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Business Administration Education; Law Related Education; Undergraduate Students; Films; College Instruction; Experiential Learning; Cognitive Development; Business; Corporations; Web Sites; Course Organization; Course Content; Intellectual Property; Torts; Conflict Resolution; Ownership; Employment; Copyrights; Privacy; Assignments

Abstract:
Aaron Sorkin has a passion for words--his signature movie and television scripts are fast talking, jargon laced, word pictures that are instantly recognizable. "The Social Network," Sorkin's 2011 Academy Award Winning movie about the founding of Facebook, Inc., offers more than just witty banter; it provides an ideal teaching platform for undergraduate business law instructors. The movie's reach extends well beyond intellectual property law, presenting multiple business law and legal environment topics conveniently set in a student-friendly, reality-based, entrepreneurial context. The movie's story makes an ideal foundation for business law or legal environment courses. It can be a challenge to make a business school law course relevant and engaging for the young undergraduate student who is not pursuing legal studies. This article recommends teaching law to undergraduate business students through the lens of one current multidimensional business story already familiar to most undergraduate students: the founding and rise of Facebook. The story is dramatized in the movie "The Social Network" and Part II of this article provides a brief overview of the movie's plot. Part III reviews the pedagogical, experiential learning, and cognitive development theories that support the adoption of "The Social Network" as a course foundation. Part IV of the article describes how the movie and supplemental material can frame and contextualize typical business law and legal environment topics. The article concludes with lessons learned from the first attempt in Part IV and a discussion of exercises and assessments in the Appendices. (Contains 3 tables and 191 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Conflict; Foreign Countries; Politics of Education; Correlation; Political Attitudes; Violence; Conflict Resolution; Power Structure; Educational Philosophy; Educational Administration

Abstract:
This article examines the contentious relationship between education and the Maoist insurgency in Nepal, analyzing the political intrusion on the education sector before and after the multi-party polity was restored in 1990, and the violent experiences of teachers and students during the decade-long conflict (1996-2006). It argues that the end of the conflict in 2006 has merely reduced the tangible attacks on education, as the political interference in the education system continues. During the post-accord transition, schools symbolize power centres in the community which provide a space for multi-party political scuffles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Role of Education; Religious Cultural Groups; Developing Nations; Foreign Countries; War; Religion; Role of Religion; Ideology; Islam; Ethnicity; Discourse Analysis; Political Attitudes; Curriculum; Futures (of Society); Conflict Resolution

Abstract:
This article addresses the role that education plays in conflict, with specific reference to the civil war in Sudan. It analyses the ideological basis of the Sudanese government (GoS) during the civil war, with special reference to the role of religion and ethnicity. It shows how the primary education system was based on the Islamist ideology of the GoS, with limited consideration of the country's various cultural and religious groups. It then discusses the political discourse of the Sudan Peoples' Liberation Movement/Army (SPLM/A) and the secular curriculum that SPLM's Secretariat of Education produced during the war. It identifies differences between the Islamist and the secular educational discourses as one reason why many young people in the South took up arms against the Islamist government. With South Sudan now emerging as an independent nation, a dramatic improvement in the education sector is needed both to heal conflicts in South Sudan and to provide hope for the future to people in the South. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Communication (Thought Transfer); Goal Orientation; Maintenance; Interpersonal Relationship; Reflection; Communication Problems; Failure; Anxiety; Fear; Conflict; Interpersonal Competence; Psychological Patterns; Conflict Resolution

Abstract:
Regretted messages provide speakers an opportunity to learn. Whether learning occurs should depend upon how the incident is processed. This study had two objectives: (a) to determine how the goal a message conflicts with and seriousness influence the emotion(s) evoked; and (b) to determine which variables predict adoption of learning-oriented, repair-oriented, and emotion-focused reflection (dissonance reduction). Whether regretted messages evoked guilt, shame, sadness, anxiety, or fear depended on the goal(s) the message conflicted with. Learning-oriented reflection was best predicted by more intense sadness, fear/anxiety, or guilt. Whereas learning-oriented reflection was positively related to perceived learning, reducing dissonance was negatively related to perceived learning. (Contains 3 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Peace; Conflict Resolution; Vignettes; Simulation; Case Method (Teaching Technique); Educational Games; Games; Teaching Methods; Experiential Learning; Instructional Design

Abstract:
Simulations and games can offer valuable insight into the management of conflict and the achievement of peace. This special symposium issue of "Simulation & Gaming" examines several such approaches, used in both educational settings and to prepare practitioners to deal with the concrete challenges of peacebuilding. In the introduction, the authors offer some brief thoughts on the how and why of simulations and games-based approaches, scenario choices (abstract, fictional, and real world), intended audiences, and design approaches. They also address the question of how games might (or might not) contribute to policy making in this field. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Majors (Students); Conflict; Graduate Students; Conflict Resolution; Games; Teaching Methods; Simulation; Role Playing; Trust (Psychology); Cooperation; Undergraduate Students; Interpersonal Relationship; Instructional Effectiveness

Abstract:
Playing With Conflict is a weekend course for graduate students in Portland State University's Conflict Resolution program and undergraduates in all majors. Students participate in simulations, games, and experiential exercises to learn and practice conflict resolution skills. Graduate students create a guided role-play of a conflict. In addition to an oral debriefing, students wrote a debriefing report following the Description, Interpretation, Evaluation (DIE) model of debriefing. The written debriefing report gave all students an opportunity to reflect, analyze, and evaluate their experience in depth. The use of two facilitators allows one to facilitate while the other observes and rests, makes 2 points of view available for the debriefing, and offers a model for resolving minor disagreements between them. Trust among students increased across the weekend as evidenced by an increase in cooperative choices and estimates of the likelihood that others would cooperate in the TAKE-A-CHANCE game, a version of PRISONER'S DILEMMA. Most reported having fun while they learned about themselves, interpersonal conflict, and some large-scale social conflicts. (Contains 3 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Military Personnel; Nongovernmental Organizations; Peace; Terrorism; Armed Forces; Cultural Awareness; War; Games; Military Training; Teaching Methods; Religious Factors; Conflict Resolution; Models

Abstract:
Today's military personnel fight against and work with a diverse variety of nonstate actors, from al-Qaeda terrorists to major nongovernmental organizations who provide vital humanitarian assistance. Furthermore, the nontraditional battle spaces where America and its allies have recently deployed (Kosovo, Afghanistan, Iraq) include a wide range of activities quite different from classic military campaign. How can the United States and its allies train its military personnel to think through the intersection of issues regarding working alongside and against nonstate actors, particularly in culturally sensitive environments? This article describes one such approach, the development of a war game for peace, designed for U.S. military officers and now utilized in the classrooms of several military colleges. More specifically, the article describes how reconstruction and stabilization operation decisions are modeled and worked through in the highly religious environment of contemporary Afghanistan through the use of an innovative board game, suggesting that this model can be applied to many other scenarios and classroom environments. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Power Structure; Foreign Countries; Constructivism (Learning); Graduate Students; Peer Teaching; Critical Theory; Simulation; Peace; Conflict Resolution; International Relations; Teaching Methods; Problem Solving; Critical Thinking; Political Science

Abstract:
This article reflects critically on simulations. Building on the authors' experience simulating the Palestinian-Israeli-American Camp David negotiations of 2000, they argue that simulations are useful pedagogical tools that encourage creative--but not critical--thinking and constructivist learning. However, they can also have the deleterious effect of reproducing unequal power relations in the classroom. The authors develop this argument in five stages: (1) They distinguish between problem solving and critical theory and define "critical thinking"--something not done by the simulation orthodoxy; (2) They describe the Camp David simulation. This is their contribution to the relatively small corpus of literature on simulating Palestinian-Israeli relations; (3) They review the constructivist learning and peer teaching accomplished through their simulation. This section is notable because it is authored by a graduate student who participated in the simulation as a meaning maker; (4) They review the manner in which simulations promote creative, not critical, thinking, and reproduce asymmetrical power relations; and (5) They reflect on the overall utility of simulating the Camp David negotiations in the classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Logical Thinking; Geometric Concepts; Foreign Countries; War; Feedback (Response); Empathy; Conflict Resolution; Decision Making; Models; International Relations; College Students

Abstract:
Two classroom simulations--"Superpower Confrontation" and "Multipolar Asian Simulation"--are used to teach and test various aspects of the Borden versus Brodie debate on the Schelling versus Lanchester approach to nuclear conflict modeling and resolution. The author applies a Schelling test to segregate high from low empathic students, and assigns them to "hard case" positions in three simulations to test whether high empathy students can engage in tactic bargaining and whether low empathetic students are necessarily as escalation prone. He has a bipolar nuclear simulation that is an easy case for the Brodie set of assumptions about nuclear war, avoidance, and Schelling-esque tacit bargaining. He expects the system structure and high empathy leader selection to contain escalation, despite the temptation of relying on accelerated Single Integrated Operational Plan solutions and the counterincentive of diminished tacit bargaining through decapitation attacks. The second simulation is a multipolar nuclear simulation set in the near future of Asia, and emulates the Borden-esque logic of nuclear war as artillery exchanges, with a Lanchester square law logic encouraging rapid escalation, coupled with a selection for the most autistic leadership. The author expects rapid nuclear escalation under these structural and decision-making conditions. His conclusions are anecdotal, but seem to indicate, from student feedback during class discussions, that the failure to model fear may be a factor in undermining successful tacit bargaining by players, suggesting that Borden rather than Brodie better conceptualized nuclear conflict. Therefore, peace is about restraining war initiation, as there are great pressures for escalation once war is initiated. (Contains 6 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Secondary Schools; Private Schools; Conflict Resolution; School Administration; Board Administrator Relationship; Teacher Administrator Relationship; Principals; Secondary School Teachers; Secondary School Students; Trustees; Questionnaires

Abstract:
This study investigated perceived CRSs (conflict resolution strategies) for the resolution of conflicts in non-government secondary schools in Benue State, Nigeria. Three research questions and three hypotheses guided this study. Proportionate stratified random sampling technique was used in drawing 15% of the population which gave a total of 500 respondents. The instrument used was CRSs questionnaire. This was used to collect data from respondents comprising principals, teachers, proprietors, and students. A four-point scale was used for the ratings of the respondents. Mean and "SD" (standard deviation) were used to answer the research questions. "T"-test statistic was used to test hypotheses 1 and 2, while a one-way ANOVA (analyses of variance) was used to test hypothesis 3 at significance level of 0.05. The major findings of the study are unnecessary interferences with the administration of the school by the proprietors and arbitrary increase of school fees by the school management, among others, constitute major sources of conflict. Findings on strategies for resolving conflicts include: agreeing on the procedure taken for the resolution of conflicts, encouraging parties to work together, taking staff and students' comments and suggestions, and involvement of school disciplinary committee and public complaint commission, among others. Based on the findings, recommendations were made. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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