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The Conflict Research Consortium at the University of Colorado is a joint university-community program that unites researchers, educators, and practitioners from many fields for the purposes of theory-building, testing, disseminating, and applying new management techniques to address difficult, long-term, and intractable conflicts.
Located in Webtour / Alphabetical Listing
RJ Article Hooble, Jennifer Marie. Abusive supervision in the workplace: A restorative justice perspective
In this dissertation written for a doctor of philosophy in the sphere of business and economics, Jennifer Hoobler investigates workplace aggression. More specifically, she examines one type of nonphysical workplace aggression – abusive supervision. Nonphysical workplace aggression can be expressed in verbal and passive forms, such as yelling, bullying, and humiliation. Nonphysical aggression occurs far more frequently than active violence. It can be extremely damaging – contributing eventually to physical violence, workplace stress, workforce demoralization, and problems in relationships outside the workplace. Drawing partly from social psychology in her approach, Hoobler views workplace aggression not solely as a phenomenon involving individuals. Rather, she pursues a more comprehensive investigation that takes into account the interaction of individual, cognitive, social, situational, and environmental factors. Her dissertation consists of the following sections: an introduction; a discussion of the theoretical model, a literature review, and her hypotheses; the research methods; the research results; and discussion of her findings.
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RJ Article Poliner, Rachel A. Making Meaningful Connections: Curriculum Infusion
According to Rachel Poliner, an often expressed question from teachers is how to fit conflict resolution education (CRE) into their already established and prescribed curriculum. Another often voiced question has to do with when students will begin to use the skills they have been taught. In this context, Poliner comments that it is important for teachers to have options for CRE that minimize the addition of new programs while still deepening learning. Curriculum infusion is just such an option. The idea is to infuse CRE concepts into core curricula. In the ordinary course of teaching, teachers can identify and highlight natural links between CRE and the regular subjects being studied. To explain this in more detail, Poliner looks at layered learning, supporting infusion in the classroom environment, creating successful curriculum infusion, and examples of infusion.
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RJ Article Sharp, Lyndsey. Statement of Restorative Justice Principles in Schools
Lyndsey Sharp,a researcher with the Restorative Justice Consortium in London provides an overview of the development of the Consortium's Statement of Restorative Justice Principles as Applied in the School Setting.
Located in articlesdb / articles
RJ Article Anonymous. Study: Review of different restorative justice/mediation initiatives in the European Union
The European Union regularly monitors and evaluates member states' general crime prevention policies. It also reviews European-wide research to support activities at the national level, to avoid duplication of efforts, and to use resources more efficiently. In 2003-2004, restorative justice/mediation was identified as one of the priorities for activity at the EU level. This document stems from these roles and priorities of the EU. The document is a solicitation for bids to review different restorative justice/mediation initiatives in member states of the EU. Objectives for the review are to inventory restorative justice/mediation initiatives; describe various solutions of restorative justice/mediation; gather recent, relevant statistical data; synthesize relevant, published empirical evidence; and make concrete proposals to improve the current situation.
Located in articlesdb / articles