Peaceful third-party interventions and Burtonian problem-solving conflict resolution

Author(s):  
Tarja Väyrynen
Author(s):  
Johannes Botes

This paper examines the strategies, tactics and tasks of a media moderator during television debates regarding deep-rooted conflicts, as well as the overall intended and unintended roles and effects of these broadcasts. Two case studies—the Nightline (ABC-TV) broadcasts from South Africa (1985) and Israel (1988)—are examined by comparing the actions of a public affairs television moderator to conventional third party intervenors, as defined in conflict resolution literature. In the process the paper presents research regarding the manifest tactics and latent roles demonstrated by a television moderator and the manner in which these activities can be compared to the tasks of conventional third parties such as mediators. The paper finally also reflects on how television debates can become problem-solving dialogues that assist in transforming deep-rooted conflicts.


1995 ◽  
Vol 1 (4) ◽  
pp. 399-415 ◽  
Author(s):  
Linden L. Nelson ◽  
Natasha L. Golding ◽  
David R. Drews ◽  
Mary K. Blazina

2009 ◽  
Vol 26 (2) ◽  
pp. 144-163 ◽  
Author(s):  
Megan Shannon

I explore whether international organizations (IOs) promote peaceful conflict management. Using territorial claims data, I find that organizations with interventionist capabilities encourage disputing members to attempt peaceful conflict resolution. Then, to more fully uncover the causal relationship between IOs and conflict management, I investigate the influence of IOs on bilateral dispute settlement separately from third party settlement.The analyses reveal that institutions do not promote bilateral negotiations between members, indicating that the socialization and trust-building capabilities of IOs are limited. However, institutions foster multilateral talks, demonstrating that IOs broker bargaining with third party diplomatic intervention.


2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Aditya Maulana Hasymi

<p align="center"><strong>Abstrak</strong></p><p>Isu-isu terkait budaya, ekonomi, dan nilai seringkali menghasilkan konflik. Tak terkecuali dengan isu perebutan wilayah. Salahsatu perang terbesar yang terkait dengan isu sengketa wilayah adalah perang Iran-Irak 1988. Perang Iran-Irak 1988 membawa sejarah besar dari kedua negara yang saling berhubungan dengan isu perebutan wilayah, perebutan pengaruh ideologi, dan isu ekonomi. Perang yang berlangsung cukup lama ini membuat Iran dan Irak menyadari akan kerugian jangka panjang yang dialami. Pada akhirnya, kedua negara sepakat untuk berdamai dalam sebuah proses yang melibatkan pihak ketiga. Perserikatan Bangsa-Bangsa mengambil peran sebagai pihak ketiga yang membantu penyelesaian perang antara Iran dan Irak. Resolusi no.598 yang disusun oleh Perserikatan Bangsa-Bangsa mengarisbawahi akan pentingnya gencatan senjata dengan banyaknya kerugian dan korban jiwa yang muncul. Penelitian ini berargumen bahwa upaya Perserikatan Bangsa-Bangsa menyusun resolusi no.598 dalam menyelesaikan perang Iran-Irak adalah penerapan dari mekanisme compliance bargaining pada proses resolusi konflik.</p><p><strong>Kata kunci:</strong> compliance bargaining, resolusi konflik, rezim, gencatan senjata</p><p> </p><p align="center"><strong>Abstract</strong></p><p>Conflictual issues can be about economy, culture and values, or even a border dispute. The class cannot be avoided because of several issues triggering the conflict and also several interests. One of the bigger wars that can be was the Iran-Iraq War at 1980-1988. This war brought the long history between both of those countries, which were related with border disputes, ideological influences, and economic war. Those of both countries is thinking that if the war is still being run, it is not giving any good advantage. The damage was so big. So, it required a process to bring the two states involved war into one meeting to talk about peace or end the war. The process is called a peace process. In this case, the peace process arranged by the involvement of third party. The United Nations take a role as the third party in Iran-Iraq War by formed a Resolution no 598. In the resolution the council expressed its concern that, despite its calls for ceasefire, the conflict between Iran and Iraq continued with heavy loss of life and material destruction. The Iran-Iraq war was ended through the resolution no 598 that was produced by the United Nations. Furthermore, this paper argue that the way of the United Nations ended the Iran-Iraq war through Resolution no 598 is implementing the theory of compliance bargaining in conflict resolution.</p><p><strong>Keywords</strong>: compliance bargaining, conflict resolution, regime, ceasefire</p>


Author(s):  
Joseph Abiodun Bello ◽  
Adeniji Anthonia Adenike

There have been studies on conflict resolutions but many focused on regional inter-tribe and international conflicts between or among nations of the world. Only very few have written about industrial conflict recently, even these few did not touch the mechanism of resolving conflicts in the organization in depth. Therefore, this article will focus on various conflict resolution mechanisms and the three major models of conflict resolutions—namely distributive bargaining, integrated bargaining, and interactive problem solving as given by Cross, Susan, Rosenthal, and Robert (1999). To do this effectively, we will explore the available literature on the antecedents of conflicts in human resource systems. Varieties of views and notions held by individuals and groups in respect of the role and the consequences of conflicts in the functioning of humans in our modern complex organizations will be considered. The consequences of conflicts on interpersonal, inter-group, and inter-organizational processes, when conflict may empower, distress, or lubricate the wheels of human interaction in the context of human resource management will be traced. The views of experts, professionals and academicians on how and why conflicts should be handled to ensure a healthier and conducive environment to work will be traced.


Author(s):  
Peggy D. Bennett

“I wonder . . .” This simple phrase projects an openness to pos­sibilities. It reveals a readiness to contemplate. It suggests a will­ingness to explore and be momentarily confused. When we cultivate curiosity in our classes, we enter into a world of possibility, and we invite our students to join us: • “What would happen if . . . ?” • “How could we solve this problem?” • “What might be a reason that happened?” • “Can you imagine why he said that? What might he have meant?” • “How would you explain her idea?” Whether in the classroom or in the teachers’ lounge, showing interest in another’s ideas can prompt mutual wondering. Being curious about what and how others think can be a purposeful attitude. Curiosity invites questions: “How did you figure that out?” “What made you decide on that choice?” When we release ourselves from the “one answer” orienta­tion that standardized testing can produce, we spark vibrancy in our students. Creative problem- solving can become a habit of mind, a natural way to think. Whether the problem is tangible or imagined, opening students’ minds to “What else could it be?” can enliven their interest in learning and their fascination with their own minds. Whether in the context of a lesson, a creative project, or a conflict resolution, cultivating curiosity can open us to questions we may never have asked and understandings we may never have imagined.


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