Conflict Resolution in Japanese Social Interactions

The aim of this study was to examine Japanese preschool children's social conflicts and methods of conflict resolution in order to shed light on existing cultural characterizations of Japanese preschool education and social development. Japanese preschool-age children were observed during school-time free-play and they and their mothers were interviewed about teacher methods of conflict resolution in the preschool setting. The results showed that Japanese children's conflicts stemmed from a wide range of issues, including concerns about justice, rights, and fairness. Moreover, teachers encouraged children to work out conflicts on their own, stressing self-reliance and autonomy. Japanese children and mothers chose resolution choices which pertained to the intrinsic consequences of the acts. Japanese children and mothers, however, preferred teacher-directed nonintervention over punishment as a form of teacher response. This was in contrast to previous research which has shown that American children and mothers prefer punishment over nonintervention. The results indicated that issues of independence (e.g., autonomy) and interdependence (e.g., group orientations) were both present in Japanese children's social interactions and in children's and mothers' judgments about teacher methods of conflict resolution.     

Conflict Resolution in Preschool Social Interactions

Conflict has frequently been hypothesized to play an important role in development, and yet, until recently, little empirical work has been conducted on preschoolers' social conflicts. The aim of this study was to investigate the types of social issues that produce conflicts, the extent to which children respond positively to protests from others, and how conflicts are resolved. Children were observed in two contexts: semi-structured peer groups in which adults did not intervene, and school-time free-play. The results showed that even when adults do not intervene, children are often responsive to protests from others and resolve conflicts on their own. Differences were also observed for the types of issues that generate conflicts in the two settings and the types of conflicts that children respond to most often. These results indicate that children's conflicts are not solely negative or aggressive and that children's social interactions and their social contexts are multi-dimensional. The findings point to interpersonal aspects of settings, such as the differential role of adults and peers, and to contextual features of settings, such as free-play and sustained play, that should be considered by teachers and parents when structuring social interactive opportunities for young children.     

Conflict Resolution in Preschool Social Interactions

Conflict has frequently been hypothesized to play an important role in development, and yet, until recently, little empirical work has been conducted on preschoolers' social conflicts. The aim of this study was to investigate the types of social issues that produce conflicts, the extent to which children respond positively to protests from others, and how conflicts are resolved. Children were observed in two contexts: semi-structured peer groups in which adults did not intervene, and school-time free-play. The results showed that even when adults do not intervene, children are often responsive to protests from others and resolve conflicts on their own. Differences were also observed for the types of issues that generate conflicts in the two settings and the types of conflicts that children respond to most often. These results indicate that children's conflicts are not solely negative or aggressive and that children's social interactions and their social contexts are multi-dimensional. The findings point to interpersonal aspects of settings, such as the differential role of adults and peers, and to contextual features of settings, such as free-play and sustained play, that should be considered by teachers and parents when structuring social interactive opportunities for young children.     

Conflict in Higher Education and Its Resolution

Universities are famous for their resilience and longevity. Yet, when serious disputes arise, as in the University College of Swansea in 1989, their structures can be tested to the limit. Taking those events as a case study, this paper examines critically the option of choosing private sector approaches. It then develops its central argument: the most robust systems will be those that marry together academic and managerial values.     

Culture Conflict and Resolution in English Teaching

With the appearance of globalization,communication across cultures plays an important role in English learning.However,in the traditional English teaching of China,we have mainly focused on teaching grammar and language skills.In this paper,the author employs collaborative learning model with the author’s teaching practice to illustrate the conflict resolution and the importance of cultures from a dialogue of team work in the process of teaching.And in order to educate the consciousness of students in communication across cultures,the author puts forward some suggestions.     

Conflict in Social Work Education

Abstract

This study surveyed the initial post‐course destinations, the retrospective perceptions on the validity of their degree course and the future career intentions of the Early Childhood Studies students who graduated from University College Suffolk in 1996. Data collection was via postal questionnaires. The majority of graduates had found employment or been accepted onto post‐graduate courses allied to their Early Childhood Studies Degree. They appeared to he satisfied with the relevance of the programme of study to their initial post‐course destinations. The course team, however, identified three issues for consideration when the curriculum and student experience are reviewed.     

3—6岁幼儿家庭亲子冲突的现状及其处理策略

本研究运用问卷调查法,对广州市3—6岁幼儿家庭亲子冲突的现状及其处理策略进行考察。结果发现,幼儿家庭亲子冲突以语言冲突和情绪冲突为主,并主要集中在幼儿的学习与行为习惯上;母亲与幼儿冲突的发生水平高于父亲;男孩与父亲的身体冲突显著地多于女孩;随着幼儿年龄的增加,父母与幼儿在学习习惯上的冲突频率与强度逐渐增强。在处理策略上,父母多采用协商策略,幼儿多采用回避与妥协策略;母亲比父亲更容易采取妥协策略;父亲倾向于对女儿采取妥协和协商策略。为改善亲子互动,父母应加强对亲子冲突功能的认识,尊重幼儿合理需要和独立人格,引导幼儿自我表达,形成稳定的家庭行为与交往规则,建立有效的亲子冲突处理机制。     

普适计算环境中的上下文冲突检测与解除

为了能够检测普适计算环境中的上下文冲突并自动进行冲突消解,在对上下文冲突原因深入分析的基础上,提出了上下文冲突检测和消解算法.该算法根据语义对新到达上下文进行分类,定义冲突触发器来检测上下文冲突,并根据上下文的相对优先级主动进行冲突消解.实验结果表明,该算法能够有效地检测和消除上下文冲突,提高应用程序的性能.     

Primary School Students’ Conflict Resolution Strategies in Turkey

This study examined conflict resolution strategies (CRSs) resorted to by sixth, seventh, and eighth grade primary school pupils in Turkey and identified gender differences in the resolution strategies typically resorted to. In addition, the study aimed to find out what actual conflicts students asked assistance for from teachers and what strategies students thought teachers used in dealing with their conflicts. The data for this research were collected via a questionnaire involving mostly open-ended items. Results supported the notion that three main groups of strategies (problem-solving, avoiding and aggressive) typically get implemented in solving conflicts. Problem-solving strategies were observed to be most frequently employed by the participants. There was a significant gender difference in terms of the use of CRSs, in that girls were more likely to use problem-solving strategies than boys. The majority of the participants tended not to ask for assistance from teachers in resolving their conflicts. However, students from low SES schools were more likely to ask for teacher assistance than students from middle and high SES schools. The participants also stated that teachers typically used two main strategies in helping them resolve their conflicts: problem-solving and aggressive strategies.     

马克思主义利益观与非直接利益冲突的化解

马克思主义利益观有着十分丰富的内涵,至今仍闪耀着时代的光芒。用马克思主义利益观透视非直接利益冲突,不难发现：“非直接利益冲突”根源于现实利益冲突,本质上是一种现实利益的冲突博弈;大力推进社会建设,着力改善民生,切实解决好关系群众切身利益的现实问题,化解“非直接利益冲突”背后的利益矛盾,实现利益和谐,才能从根本上化解“非直接利益冲突”。     

Introduction: Education for Reconciliation and Conflict Resolution

International Review of Education -     

法院院庭长权力角色冲突及解决

从法律文本上看,法院的院长和庭长是审判职务,负责相关诉讼事务和程序问题的处理,但从实践来看,院庭长又是典型的行政官员。院庭长从审判职务演变为行政职务,原因在于我国司法逻辑与行政逻辑混同,司法组织建设落后,法官素质受到怀疑。应当从机构上进一步分离司法行政和审判,制定院庭长权力清单,减轻司法行政权对审判权的不当影响。     

社会冲突与制度调适

社会冲突是社会的常态,关键是要实施有效管理。社会冲突的管理失败,会导致严重的社会暴力冲突。而社会冲突管理的成败,从根本上来说取决于政治制度的是否民主。只有民主制度才能减少并及时疏导社会冲突,预防社会暴力冲突。要预防社会暴力冲突,要有效管理社会冲突,需要探索合理的民主制度。在中国,扩大党内民主,完善人民民主,探索行政民主,都是需要思考的方向。     

More than Manners: Conflict Resolution in Primary Level Classrooms

A diverse sample of kindergarten and 1st grade students participated in a social-emotional literacy and problem solving program. Students and their teachers participated in seven one-hour training sessions which included concrete activities designed to increase affective vocabulary and social problem-solving. Effective communication strategies such as I-messages and paraphrasing were also introduced and practiced. Pretest data and responses to the activities revealed that students could easily articulate inappropriate and disrespectful behaviors prior to training; however they were unable to articulate behaviors that would be helpful in resolving conflict. Although students had been extensively exposed to manners curricula which emphasized respectful behavior, the posttest results indicate that the social-emotional problem solving curricula offers a distinct set of skills which enable students to constructively manage conflict, manifested through statistically significant decreases in verbal and physical aggression. Teacher and staff posttest surveys corroborated the student findings.     

Conflict and Its Resolution in Preschoolers with and without Disabilities

The sources of conflict, its resolution, and additional conflict components were described for 16 preschoolers with mild disabilities. Conflict episodes were contrasted to those of a comparison group of 15 preschoolers without disabilities. Children were videotaped for two 15-minute freeplay sessions, which were categorized and analyzed using a procedure developed by Laursen and Hartup (1989). Results indicated that children with and without disabilities engaged in conflict on a relatively infrequent basis, and that it was of short duration. In general, there were few differences between the sources of conflict and how they were resolved for children with and without disabilities. There was a tendency, however, for children with disabilities to have more disputes over objects, and for children without disabilities to have more disputes over pretend play. Children resolved their conflicts largely through insistence, and in the majority of conflicts there was a clear winner and loser. Implications for intervention and future research are discussed.     

社会冲突与政府冲突管理能力建设

改革开放以来,中国在经济高速发展的同时,社会矛盾和社会冲突发生新的变化.围绕经济权利产生的冲突,偶然性、突发性的群体性冲突增多,但社会冲突的性质仍然以非对抗性冲突为主.社会矛盾集中体现在贫富差距扩大、就业困难、社会保障薄弱、贪污腐败严重等方面.为此,政府应当全面认识社会冲突的正功能,不断创新改善制度与机制,合理选择应对社会冲突的战略,培养和提高领导干部个人的冲突管理能力,化解社会冲突,构建和谐社会.