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The National Conference on Current Trends in
Conflict Resolution in Higher Education
- Concurrent Workshops 1 - (Day 1: morning session)
- Concurrent Workshops 2 - (Day 1: afternoon session)
- Concurrent Workshops 3 - (Day 1: second afternoon
session)
- Concurrent Workshops 4 - (Day 2: morning session)
- Concurrent Workshops 5 - (Day 2: second morning
session)
Concurrent Workshops I
Applying
Dispute Resolution Processes and Skills on Campus
As Dispute Resolution programs increase their presence on
college campuses, there are opportunities to apply processes, practices, and
skills in a wide range of contexts. Some of these are well known such as
mediating conflict situations and conducting training for faculty, staff and
students. There are other contexts that can benefit immensely from the work of
dispute resolution programs. This workshop will focus on how monthly town
meetings on the John Jay College of Criminal Justice campus have drawn on
general mediation principles for over a decade. The presenters will also
provide insights about the process, promises and challenges of these large
scale public forums.
Workshop Presenters
Maria R Volpe, Ph.D. is a Professor of Sociology
and Director of the Dispute Resolution Program at John Jay College of Criminal
Justice at the City University of New York, and serves as the Convener of the
CUNY Dispute Resolution Consortium, a University-wide project funded by the
William and Flora Hewlett Foundation. An internationally know scholar, Dr.
Volpe has lectured and written extensively about dispute resolution processes,
particularly mediation, and has been widely recognized for her distinguished
career in the field of dispute resolution. She teaches dispute resolution
courses at the undergraduate and graduate level, mediates conflicts in
educational setting; conducts dispute resolution skills training and
facilitates for a wide range of groups, and administers grant-funded
projects. She is and Editorial Board Member of Conflict Resolution Quarterly,
Negotiation Journal, and Practical Dispute Resolution; Past-President of the
Society of Professionals in Dispute Resolution (SPIDR); Member of Dispute
Resolution Advisory Committee of the NYS Unified Court System, Former Board
Member of the National Conference on Peacemaking and Conflict Resolution (NCPCR);
Ex-President of the New York City Chapter of SPIDR; Board Member of the
Association for Conflict Resolution of Greater New York. Her current research
focuses on police use of mediation, dispute resolution in educational
settings, and ADR Responses to 9/11. Dr. Volpe received her Ph.D. from New
York University where she was and NIMH Fellows.
Roger Witherspoon completed his undergraduate
studies at North Carolina Agricultural and Technical State University. He is a
graduate of Adelphi University’s Graduate School of Social Work in Garden City
Massachusetts. His doctorate degree is from the University of Massachusetts,
Amherst. Dr. Witherspoon was previously the Associate Dean of Student Affairs
at Lehman College of the City University of New York. He is currently the Vice
President of Student Development at John Jay College of Criminal Justice, also
City University of New York. Prior to his appointment as Vice President, he
taught both graduate and undergraduate courses in education and social work.
Dr. Witherspoon has lectured at Columbia University, St. John’s University,
San Francisco State, Smith College, Fordham University and others. His
publications on urban education have appeared in local and national journals.
Dr. Witherspoon’s recent publications on urban education have appeared in
local and national journals. Dr. Witherspoon’s recent publications include:
“Black Perspectives of Education” in The Negro Almanac: A Reference Work on
the Afro-American, 5th Edition and “Mediation and Diversity on College
Campuses” in Mediation Quarterly. He has also served on many boards that
include child care, teen pregnancy, community mental health and was a member
of the Board of Children’s Psychiatric Center. Dr. Witherspoon has been
involved in national and local consultant work in urban education and social
work, with a major focus on urban minorities.
Workshop Notes
coming soon (please check back later)
[top]
War and Peace, or Conflict and Its Transformation? An
Evolving Field of Study
The field to which we belong has had various monikers, denoting its
relative youthfulness, its trans-disciplinary subject matter, its diversity in
methods and orientation, and its evolving nature. These names include: peace
studies, world order studies, peace and conflict studies, conflict resolution,
conflict management, conflict transformation, and still others. The names of
the academic degrees available to our students vary much more widely still,
and for a much broader set of reasons. This presentation will survey and
analyze significant aspects of this history from both a macro and a micro
perspective, using the changing nature of the Kent State University degree
program (now 30 years old) as a concrete example.
Workshop Presenter
Patrick Coy is Associate Professor at the Center for Applied
Conflict Management and the Department of Political Science at Kent State
University. He is the editor of the annual volume, Research in Social
Movements, Conflicts and Change (Elsevier Sciences/JAI Press), and the
co-editor of Social Conflicts and Collective Identities, Rowman and
Littlefield, 2000, and editor of A Revolution of the Heart: Essays on the
Catholic Worker, Temple University Press, 1988. At Kent State he regularly
teaches such courses as Mediation: Theory and Training; Reconciliation vs.
Revenge: Searching for Transitional Justice; Public Sector Dispute Resolution;
Nonviolence: Theory and Practice; and Introduction to Conflict Management. His
research on community mediation has appeared recently in Mediation Quarterly,
on peace movements during the Gulf War in Sociological Spectrum, on the
Catholic Workers’ movement in Peace and Change, on Peace Brigades
International in the Journal of Contemporary Ethnography, and on peace
movement responses to September 11 in Peace Review.
Workshop Notes
What Disciplines Does ADR Involve?
- 1926- Quincy Wright, Analysis of War at University of
Chicago
- WWII +- Luis Richardson applied mathematics to War
- WWII- Bolling; Problems with Peace and Conflicts.
- After WWI we created a power vacuum and watched what
filled it instead of planning to fill it.
- 1972- Colgate University; Program for peace studies in
response to Vietnam
- 1972- Bradford University; Adam Curl (Quaker), First
Grad Program
- Yohan G- Peace is more than the absence of War
- The ADR field evolved to prescriptive theories
instead of normative theories
- Foundations focused on less adversarial Conflict
Resolution methods
- MICRO- 4 Kent State students shot at anti-war
demonstration
- 1970, May 5th-8th- Major campus
demonstrations
- 536 university campuses shut down temporarily
- 1,350 universities affected
- 5 million students involved
- 1971- Center for Peaceful Change created as a living
memorial
- Created a Peaceful Change Studies Degree Program
- Ombudsman emerged from Kent State Incident
- The term “Peaceful” in the title was controversial
and the title was changed to “Center for Integrative Change”
- The early program focused on experiential learning
(field trips, on site learning and case studies)
- Mid 1980’s- Response to Reagan’s increase of the
military budget.
- Universities questioned why it was necessary.
- 1987- Kent State created a degree program
- See attached Curriculum (Sample #1)
- Added Independent Study Internship
- Late ‘80’s-1990- What do we mean by Conflict
Resolution; Management, Mediation and Facilitation
- 1991- Center for Peaceful Change to Center for Applied
Conflict Management
- Question- In ADR, do we want a quick solution or
Continued Relationship Building?
- 2004- Added Gender Studies, Cross Culture and
Reconciliation v. Revenge Courses
- Diversity is essential in subject matter of
methodology.
- Evolution of the field is due to human response to
human horrors (war), which ultimately stimulates research.
- The first beginning of peace programs had religious
affiliations.
- In the 60s, the curriculum in the first institutional
programs focused on peace studies.
- There began to be feminist influences on framework of
analyzation.
- In the 80s, the term conflict analysis was
born. It referred to mediation, negotiation, and arbitration. There was
now a decrease in focus on war and peace, which shifted the curriculum.
“Context sensitive focus”
- Skills in resolution process now became
important.
- Kent State Tragedy- (as case study)
- During the four days following the tragedy, there
were about 100 demonstrations a day.
- The “Center for Peaceful Change” was created as a
memorial to those killed. Its purpose was to provide constructive ways to
handle concerns on campus.
- A major was formed at Kent State, but the title of
the major was an issue. Because peace was a threatening word, the
major was titled “Major in Integrative Change.” This may have been a
response to the Peace Movement.
- Coy asserted that an attractive intro. Course is
essential to recruit majors!! Perhaps the Department should consider this!!
- Coy was trying to show the changes at Kent State as
representative as changes in the field.
Question & Answer
Q-Instead of encouraging
change there is a fear of stifling change in order to keep peace, how does
this affect the field?
A-Keep away from set rigid
programs and encourage change and liberalism in teaching Conflict Resolution.
Q-What is the difference
between Graduate and Undergrad programs or is there one?
A-Wide variety of undergrad
majors go to Conflict Resolution Graduate Programs so there are many
similarities in the programs, the difference is the type of work and the
intensity.
Q- Does where a Conflict
Resolution program is based in a University (What Department) affect the
curriculum and is it good or bad?
A- The Program may be
influenced by other fields or take away students from other fields though I
can’t say if that is good or bad.
Q- What type of final
requirement should Graduate Study students have to complete?
A- Many options such as exams,
dissertations and papers are available, but it is important to keep away from
rigid unchangeable requirements.
[top]
Developing Effective Methods to Gather
Student Feedback of
Graduate Conflict Resolution Programs
Insert Description
Here
Workshop Presenter
Amy Rebecca Gay is the Assistant Director of the Graduate
Programs in Dispute Resolution at the University of Massachusetts Boston. Her
research focuses on community and court-connected mediation,
institutionalization, and volunteer mediators. Her other on-going projects
include surveying alumni of graduate conflict studies’ programs, biennial
Conflict Studies Conference, and the Dispute Resolution newsletter. She earned
a Ph.D. in social science from the Maxwell School in Citizenship and Public
Affairs and was an affiliate of the program on the Analysis and Resolution of
Conflict at Syracuse University.
Workshop Notes
Dispute Resolution Career Survey
-
Surveys post Graduate Students of Dispute
resolution at the University of Massachusetts Boston
-
2 Graduate programs being studied are an
18-credit certificate program and a 36-credit Masters program
-
The purpose of this survey is to establish
exactly
-
240 Surveys where sent out to Graduated
Masters and Certificate students
-
98 Surveys where returned, 29 from Masters
and 69 from Certificate Students
-
This was a pilot survey in future surveys
there will be an increase in size
-
All surveys where kept strictly
confidential
-
The survey showed that students who all
ready held degrees preferred the certificate program
-
The survey shows that many graduates of
the certificate programs apply for the Masters program
-
The survey showed greater career mobility
(especially for those interested in working for a corporation)
-
Masters Graduates found more jobs than
Certificate Graduates did
-
The mid career Program is receiving
younger students each year
-
Mid Career Students are less likely to
move to pursue job opportunities than younger Graduates are
-
After completing the program Graduate’s
salaries usually increased or remained the same
-
Trends show an increase in various domains
such as job satisfaction
-
This survey is not applicable for changing
the curriculum
-
New careers pursuing this training are
Flight Attendants and Nurses
For more information on the Dispute
Resolution Career Survey contact
Amy Rebecca Gay, Ph.D.
Graduate programs in Dispute Resolution
100 Morissey Blvd.
UMass Boston
Boston, MA 02125-3393
(617) 287-7415
amy.gay@umb.edu
www.disres.umb.edu
[top]
Concurrent Workshops II
Using a University Ombuds Office as a
Catalyst for a Conflict
Management System: Going from Reactive to Proactive
Insert Description
Here
Workshop Presenter
Camillo Azcarte is a professional Ombudsman, mediator,
facilitator and trainer working at the Ombuds Officer of Princeton University.
Previously, he was the Ombuds Officer at Florida Gulf Coast University where
he also acted as the Director of the Conflict Resolution Institute and a
Faculty member at the College of Business. Earlier, Camillo was Government
Programs Coordinator for the Massachusetts Office of Dispute Resolution.
Camilo holds a Juris Doctor from Xaverian University, a Master in corporate
and labor law and a Master in Dispute Resolution from the University of
Massachusetts. He is a member of the Association of Conflict Resolution, the
Ombudsman Association and an affiliate of the Program on International
Conflict Analysis and Resolution at Harvard University and has received
several awards for his work in dispute resolution, including the “Award for
Outstanding Achievement in dispute resolution” and the “Don Paulson Award for
excellence in dispute resolution.”
Howard Gadlin has been Ombudsman and Director of the Center for
Cooperative Resolution, at the National Institutes of Health since the
beginning of 1999. Before that, from 1992, through 1998, he was University
Ombudsperson and Adjunct Professor of Education at UCLA. He was also director
of the UCLA Conflict Mediation Program and co-director of the Center for the
Study and Resolution of Interethnic/Interracial Conflict. While in Los
Angeles, he served as well as Consulting Ombudsman to the Los Angeles County
Museum of Art. Prior to moving to Los Angeles, Dr. Gadlin was Ombudsperson and
Professor of Psychology at the University of Massachusetts, Amherst. He
currently serves as Chair of the Coalition of Federal Ombudsmen. Dr. Gadlin is
past President of the University and College Ombuds Association and of The
Ombudsman Association (TOA). An experienced mediator, trainer and consultant,
he has years of experience working with conflicts related to race, ethnicity
and gender, including sexual harassment. At present he is developing new
approaches to addressing conflicts among scientists. He is often called in as
a consultant/mediator in “intractable” disputes. He has designed and conducted
training programs internationally in dispute resolution, sexual harassment and
multicultural conflict. He is the author, among other writings, of “Conflict,
Cultural Differences, and the Culture of Racism,” and “Mediating Sexual
Harassment.” He is the co-author of “On Neutrality: What an Organizational
Ombudsman Might Want to Know.” Recently he was Guest Editor of a Negotiation
Journal section entitled “The Many, Different and Complex Roles Played by
Ombudsman in Dispute Resolution.”
Workshop Notes
Chaos Theory
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First office at NIH
-
Half of the people at NIH are involved in research
-
The other half are involved in support functions
-
Need for an Ombuds office arose from overuse of formal
Grievance system
-
NIH needed a better process so they decided on an
Ombuds program
-
They hoped the Ombuds program would handle the
responsibility to stop systemic problems in NIH
-
They got top leadership to buy in to the Program
-
They established limits to Conflict Resolution
principals
-
The process was adapted to the culture of the students
Design systems run the risk of management
-
The Ombudsman insures people of different Status are
treated fairly
-
Be careful not to maintain the power structure of an
organization
-
Become aware of the regularities of conflicts
-
A harassed person usually blames himself or herself
-
Ombudsman helps create a program to empower harassed
people
Address regular reoccurring problems
-
Much conflict comes from most powerful people
-
Because they have the ability to ruin your career
-
The ombudsman works back from the conflict to discover
the root of the problem
-
Once the problems are discovered money has been set
aside to solve them by oversight
-
It is important to promote the process early on and
create a partnering agreement
-
Use a template for a model for the partnership
agreement
Be
proactive
-
Give them the tool to avoid difficulties
-
Then go back to where the problem started
-
Develop a mid-stream partnership Agreement
-
Tailor the process to the scientific community
-
Training in collaborative mediation techniques
-
Partnering workshop
Power study
(Depression to surplus)
-
Developed governing structure (public research
committee)
-
Collaboration financial, administration 9 schools
Power discrepancies
-
Identify issues not Names, Separately interview each
party
-
Find a method to equalize power
-
Find a way to address potential conflicts
Process of dialogue
-
Tailor Structure to organization
-
Creating power discrepancies is a risk of intervention
-
Define terms of reference for the office to assist to
Ombudsman
-
Ombudsman must be tuff and uncompromising
-
Must understand internal structure of the organization
-
Must be completely neutral
-
Independent support outside of management
-
Must be able to live with structural tension
Ombudsperson deals a lot with having to get people to
work together. ‘Big’ Question is how an Ombudsperson can do this.
Ombudsperson needs to be respected, to identify issues
and make recommendations.
-
Putting appropriate systems into place (depending on
culture and context)
-
Able to coach people, not just saying here is the
process but to walk them though it.
-
And to facilitate, not just mediation
Designing Conflict Management
As and Ombudsperson you will see recurring
problems/symptoms of a particular problem/case (ex... sexual harassment). ????
With those symptoms in mind the Ombudsperson can put a new or useful process
into place.
-
work backward from the conflict and see the common
problems
-
Ask yourself; are all the parties’ communication
beforehand their relationship, the rules, conflict procedures when
necessary…? etc.
Development – (Handout; the Q: How can these Q’s give
you a process that is proactive and useful? Perhaps give a model and tweak it
a bit…)
An example he used was where equipment is located in a
building. Does the location of the equipment enhance communication between the
different groups that make up the Federal people and the researchers? This is
an easy thing to do but will help give everyone a chance to communicate.
Power discrepancies allow big players to have too much
power and too much say in where the equipment should be placed.
Proactive – Ombudsperson should interview all bosses of
each party separately, not have a meeting but ‘change the rules’; this is
intended to equalize the power.
*Everything must be particular the context of the
companies/parties
Question and Answer segment:
Q: Putting the homeland Security offices
into place; there are a lot of different backgrounds and departments coming
together, should there be an Ombudsperson and if so what should their role be?
A: Yes there should be an Ombudsperson,
but it must be seen as independent regardless if they are in-house. No one
should have power over them (to an extent) b/c they need to be impartial
regardless of pressures (Especially in Gov. Projects/programs).
[top]
Bridging the Gap Between the University
and the Real World
Through Conflict Resolution Services
Insert Description
Here
Workshop Presenters
E. Frank Dukes, Director of the Institute for Environmental
Negotiation since 2000, mediates and facilitates, teaches and trains, and
conducts research. His book Resolving Public Conflict: Transforming Community
and Governance describes how public conflict resolution can help vitalize
democracy. He is co-communities can address conflict with integrity, vision,
and creativity. He co-founded the Virginia Natural Resources Leadership
Institute and initiated the "Community-Based Collaborative Research
Consortium" (cbcrc.org). IEN has been part of the Department of Urban and
Environmental Planning at the University of Virginia since 1981.
Michele Ennis-Benn is the Director and Trainer for the Community
Mediation Initiative at the Center for Conflict Resolution. She has
maintained a longstanding relationship with the center. As a student at
Salisbury University she helped to establish the Conflict Resolution minor, a
course of academic study that has gone on to become a major in Conflict
Analysis Dispute Resolution. The Center for Conflict Resolution was born out
of the program in an effort to provide opportunity for practical application
of Wicomico County with support from the Maryland Judiciary through the
offices of the Maryland Mediation and Conflict Resolution Office (MACRO) and
the Maryland Association of Community Mediation Centers (MACMC). She has
developed referral systems with police, courts, grassroots organizations, city
and state agencies experiencing interdepartmental conflict. Michele served on
the Maryland Alternative Dispute Resolution Commission Regional Advisory Board
which established MACRO. She continues to serve on the Regional Advisory
Board for MACRO. She co-founded MACMC and serves as a board member currently.
Additionally, Michele practices her conflict resolution skills as participant
and teacher in her role as mother of four young children.
Lorig Charkoudian, Ph.D. is the Director of Research and
Training for the Maryland Association of Community Mediation Centers (MACMC).
Lorig founded and served for seven years as the Executive Director and lead
trainer for the Community Mediation Program in Baltimore City. She also
trained hundreds of mediators all over Maryland as well as police, judges, and
social workers. Lorig served on the Maryland Office. Lorig co-founded MACMC
and served as Board Chair. Lorig received her Ph.D. in Economics from The John
Hopkins University. The focus of her research was on the public cost of
conflict and the cost savings of mediation to the Baltimore City Police
Department. Lorig serves as an adjunct professor at the University of
Baltimore in Neg.
Workshop Notes
coming soon (please check back later)
[top]
A Dialogue on the Development of Graduate
Academic
Programs in Conflict Resolution
Insert Description
Here
Workshop Presenters
Daniel Druckman is the Vernon M. and Minnie I. Lynch Professor
of Conflict Resolution at George Mason University in Fairfax, Virginia where
he has also coordinated the doctoral program at the Institute for Conflict
Analysis and Resolution. He received a Ph.D. from Northwestern University and
was awarded a best-in-field prize from the American Institutes for Research
for his doctoral dissertation. He has published widely (11 books and more than
125 articles and chapters) on such topics as negotiating behavior, nationalism
and methodology, including simulation. He is a board member or associate
editor of seven Journals. He received the 1995 Otto Klineberg award of
Intercultural and International Relations from the Society for the
Psychological Analysis of Social Issues for his work on nationalism, a
Teaching Excellence award in 1998 from George Mason University, and an award
for the outstanding article of 2001 from the International Association for
Conflict Management. He is the recipient of the 2003 Lifetime Achievement
award from the International Association for Conflict Management.
Dean G. Pruitt is SUNY Distinguished Professor Emeritus in the
Department of Psychology at the University at Buffalo:
State University of New York and Visiting Scholar at the Institute for
Conflict Analysis and resolution at George Mason University. He received his
Ph.D. in psychology from Yale University and did postdoctoral work in
psychology at the University of Michigan and in international relations at
Northwestern University. His specialties are social conflict, negotiation, and
mediation. He is a fellow of the American Psychology and the American
Psychological Society and has received the Harold D. Lasswell Award for
Distinguished Scientific Contribution to Political Psychology from the
International Society of Political Psychology and the Lifetime Achievement
Award from the International Association for Conflict Management. He is the
author or co-author of five books: Theory and research on the Causes of War;
Negotiation Behavior; social conflict: Escalation, Stalemate, and settlement (
now in its 3rd edition); Mediation Research; and Negotiation in Social
Conflict.
Dennis J.D. Sandole is a Professor of Conflict Resolution and
International Relations at the Institute for Conflict Analysis and Resolution
(ICAR), at George Mason University. A founding member of ICAR, he worked
closely with Dr. Bryant Wedge, ICAR's first director, as well as with conflict
resolution pioneer Dr. John Burton at ICAR and earlier at the University of
London (University College). He received his Ph.D. in Politics at Richard
Rose. Recently, Dennis has been awarded a Fulbright to teach in the
postgraduate programs in International Students at the Diplomatic Academy in
Vienna, Austria, during spring 2004. He has been a William C. Foster Fellow as
Visiting Scholar with the U.S. Arms Control and Disarmament Agency (ACDA),
where he worked on the Conventional Armed Forces in Europe (CFE) negations and
the negotiations in Vienna, Austria. Dennis has also been a NATO research
Fellow, a Fulbright OSCE Regional delegation to the CSCR/OSCE in Vienna,
distilling from them their wisdom on peace and security in post-Cold War
Europe. These surveys are part of the CSCE/OSCE project dealing with the
development of peace and security systems relevant to preventing the kinds of
ethno-religious conflicts that brought genocide back to Europe during the
1990’s. His publications are in the areas of, among others, generic theory of
conflict and conflict resolution, the use of simulation in the analysis of
international conflict, applications of conflict resolution theory and
practice to the ethno-religious conflicts of Eastern Europe and the former
Soviet Union, and conflict resolution program design.
Louis Kriesberg (Ph.D. 1953, the University of Chicago) is
Professor Emeritus of Sociology, Maxwell Professor Emeritus of Social Conflict
Studies and founding director of the Program on the Analysis and Resolution of
Conflicts (1086-1994), at Syracuse University. His most recent book is
Constructive Conflicts: From Escalation to Resolution (2nd ed., 2003, 1st ed.
1998). In addition to over 150 book chapters and articles, his other books
include: The U.S.-USSR and Middle East Cases (1992). He is currently doing
research on American foreign policy and on reconciliation and changing
accommodations between ethnic, religious, and other communal groups. He
lectures and consults regarding Middle East issues, conflict resolution, peace
studies, and national security.
Workshop Notes
Daniel Druckman, George Mason University- ICAR (founded
in 1984)
-
Balance between general and specific curriculums and
required courses
-
2 theories courses, 1 micro level, 1 macro level
-
Most theories came from other fields (POSC, SOCI,
PSYCH)
-
ADR tried to get away from quantitative and
qualitative research and teaching methods
-
Instead tried to use case studies, language analysis,
cultural analysis, etc.
-
More emphasis on philosophy and methodology
-
Attached methodology and theory to applied practice
-
Came to a conceptual practice to merge research with
lab practice
-
1 year of theory, 1 year of research and 1 year of
practice
-
Electives- Culture & ethnicity; Conflict Resolution in
organizations and “ism’s”; Conflict Resolution and Roles.
-
Qualifications and Requirements:
The new program (ICAR) lets student’s talk with
professors.
Dean Pruitt
-
Techniques have drastically changed
-
Fundamental Research has not grown
-
Look to practice of medicine in Conflict Resolution
(early stage)
-
Look to what we have and try to make it better
-
Look to reach a contingent theory
-
Mediation to Arbitration
-
OK for mediators to have control but they must be
trained to use it correctly.
Dennis Sandole; ICAR
5 Needs for ADR Programs:
-
Need for University wide support
-
Know how broad the program needs to be
-
Environment, business, International community,
family, etc.
-
Need to select relevant theories
-
Integrate Theory and Practice
-
Short term trainings (20, 30, 60 minute courses)
-
Change from preaching practice to studying and
analyzing theory in undergrad and masters programs
-
Include Research Methods (1 for masters 2 for PhD)
-
Put research between theory and practice
-
Additional Funding
-
To sustain research and practice
-
Overseas effort is very expensive
-
Funding from Hewlit Foundation, local citizens, US
Institute of Peace and the US government
Luis Kreisberg- Chicago, PARK program
-
Many models for Conflict Resolution
-
PARK is not a Degree granting Program-
-
No set faculty
-
Started by Hewlit funding for training in CR and ADR
-
Students very interested so they created a PhD.
Program and additional certification
-
No curriculum so students develop their own method of
research
-
Relation with Masters Program –certification given to
accompany a degree
-
Students make their own program to fit their own
needs
-
Expanding the Field- Diffuse; language skills,
listening skills, CR techniques, Negotiation, specialized writing
-
High need for diverse array of professors.
-
There is too much emphasis on the intermediary in
Conflict Resolution teaching when it should be on the parties and their
actions in mediation and negotiation and how they further or destroy the
chance of resolution.
-
“We need to pay attention a helluva lot more to what
the parties are doing.”
-
With growth in the field there has been emphasis on
making conflict nice maybe when it not always ought to be.
-
If we can not mediate between lions and lambs we are
pointless
[top]
Concurrent Workshops III
The Interdisciplinary Nature of Graduate
Conflict
Resolution Programs:
A Lasting Strength
Insert Description
Here
Workshop Presenters
Thomas E. Boudreau, Ph.D. has lived and taught in Europe and the
United States. He is author of Sheathing the Sword and Universities. He has
been a visiting professor in the Political Science departments at Syracuse
University and the University of Pennsylvania. Currently, he is Assistant
Professor in the International Peace and Conflict Resolution Program at the
School for International Service at American University.
Adbul Karim Bangura holds a B.A. in International Studies, an
M.A. in International Affairs, a Graduate Diploma in the Social Sciences (Stockholms
University), an M.S. in Linguistics, a Ph.D. in Political Science, a Ph.D. in
Development Economics, a Ph.D. in Linguistics, and a Ph.D. in Computer
Science. He is currently a researcher-in-residence at the Center for Global
Peace, an assistant professor of International Relations, the coordinator of
the B.A. in International Studies—International Peace and Conflict Resolution
(IPCR) focus, the coordinator of the Islamic Lecture Series, the coordinator
of the National Conference on Undergraduate Research (NCUR), and the faculty
advisor of the American University Undergraduate Research Association (AUURA),
the International Peace and Conflict Resolution Association (IPCRA), the
Student Organization for African Studies (SOFAS), and the Muslim Student
Association (MSA) at American University, the United Nations Ambassador of the
Association of Third World Studies (ATWS), and the Director of The African
Institution in Washington, D.C. From 1993 to 2000, Bangura taught Political
Science and International Studies, served as Special Assistant to the
President and Provost, and founded and directed The Center for Success at
Bowie State University of the University of Maryland System. He has also
taught at Georgetown University, Howard University and Sojourner-Douglass
College. Bangura is the author and/or editor of 35 books and more than 250
scholarly articles.
Muhammed Abu-Nimer, PhD, School of International Service,
International Peace and Conflict Resolution, AU
Workshop Notes
coming soon (please check back later)
[top]
How to Make Conflict Intervention
practicum Experiences Work! Closing the Loop Between Classroom Preparation and
Practical Learning Experience. And Effectively Teaching Conflict Resolution
Skill Building in an Online Environment
Insert Description
Here
Workshop Presenters
Judith McKay, J.D., Ph.D. is the Interim Director of the
Department of Conflict Analysis and Resolution (DCAR) at NSU, a member of the
faculty, and the Director of Practicum & Community Resolution Services (CRS),
the Department's own practicum site and clinic. She has been professionally
involved in conflict resolution for over 20 years as a mediator, arbitrator,
attorney, negotiator, facilitator, grievance hearing officers, trainer,
dispute systems designer, researcher and professor. She has consulted for
private, civic, religious and community organizations, engaged in civil
litigation and contract negotiations, and assisted in writing constitutions,
bylaws, and grievance procedures for unions and other organizations. Dr.
McKay's research interests include: Strategic community planning, conflict and
crisis management, organizational conflict, public policy, mediation models,
family and community violence, health care conflict resolution, distance
learning & graduate experiential learning.
Jerry C. Dyer, Ohio Valley College,
Jerry Dyer holds a Master of Dispute Resolution from the
Pepperdine University School of Law and is a Ph.D. candidate in Dispute
Resolution at Nova Southeastern University. Dyer has mediated over 300
disputes and has conducted numerous seminars in the area of Alternate Dispute
Resolution.
Workshop Notes
Academic World and “The Real World”
-
Practicum – Internships/Externships/Practicum
-
Underpinnings are about theory
-
Practicum is not lecture; it is early fieldwork under
an integrated system to promote experiential learning and knowledge.
-
Where does faculty fit in to practicum?
-
Build off pre-practicum lab experience.
-
3 levels of student graduate certificate, masters of
Science and PhD.
-
Practicum is experience with a net
4 Practicum opportunities:
-
Practicum I + II
-
Second year sequence
-
After students have had career development program
(Specialized)
-
Informal discussion with professors and practitioners
-
Further study of a specific field for students
-
Student Driven- Students decide their field and are
helped by those in that field
-
Sites offered locally, regionally and globally
-
Practicum III
-
Practicum IV
-
Advanced Practicum
-
Faculty Driven – Students are selected
-
Teaching and Training Practicum
-
Students driven as teachers assistants
Practicum as a Class Experience
-
Students go to field and bring it back to class
-
ID Theory and Knowledge- Theory applies to experience
-
Examine dissonance
-
Articulate Learning- Does the student enjoy their
experience or not?
-
Use of journals, activity logs, SOAP notes.
-
Offer seminars, portfolios and presentations
[top]
Applying Your Conflict Resolution Skills
in Higher Education Conflicts:
An Interactive Case Study
This workshop will consider an actual (and ongoing) case in an academic
department of about twenty faculty at a research university. We will discuss
ways conflict resolution skills are used at the stages of entry, data
collection, data analysis, and intervention design. Participants will work in
small groups to determine what they would do at each stage. A model for
conflict analysis in the academy will be provided. We will conclude with a
discussion of what actually took place and recommendations for follow-up.
Workshop Presenter
Sandra Cheldelin, Ed.D., has been a faculty member and or
administrator in the academy since 1971: Columbus State College, Ohio
University, California School of Professional Psychology-Berkeley, Antioch,
and currently at George Mason. She has applied her psychological and
organizational conflict resolution skills to more than one hundred fifty
organizations – colleges and universities, medical schools, associations,
religious and community organizations and corporations. She is a frequent
keynote speaker and invited lecturer on such workplace issues as violence,
change and diversity. She is coauthor of the Jossey Bass Academic
Administrators Guide Series, Conflict Resolution (in press, 2004) and
co-editor of Conflict: from Analysis to Intervention (2003).
Workshop Notes
Conflict Exercise (Gender Case) "ism"
-
The new school President needed to replace the
sociology department head immediately
-
So he decided to replace him with the English head in
receivership a Shakespearean scholar because it would be the most convenient
-
This polarized the Sociology department
-
Coalitions formed due to lack of knowledge as to what’s
is actually going on in choosing a new head
-
Half of the department felt left out of the process
-
The president failed to interview most of the
department in order to get the information necessary to make an appropriate
choice
-
12 Women made up the qualitative research group
-
14 Men made up the quantitative research group
-
The groups offices where on different floors of the
same building further isolating the groups
-
The men’s department gets the most grants
-
The department head was a marine sergeant
-
The women kept all examples of all e-mails that they
felt where sexist or dismissive
-
The men also felt the new head was problematic but they
had to admit he got the job done
-
In interviews with different members of the department
threats of tenure denial from the head where exposed
-
Head exercised power over members by threatening them
if they did not teach
Terms of engagement where identified
-
Communication issues developed and lead to a failure to
coordinate an orientation for new students in their major
-
Interpersonal and group conflicts erupted
-
Members of the department had a high concern for
themselves and no concern for others
-
The system was broken but not the individuals
-
2 people exchanged rooms on different levels
-
They changed the structure of the office space to
promote teamwork
-
The whole group drafted a letter
Organizational consulting vs. mediation
-
Organizational consulting is biased but no sides are
taken
-
Mediation limits options but it focuses on learning not
teaching
-
A hierarchy controls the department making it tuff to
have a voice
-
The dean changed receivership
-
Sometime
conflict must be escalated (new head) in order to get to heart of the
conflict so it can be solved
[top]
Tuesday, November 11, 2003
Concurrent Session IV
Providing Conflict Management within the
Academy:
Current Resources, Challenges, and Strategies
From a resource and design perspective at both the institution and
system level, the presenters will discuss challenges and strategies in
developing and implementing services for resolving campus conflict.
Participants become aware of available resources, implementation options, and
methods for overcoming obstacles to the university environment.
Workshop Presenters
Bill Warters, former Co-chair of the Association for Conflict
Resolution's Education Section, is Editor of the Conflict Management in Higher
Education Report and Director of the Conflict Management in Higher Education
Resource Center (http://campus-adr.org) funded by the Department of
Education's Fund for the Improvement of Post Secondary Education (FIPSE). He
is the author of Mediation in the Campus Community (Jossey-Bass, 1999), and an
instructor within the Masters of Arts in Dispute Resolution Program at Wayne
State University. He holds a B.A. in Conflict Resolution from UCSC and an
Interdisciplinary Social Science Ph.D. from the Program on the Analysis and
Resolution of Conflicts at Syracuse University’s Maxwell School of Citizenship
and Public Affairs.
Lin Inlow, is the Director of Conflict Resolution Education and
Training at the Consortium on Negotiation and Conflict Resolution (CNCR),
Georgia State University's College of Law. In her role as Director with CNCR,
she manages the System-wide Mediation Program that serves 34 institutions with
the University System of Georgia; coordinates CNCR’s outreach activities in
both public and private sector; and directs and teaches at CNCR’s Summer
Institute on Conflict Management in Higher Education.
Workshop Notes
coming soon (please check back later)
[top]
Exploring Models of Curriculum Delivery
in Various Conflict Resolution Programs
This discussion focuses on the variety of delivery systems that are
currently in use by graduate CR programs. Panelist and participants will
discuss the strengths, weaknesses and new challenges we face in the delivery
of carious types of Conflict Resolution/Management curriculum. The discussion
will examine the range of delivery systems from traditional classroom, on-line
assisted classrooms, night courses, weekend formats, mini-mesters, executive
format, summer institutes, distance with limited residency, remote
locations/distance (faculty going to or already in remote locations), and
complete on-line curriculum delivery. Based on their varied teaching
experiences the panelists will also examine what types of curriculum well
suited for particular methods of delivery. Finally, the group will discuss how
programs can choose a mixed system that matches various curriculum content to
specific delivery methods while maintaining the quality and integrity of the
program and creating more flexibility for students.
Workshop Presenters
Timothy Hedeen is Assistant Professor of Conflict Management at
Kennesaw State University and past chair of the Board of Directors on the
National Association for Community Mediation. He serves on the editorial board
of Conflict Resolution Quarterly, as chair of the American Bar Association
Section of Dispute Resolution’s Community-based and Peer Mediation Committee,
and as the Community section editor for Mediate.com. He has served as a
mediator since 1989 and has directed community mediation programs in New York
and Minnesota. He is an active member of the Association for Conflict
Resolution, the Law and Society Association, the American Sociological
Association, and the Peace and Justice Association.
Sean Byrne, Professor & Director of the Arthur Mauro Centre for
Peace and Justice St. Paul's College, University of Manitoba, is a native of
Ireland. He received a BA degree in European Studies from the University of
Limerick (1985), an MSSC in Irish Political Studies form the Queen’s
University Belfast (1987) Northern Ireland, and an MA (1990), and a Ph.D.
(1993) in International Relations from the Maxwell School, Syracuse
University. He has done conflict resolution intervention work in communities
in Bosnia, Israel, South Africa, Northern Ireland as well as Ft. Lauderdale.
He was the 1994-1995 Theodore Lentz International Peace and Conflict
Resolution research fellow at the University of Missouri-St. Louis and a 91997
co-recipient of a United States Institute of Peace research grant with Dr.
Cynthia Irvin to explore the role of external economic aid in the
Peacebuilding process in Northern Ireland. He was Director of Doctoral
Programs in the Department of Conflict Analysis and Resolution (DCAR) at Nova
Southeastern University, Ft. Lauderdale before he moved to Winnepeg. He had
published a number of book chapters, as well as scholarly articles in the
areas of third party intervention, ethnic conflict, and children and conflict.
Dr. Byrne is former vice-president of the International Sector of the Society
for Professionals in Dispute Resolution (SPIDR). He is also co-chair and board
member of the Network in Community Peacemaking and Conflict Resolution (NCPCR),
and with Dr., Jessica Senehi, co-newsletter editor of the Peace Studies
section of the International Studies Association (ISA). He was also the
Editor-in-Chief of the Journal Peace and Conflict Studies.
Brian Polkinghorn is a Professor of Conflict Resolution and
Executive Director of the Center for Conflict Resolution at Salisbury
University. He is has been in the field of conflict resolution since 1991
practicing as a professional negotiator, mediator, arbitrator, ombudsman,
hearing officer, dispute systems designer, facilitator, trainer and professor.
Brian has authored over 25 articles almost exclusively in the area of applied
research applications in a variety of conflict settings. He has also co-edited
or contributed to over 10 books. Brian is also a member of four journal
editorial boards and is active in PSJA, ACR, NAFCM and the GSA. His practice
is mostly concentrated on large-scale long-term conflict intervention projects
at in places such as Colombia, Bosnia, Croatia, Kazakhstan, Bulgaria, Israel,
Guyana, Chile, South Africa and Ireland. He has also consulted with numerous
governments, roughly 50 state agencies and businesses. He holds a BA from the
University of Maryland (1985) an MS in conflict resolution from the Institute
for Conflict Analysis and Resolution (ICAR) George Mason University (1988),
MA, M.Phil and Ph.D. through the Program on the Analysis and Resolution of
Conflicts (PARC), the Maxwell School of Citizenship, Syracuse University
(1991, 1992, 1994). He was also a visiting scholar at the Program on
Negotiation (PON) Harvard University Law School (1991-1992) a Research Fellow
with the United States Environmental Protection Agency (1990-1993) and a
Presidential Management Fellow (1991). From 1994-2000 he lead the development
of the MA and Ph.D. programs in the Department of Conflict Analysis and
Resolution (DCAR) especially in regard to the practicum sequence, research and
environmental studies. Since 2000 he developed and launched a BA program in
conflict analysis and dispute resolution (CONFLICT ANALYSIS DISPUTE RESOLUTION) at Salisbury University and
substantially restructured the Center for Conflict Resolution (CCR) into a
leading international practice and research group that has gone on to receive
numerous awards from professional and academic organizations.
Workshop Notes
coming soon (please check back later)
[top]
Resolving Student Disciplinary Dispute
Through Law School Clinical Mediation Programs: An Experiment with Practical
Consequences
Insert Description
Here
Workshop Presenters
Homer C. La Rue, Professor of Law and Director of the Howard
University School of Law ADR Clinical Program and Dr. Barbara Williams,
Dean of the Office of the Dean of Special Students Services, will discuss the
design, development, and evolution of the relationship between the Law
School's ADR Clinic and the judicial hearing process with the Office of the
Dean of Special Students Services. Professor La Rue and Dr. Williams will
discuss both the theory behind the development of the mediation program as
well as some of the challenges and risks associated with such a venture. This
workshop is designed for those who are seeking to design campus mediation
programs involving student-mediators who help to resolve student/student
disputes that may also involve the violation of university student codes of
conduct, Professor La Rue and Dr. Williams will share their experiences at
Howard University and invite participants in the workshop to come prepared to
share their own thinking and experiences with similar ventures at their own
colleges and universities.
Workshop Notes
-
ADR Clinic
-
The office of the Dean for special student services deals with all student
affairs
-
The Alternative dispute resolution Clinic program is a six-credit class
open to students who meet the training requirements
-
Scope of the Mediation Services
-
The pilot program in place currently allows students to choose mediation
as a alternative to court room proceedings
-
The program deals with violations of Howard University’s school code
-
Dose not cover forgery, fraud, sexual assault or academic offenses
-
Students cannot bring teachers to dispute mediation
-
Teacher can bring students for mediation
-
The Adjudicatory System and Mediation
-
The Mediation Process
-
First there must be a breach of prohibited behaviors (Violation of code)
-
The violated party files a complaint with ODSSS
-
When filing a complaint, it is received by both the Dean of ODSSS and the
ADR clinic director
-
The complaint is filed and a letter is sent to the student accused
requiring him or her to write their version of what transpired
-
All parties involved in the incident are required to do the same
-
Possible issues for mediation
-
Cross complaints are common and permitted
-
The alternative to mediation would be an administrative hearing featuring
a full judicial board including students, faculty and administrators
-
Guilty verdicts are very serious because it is reported on applications
for graduate programs, job applications, licensing entities and BAR
admission committees
-
No files kept on innocent Students
-
With proper authorization from the student involved the ODSSS file may be
released
-
A mediation that has been elected or required still has the right to a
hearing if the mediation does not settle the matter
-
If the matter is settled in mediation no negative files are kept by the
ODSSS
-
ODSSS can order students to mediation after the commencement of a hearing
-
Pre-Mediation process and procedures
-
The Dispute Assessment Questionnaire
-
Asks students to describe the events that took place?
-
Asks students what they hope to accomplish from this mediation?
-
Asks student to identify the issues that are the most important to them?
-
Asks students how they feel this dispute can best be solved?
-
Mediation
-
Student is sole Mediator
-
Clinic supervisor is present
-
Mediations last for periods of 60-90 minutes with an option for a second
meeting
-
The student mediator records the agreement and a copy is issued to all of
the parties
-
All parties are bound by the terms of this agreement
-
Confidentiality
-
Future Program Status
-
The intent is to expand the program and refine it
-
Code Amendment will be made in 2 years
-
The program hopes to be able to handle 3-5 cases per week
For additional information concerning this program contact
Homer C. La Rue Professor of Law Howard University School of Law
ADR Clinic, Notre Dame Hall, 2900 Van Ness Street,
NW Washington, D.C., 20008
(202) 806-8259-ph. (202) 806-8436-Fax
Email: hlarue@law.howard.edu
Dr. Barbara Williams, Dean, Office of the Dean for Special Student Services
Howard University, Howard Center, Suit 725,
2225 Georgia Ave., NW Washington, DC 20059
(202) 238-2420-Ph./Fax
Email:
bwilliams@howard.edu
[top]
Concurrent Session V
A Comprehensive Overview and Analysis of
Graduate Conflict Resolution Programs Trends in the United States
This presentation focuses on the results of ongoing research of every
graduate program certificate, masters, and doctoral program in alternative
dispute resolution and conflict resolution in the United States. The
presentation will provide basic college and university statistics that house
these program, a brief set historical trends, the location of ADR and CR
institutes, centers, programs, and departments, demographics of the students
enrolled in these programs, curriculum content, delivery and specializations,
and finally, what program directors and faculty members indicate makes their
programs unique.
Workshop Presenters
Brian Polkinghorn (See Concurrent
Workshop Sessions IV)
Robert La Chance Jr. is a graduate student in the International
Peace and Conflict Resolution Master's program at Arcadia
University. For the last two years Rob was the Director of Program
Development, Special Projects and Technology for the Center for Conflict
Resolution at Salisbury University. Among other things, Rob helped develop
programs on and off campus and continues to work with the center on the
research being presented here and other projects. Rob is currently in Ireland
studying Conflict Resolution. He earned two bachelor degrees in Conflict
Analysis and Dispute Resolution as well as in Philosophy from Salisbury
University in 2001. Current Developments in International Peace Studies and
Conflict Resolution Programs.
Workshop Notes
coming soon (please check back later)
[top]
Current Developments in International
Peace Studies
and Conflict Resolution Programs
Workshop Presenters
Chiharu Okajima is a doctoral candidate at the Institute for
Conflict Analysis and Resolution. George Mason University. She received her
MA in international affairs with a concentration of peace studies from the
American University and her MS in conflict analysis and resolution from the
George Mason University. She researched and compiled the Global Directory of
Peace Studies and Conflict Resolution Programs (2000 Edition) published by the
Consortium on Peace Research, Education, and Development. Her recent paper
titled “A Regional Comparison of Current Master’s Programs in Peace Studies
and Conflict Resolution” was presented at the 19th general conference of
International Peace Research Association.
Al B. Fuertes is a Ph.D. Candidate in Conflict Analysis and
Resolution at George Mason University, Fairfax, VA. Al has helped establish
peace and conflict resolution programs and initiatives is Southeast Asia
particularly in the Philippines such as the Peace Resource Center (PRC) at
Silliman University, Dumaguete City, Philippines. His interest in peace
education in higher education lies on the interplay between academic learning
and grassroots experiential approach to education. Hence, a dynamic
integration of theory, practice and reflection as that which embodies the
whole learning process. Al is a teacher-facilitator at the Summer Peace
building Institute (SPI), Eastern Mennonite University in VA, the Minadano
Peace building Institute (MPI) in Davao City, Philippines and at the New
Century College (NCC), George Mason University. He has done a lot of
consultancy work in areas that are affected by protracted conflict or overt
violence. His other main interest is in community-based trauma healing. Al’s
title for his doctoral dissertation is “Prospects for Collective Healing and
Rebuilding: A Comparative Study of Community-based War Views and Coping
Mechanisms between two Refugee Communities (Karen Refugee Camp on the
Thailand-Myanmar border and the Lumad People’s Federation in Mindanao,
Philippines).”
Workshop Notes
Fuertes places his emphasis on trauma healing in peace
agreements.
Global Issues
-
To reach agreement, both sides must understand the
other’s culture and history.
-
Variable that influence implementation of International
Studies:
- Funding sources (also shapes beneficiaries of program)
- Philosophy and interests of institution (usually have to convince
administration)
- Current events/trends
- Needs and demands/aspirations of students and faculty.
-
*all
factors shape and interact*
Chiharu Okajima, ICAR- What are the differences between
US ADR/CR programs and overseas programs?
Al B. Fuertes, ICAR- Saw firsthand guerrilla freedom
fighters and street wars with the Police in the Philippines.
Peace Studies/ CR / Transformation; 4 issues-
-
Philosophy/ Stance and orientation of the Academic
Institution
-
Funding
-
Needs/Demands of students, administration, faculty,
staff and Society
-
Current Events
-
Socio-economic
-
Socio-political
-
Religion-cultural
Southeast Asian Conflict Studies Network (SEACSN)
Mindanao Peace-building Institute
-
Sponsored by –Catholic relief services
-
Semi-academic and experiential approach to learning,
training and research
-
Purpose –Educate and empower communities and
institutions
Peace Resource Center
Summer Peace-building Institute
-
Institute on Conflict Transformation Program out of
East Mennonite University
-
Business of Hope
-
Offers
workshops, Graduate seminars, Intersession activities, etc
[top]
Creating and Building Peace and Conflict
Programs: Problems and Prospects
Over the past two decades a number of new graduate (and also some
undergraduate) programs have been created with a number of academic formats
and under various names (peace and conflict studies, conflict resolution
studies, conflict resolution studies, and conflict transformation studies).
Creating, building, and maintaining these freestanding, as well as
interdisciplinary, programs have produced different challenges and
opportunities depending on how the programs were conceived of and then
situated within existing university structures. As a way of introducing an
audience discussion and a sharing of knowledge on these matters, the
presenters will discuss their individual experiences with creating and
building a space for their programs.
Workshop Presenters
Johanness "Jannie" Botes is an Assistant Professor teaching in
the Negotiation and Conflict Management Master's Program at the University of
Baltimore (UB). His main areas of academic research and writing are
communication and conflict (focusing on the role of the media in international
conflict and conflict resolution), conflict transformation, informal third
party roles, and conflict resolution in Africa. Before joining UB he was a
visiting professor at Bryn Mawr College (1997-1998) and at the Institute for
Conflict Analysis and Resolution (ICAR) at George Mason University
(1998-1999). He holds a Ph.D. from ICAR. His Master’s degree in Communication
(Journalism and Public Affairs) was obtained from American University in
Washington, D.C.
Linda M. Johnston is an Assistant Professor teaching at the
Institute for Conflict Analysis and Resolution at George
Mason University. Her main ideas of interest are in health-related conflicts,
on line learning, world view, and narrative theory. Before returning to her
Alma Mater, George Mason University, Linda taught at Antioch University
McGregor for two years in their Conflict Resolution Department. She has a
Bachelors and Master’s degree from Michigan State University, in Clinical
Nutrition and Administration, respectively.
Workshop Notes
coming soon (please check back later)
[top]
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