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Abstract Conferencing is a restorative justice process based mainly. Maori people of New Zealand. Conferences. are similar to many indigenous people’s practices including. Africans, Hawaiians, and North American Indians. Conferencing is. a group process for conflict resolution used when someone who has. Western governments are using. There. are different conference models including family group conferencing. Real Justice conferences. At conferences, offenders. The goals of conferencing are to meet the needs. Unlike. traditional autocratic and adversarial Western justice systems. Key Words. Conferencing, conflict resolution, restorative justice, indigenous. Real Justice conferencing. Introduction. With his head hung down and his eyes staring at his feet, the 1. Conflict Resolution, Bullying, Violence Prevention, Emotional. Conflict Resolution/Peer Mediation Project -- 'a program designed to help students learn interpersonal. The Evolution of Conflict Resolution. Conflict Resolution in the Arab World: Selected Essays. Friends Conflict Resolution Programs (ISBN: 9780865713581) from Amazon's Book Store. Free UK delivery on eligible orders. Amazon.co.uk Try Prime Books. Sign in Your Account Try Prime Your. Kid Activities Bullying- Conflict Resolution: Book List. IN HERE ~ BOOKS FOR ALL AGES! Gumpy's Motor Car by John Burningham Library Binding - 3. Reprint edition (February 1. One reason that health care is in. Hawaiian dialect commonly known as pidgin English. The school is in a rural area on the island of. O’ahu in Hawai’i. Also sitting in the circle were the. The 1. 4- year- old had been arrested. His case was randomly selected by the Honolulu Police. Department for a pilot diversion program. The boy, his victim and. Conferencing Based on Maori Practice. Conferencing is a group conflict resolution process that focuses. Conferencing is mainly based on a traditional Maori. Maxwell, 1. 99. 6; Maxwell & Morris, 1. The indigenous. people of New Zealand, the Maori, have an ancient conflict resolution. Whanu means family. Maori. Many other indigenous people, including Africans. Hawaiians, and North American Indians have practices that are similar. Choudree, 1. 99. 9; Some, 1. Tu. Tu, 1. 99. 9; Zartman. Shook, 1. 98. 5; Bazemore & Griffiths, 1. Schiff, 1. 99. 8). Although the FGC model that New Zealand developed was not. Maori whanau process, . One of the goals of New Zealand’s. FGC process was the . Conferencing empowers. Daly, 2. 00. 1 argues that conferences do not . While she is correct that. Hassall. 1. 99. 6; Maxwell & Morris, 1. Walker, 2. 00. 1). New Zealand’s. legislative history shows the Maori’s whanau practice. In. 1. 98. 6 New Zealand had rejected legislation that was . After these two issues. New Zealand. enacted the law requiring that juveniles be diverted to family group. Conference Process. Conferencing is a generic term for a group conflict resolution. Conference groups make decisions by consensus and are. Western governments are using. Hudson. Morris, Maxwell & Galaway, 1. There are different conference. Maxwell & Morris. Cameron & Thorsborne, 1. Hudson, 1. 99. 9), family group decision making (Graber. Keys & White, 1. Real Justice conferences (O’Connell. Wachtel & Wachtel, 1. Victims, offenders and the affected community, including the victim’s. A victim may send a representative to the. Conferences. are facilitated by a neutral third party who does not participate. During the boy’s conference described above, each individual. The victim’s mother. The offender’s mother said she felt bad that. Her eyes watered when she told the group. The. victim’s mother quickly told her, . You couldn’t help what he did. After thoroughly discussing how they had been affected by the offender’s. The. consensus was that the offender should not listen to rumors and. It was also agreed that the boys and their friends. The group agreed that the offender, the victim, and. At the end of the conference, the. The formal part of the conference lasted about. These. needs are not normally addressed by traditional Western conflict. Victim needs, and the needs of others affected. As a result of this assault, the victim needed to be reassured. Hearing. the victim’s mother say . The school principal needed to maintain order. Her participation in. Having the two groups of boys’. The conference was a process. Out of this simple group process, community was built at this rural. Hawai’i. Before the assault, most of the participants. The outcome illustrates how . Community. comes about in the process of caring for those in need among us. Although we traditionally think in terms of geography when we define. Community is relationships and connections between people. When it comes to crime and conflict resolution, the people most. Conferences provide. Our emotional natures need personal processes. Out of the conferencing. Through this process relationships and. Restorative Nature of Conferencing. Conferencing is a restorative justice practice. Restorative. justice is an . Our current justice system is based primarily. Justice determines blame and administers. In contrast, restorative. It creates obligations to make things. Justice involves the victims, the offender, and the community. The theme of needs also. Howard Zehr, who has been referred. Conferencing addresses the needs of those most affected by crime. Real Justice Conferencing. Real Justice conferencing is based on the New Zealand FGC process. In 1. 99. 0 O’Connell’s police. Police cautioning is when a police officer. Police cautioning is used throughout. O’Connell heard about New Zealand FGCs and started. Discussion. then focused on what needed to happen to makes things right. This sequence. appeared to work and within a short period, conference processes. Ultimately. the conference protocols were converted into a script, with. O’Connell, 1. 99. Today the use of a script to conduct conferences also serves other. The script helps keep facilitators from becoming. The true community affected by the incident of wrongdoing- -the. Although some find the use of a script distasteful. The use of. the script is . In 1. 99. 4 O’Connell came to the United States and spoke in Pennsylvania. Ted Wachtel, the founder of a school for juvenile offenders. Wachtel says hearing. O’Connel’s description of conferencing was an . Conferencing was so simple that it was elegant. Nothing in my experience with youth. Australian police officer. I wanted to bring family group conferencing. North America where we lead the world in escalating juvenile. In 1. 99. 4. Wachtel started the non- profit Real Justice organization and did. Real Justice facilitator training in North America. Today. Real Justice has trained over 5. The Real Justice conferencing model differs from the New Zealand. FGC model in several significant ways. First, in Real Justice conferences. Second, there is no reliance on professionals to participate. Third, no private time is provided for participants. Fourth, victims’ supporters are invited to attend. Fifth, conference facilitators use a script. Finally. Real Justice conferences are always held at a neutral setting while. New Zealand FGC may be held in the offender’s home. An analysis by Marshall. Western processes, revealed at least. Maxwell & Morris, 1. These differences are consistent with the goals of conferencing. Second, a reconciliation that is acceptable. Third, the purpose of the practice is not to . Traditional African conflict resolution practices focus more on. Western processes (Choudree. Some, 1. 99. 9). South Africa’s establishment of it’s. Truth and Reconciliation Commission (TRC) is an illustration of. The TRC was developed to deal with individuals. South. Africa’s Desmond Tutu, the 1. Nobel Peace Laureate, and chairperson. TRC states: We contend that there is another kind of justice, restorative. African. jurisprudence. Here the central concern is not retribution or. In the spirit of ubuntu, the central concern. This is a far more personal approach, regarding the offense. Thus we would claim that justice. Tutu explains that the TRC was . Tutu shows that the TRC was consistent with. Ubuntu is not. easy to translate into English, but Tutu says that . The section of the South African Constitution authorizing. TRC states specifically that . Peace committees are restorative in nature and are. The Pedi people of South Africa’s North Sotho population strive. Another example of an African conflict resolution practice consistent. West Africa where the Dagara people of. Burkina Faso, use an ash circle to resolve disputes. The accuser speaks about how the action of. The whole crisis usually ends up looking like. The Dagara are a highly mystic and spiritual people. When the ash circle is. When the healers are unsuccessful. For many centuries, Hawaiians have used a group process called. Ho’oponopono has been translated by Mary Kawena. Pukui, a respected Hawaiian historian, to mean . Ho’oponopono is a complex process that . The Navajo Indians of North America have a traditional justice. English. Talking things. Zion, 1. 99. 8). This group process is lead by a naat’aanii. Other participants. They participate in the process of talking. Navajo values, and the proper outcome. The process begins with. During. this period, the victim and her supporters explain how they feel. The offender will. Next comes what translates into English. The final phase of the process is reconciliation where the group. The. repair of relationships is key. Other forms of reconciliation may. The group adopts a pragmatic plan. Providing. a plan to deal with harm, is a healthy and empowering response for. Instead of only focusing on punishment. The Hmong people of Laos, many of whom have immigrated to the United. States, do not have prisons (Fadiman, 1. Corporal punishment was also unknown. Hudson. (Eds.), Family group conferencing: New directions. Traditions of Conflict Resolution. South. Africa. African Journal on Conflict Resolution, 1. Retrieved February 1. World Wide Web: http: //www. Erbe, C. State of the Nation: The Prevalence and. Function of Community Youth Sanctioning Models Across the United. States. Draft paper Restorative Conferencing: The State. Nation presented at American Society of Criminology Conference. Nov. 1. 7, 2. 00. San Franciso, CA. Abstract retreived March 1. ![]() Case method - Wikipedia, the free encyclopedia. The case method is a teaching approach that uses decision- forcing cases to put students in the role of people who were faced with difficult decisions at some point in the past. In sharp contrast to many other teaching methods, the case method requires that instructors refrain from providing their own opinions about the decisions in question. Rather, the chief task of instructors who use the case method is asking students to devise and defend solutions to the problems at the heart of each case. These include the: Harvard Business School. Kennedy School of Government at Harvard University. While the case method calls upon students to take on the role of an actual person faced with difficult problem, the casebook method asks students to dissect a completed case- at- law. ![]() A Case Study Method for Landscape Architecture 7 A CASE STUDY METHOD FOR LANDSCAPE ARCHITECTURE “Outstanding new projects can result from putting a new twist on. PREPARING A CASE STUDY: A Guide for Designing and Conducting a Case Study for. A case study is a story about something unique. Teaching Methods for Case Studies. For case method to be successful. 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That is, it is an examination of an incident that took place at some time in the past. However, in contrast to a retrospective case study, which provides a complete description of the events in question, a decision- forcing case is based upon an . In other words, while retrospective case studies ask students to analyze past decisions with the aid of hindsight, decision- forcing cases ask students to engage problems prospectively. Thus, in engaging these problems, students necessarily engage in some degree of role play. Some case teachers, such as those of the Marine Corps University, place a great deal of emphasis on role play, to the point of addressing each student with the name and titles of the protagonist of the case. One reason for not providing the historical solution is to encourage students to do their own research about the outcome of the case. Another is to encourage students to think about the decision after the end of the class discussion. There are, however, decision- forcing cases in which students play the role of a single protagonist who is faced with a series of problems, two or more protagonists dealing with the same problem, or two or more protagonists dealing with two or more related problems. Decision- forcing staff rides. The term is an homage to Major General. John Henry Russell Jr.,USMC, the 1. Commandant of the United States Marine Corps and an avid supporter of the applicatory method of instruction. In this system, pieces of bread serve as a metaphor for narrative elements (i. Commonly used case materials include articles that were composed for the explicit purpose of informing case discussion, secondary works initially produced for other purposes, historical documents, artifacts, video programs, and audio programs. Case materials are made available to students at a variety times in the course of a decision- forcing case. Materials that provide background are distributed at, or before, the beginning of the class meeting. Materials that describe the solution arrived at by the protagonist and the results of that solution are passed out at, or after, the end of the class meeting. These include newspaper articles, video and audio news reports, historical documents, memoirs, interviews, and artifacts. These organizations include: The narrative fallacy. This, in turn, can create a situation in which, rather than engaging the problem at the heart of the case, students . In the course of doing this, the case method also accomplishes a number of other things, each of which is valuable in its own right. By exciting the interest of students, the case method fosters interest in professional matters. By placing such things in a lively context, the case method facilitates the learning of facts, nomenclature, conventions, techniques, and procedures. By providing both a forum for discussion and concrete topics to discuss, the case method encourages professional dialogue. By providing challenging practice in the art of decision- making, the case method refines professional judgement. By asking difficult questions, the case method empowers students to reflect upon the peculiar demands of their profession. Gragg of the Harvard Business School argued that . These incompatible objectives include attempts to use decision- forcing cases to: provide an example to be emulatedpaint a particular person as a hero or a villainencourage (or discourage) a particularly type of behaviorillustrate a pre- existing theory. Thomas W. Shreeve, who uses the case method to teach people in the field of military intelligence, argues that . The instructor/casewriter must be careful not to tell the students what to think. With this method of teaching, a major share of the responsibility for thinking critically about the issues under discussion is shifted to the students, where it belongs. Here are some examples of such disclaimers: This case is intended to serve as the basis for class discussion rather than to illustrate either the effective or ineffective handling of a situation. This decision- forcing case is an exercise designed to foster empathy, creativity, a bias for action, and other martial virtues. As such, it makes no argument for the effectiveness of any particular course of action, technique, procedure, or convention. This case is intended to serve as the basis for class discussion rather than to illustrate either the effective or ineffective handling of a situation. Its purpose is to put the student in the shoes of the decision- maker in order to gain a fuller understanding of the situations and the decisions made. See also. Gudmundsson, Bruce Ivar (2. 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In 2. 00. 6 Bartusiak received the prestigious Gemant Award from the American Institute of Physics for her significant contributions to the cultural, artistic, and humanistic dimension of physics and in 2. Fellow of the American Association for the Advancement of Science for “exceptionally clear communication of the rich history, the intricate nature, and the modern practice of astronomy to the public at large.” In 1. AIP science writing award and five years later was a finalist in NASA. Research Programs Cited in Harvard Science. Program on Science, Technology, and Society. News on all matters related to science at the various schools, departments, institutes, and hospitals of Harvard University. She lives in Sudbury with her husband, mathematician Steve Lowe, and their bearded collie named Hubble. Alan Lightman, Professor of the Practice Alan Lightman is a physicist, novelist, and essayist. He was educated at Princeton University and at the California Institute of Technology, where he received a Ph. D in theoretical physics. He has served on the faculties of Harvard University and MIT and was the first person to receive dual faculty appointments at MIT in science and in the humanities. As a physicist, Lightman has made fundamental contributions to the understanding of relativistic gravity, black holes, globular clusters, and radiative processes. Courses » Science, Technology, and Society. STS.089 Technology and Innovation in Africa.Harvard-MIT Program of Health Sciences and Technology. Science, Technology and Society - Bachelor's degree. New program will focus on science and technology components of contemporary environmental issues. Ian Jared Miller is a historian of Japan and East Asia. Program on Science, Technology, & Society. Broad Institute of MIT and Harvard. MIT Program in Art, Culture and Technology. Toggle Science, Technology, and Society Science, Technology, and Society. Lightman is the author of five novels, two collections of essays, a book- length narrative poem, and several books on science. His shorter pieces have appeared in The Atlantic, Granta, the New Yorker, The New York Times, and the New York Review of Books, among other publications. His novel Einstein’s Dreams was an international bestseller and has been translated into 3. His novel The Diagnosis was a finalist for the 2. National Book Award in fiction. His book about modern cosmology, Origins, was voted the best book in physical science by the Association of American Publishers. Lightman is an elected fellow of the American Academy of Arts and Sciences and of the American Physical Society. He won the 1. 99. Andrew Gemant Award of the American Institute of Physics for linking science and the humanities. In 2. 00. 3, he received a Distinguished Alumnus Award from the California Institute of Technology, that Institution’s highest honor. Sigma Xi, the international scientific research society, awarded Lightman the 2. John P. Mc. Govern Science and Society Award. In 2. 00. 3, Lightman founded the Harpswell Foundation, which works to empower women leaders in Cambodia. Thomas Levenson, Professor(On leave 1. Thomas Levenson is Professor of Science Writing at the Massachusetts Institute of Technology. Levenson has written four books on science and the history of science: Newton and the Counterfeiter (2. Einstein in Berlin (2. Measure for Measure: A Musical History of Science (1. Ice Time: Climate Science and Life on Earth (1. English. P.) and the “Back to the Beginning” episode in that series (Written, Produced and Directed), for which he received the 2. National Academies Communication Award. She is quick with a tissue, cup of coffee, directions, the appropriate form and an occasional raised eyebrow when the situation warrants. She sat for two years on the Committee on Graduate Policy and co- chaired the Graduate Administrators Roundtable. When she’s not at MIT, Shannon is also a singer and teacher of singing with venerable institutions like the Handel and Haydn Society and Harvard University. Many are drawn from the vast community of science writers, journalists, and scientists living and working in the Boston metropolitan area. Students also have the opportunity to join the Knight Science Journalism Fellows at their weekly seminars. Recent guests have included: Prizewinning author David Quammen. Author, reporter and GPSW Alum Emily Anthes. NYT science journalist William Broad. Photojournalist and writer B. D. Colen. Inside Climate News reporter and GPSW alum Phil Mc. Kenna. MIT Physicist Alan Guth. Author, reporter, and GPSW Alum Courtney Humphries. Washington Post reporter and GPSW Alum Carolyn Y. Johnson. Harvard astronomer Robert Kirshner. Retraction Watch co- founder Ivan Oransky. Documentary film maker Jon Palfreman. MIT Astrophysicist Paul Schechter. Agent and editor Janet Silver. Author, reporter, and blogger Rebecca Skloot. Author Dava Sobel. Former Chicago Tribune science reporter Trine Tsouderos. MIT Biologist Robert Weinberg. Investigative journalist Robert Whitaker. Author, journalist, and blogger Ed Yong. Author, New York Times columnist, and blogger Carl Zimmer. Sometimes it is suggested that ethnography is the descriptive level, ethnology the comparative level, and anthropology the theoretical level. In any case, description is always done in relation to comparative and theoretical frames, both to test them and to rebuild or build anew theory and comparative insight and understanding. One might describe the process as a dialectical oscillation between the empirical, the comparative, and the theoretical, in which each is in put in question by (is tested by) the others. Empirical data is evaluated against what is known from other sources, linguistic or other cultural competences. The goals are usually comparative and theoretical, and interpretation is never . Surveys, statistical sampling, and other formal methods are welcomed as probes, but never accepted without unpacking the category and other assumptions and exclusions that go into building the instruments. Validity is usually increased by multiple triangulations on a topic, accepting neither single points of view, nor . Some would suggest, thus, that anthropology is the social science of epistemologies. Indeed there is a rigorous lineage of such investigations beginning with technical comparative at the grammatical level linguistics (e. While in recent decades, cultural boundaries (often built up with great effort by state and colonial/anti- colonial nationalisms over the past few centuries) have again become more and more fluid, the attention to who is saying what to whom in what code and with what exclusions has become even more at issue than ever before (communities of enunciation, renewed questions of discourses, hegemony, visual communication, etc.)This philosophical- epistemological rigor of anthropology has implications for the writing of ethnographies. While some dismiss such attention as an invitation to compose at personal will, most anthropologists view the challenges of no longer being able to enunciate such sentences as . Among the negotiations involved are those of transference and counter transference, the use of . Under these conditions, there are also wonderful renewed opportunities for creativity in both the collection and presentation of ethnography, be it through the new electronic multimedia technologies, or be it through lessons learned from those well- researched, well- experienced, and cultural genre- attuned, creative writers who sometimes convey ethnographic realities more powerfully in novels and essays than do the standard ethnographic forms. Subject prerequisites: STS. J/2. 1A. 7. 50. J. |
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October 2017
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