different places. Designers working at the same time will encounter conflict which is a critical problem for collaborative design. Firstly, the class of conflict is proposed to make a basis for conflict resolution which is classified into data conflict, knowledge conflict and recourses conflict. The resolution model is constructed for collaborative design. By means of the conflict observation, conflict decision and conflict informing, conflict resolution is solved. The conflict resolution knowledge and process are described with UML. By means of algorithms, conflict resolution decision-making method is presented. Deadlocks are a danger for the system. A set of deadlock resolution mechanisms is provided to solve the problem. By means of a case study the methodology is illustrated for conflict resolution.

Unlocking the learning potential in peer mediation: An evaluation of peer mediator modeling and disputant learning

AbstractThis research used modeling theory to test peer mediator modeling and disputant learning during peer mediation.The results demonstrated that peer mediators effectively modeled, and disputants effectively learned, conflict resolution knowledge, attitudes, and skills that contributed to a significant improvement in conflict attitudes and behaviors, and a significant reduction in disputant discipline problems following mediation.

Distributed conflict resolution among cooperating expert systems

Abstract: Cooperating experts approach attempts to integrate and coordinate the activities of multiple specialised problem solvers that come together to solve complex tasks such as design, medical diagnosis, business management and so on. Due to the different goals, knowledge and viewpoints of agents, conflicts may arise at any phase of the problem‐solving process. Managing diverse expertise requires well‐organised models of conflict resolution. In this paper, a model for cooperating experts is described which openly supports multi‐agent conflict detection and resolution. The model is based on the idea that each agent has its own conflict knowledge which is separated from its domain level knowledge, and each agent has its own conflict resolution knowledge which is not accessible and known by others. Furthermore, there are no globally known conflict resolution strategies. Each agent involved in a conflict chooses a resolution scheme according to its self interest. The model is described by using an example in the domain of office design and it is compared with other systems.