Develops a contingency model for managing a variety of corporate crises. Views crisis management as an information-processing situation and organizations that must cope with crisis as information-processing systems. Attempts to fit appropriate information-processing mechanisms to different categories of crises. (PRA)

Reviews five books peace studies and conflict resolution: (1) "Voices from the Future" (Susan Goodwillie); (2) "War and Peace Literature for Children and Young Adults" (Virginia Walter); (3) "Teaching Young Children in Violent Times" (Diane Levin); (4) "Whose Language? What Power?" (Frank Smith); and (5)…

A graduate program for community health nurses formed a partnership with a neighborhood to enhance community health behavior and teach nurses about community organizing. Major conflicts between community groups proved to be both powerful catalysts and potential barriers to the use of Freire's concepts in community organizing. (SK)

Used group development stage theory to investigate team development patterns in an academic setting. Twenty-nine teams of undergraduate college students enrolled in a study skills improvement course met weekly for five weeks and completed the Team Development Rating Scale at the conclusion of the meeting. Found some support for three patterns of…

Describes an elementary school exercise in which students are assigned to write letters about their acts of misbehavior to persons involved in the incidents. Points out that such letters contain the elements of (1) a real, knowable audience; (2) internal motivation; and (3) a concern for clarity. Includes examples of student letters. (SG)

Discusses conflict resolution and describes the experiences of dealing with conflict encountered by a new chair of the foreign language department at the University of Nebraska. (six references) (VWL)

The Vanderbilt University (Tennessee) chaplain describes and gives his perspective on a "culture war" on his campus arising from escalation of a religious conflict. The role of the chaplain in the modern university is examined. (MSE)

The conflict-resolution technique of interpersonal negotiation involves five steps: (1) state your positive intentions; (2) define, analyze, and discuss the problem; (3) summarize progress; (4) explore alternative solutions; and (5) set a time for follow-up. (MLF)

Presents the transcript of an interview with former President Jimmy Carter that focused on his book "Talking Peace: A Vision for the Next Generation," written for adolescents. Topics addressed include the need for mediation and conflict resolution; a global perspective; and difficulties in writing books for adolescents. (LRW)

Advocates an ideology stressing survival of the planet. Discusses major changes in the concept of war since the advent of nuclear warfare. Considers three stages for the development of peace: negative peace, nonviolence or conflict resolution, and positive peace. Reviews research on young children's capacity for understanding peace concepts. (AC)

Advocates not the total resolution of conflicts staged in the classroom setting but the resolution of interpersonal issues between student as the subordinates and professors as the superiors to create positive regard for superiors and subordinates along with reciprocal learning among students and professors. Suggests enacting a "theatrical"…

Teachers of life skills courses must beware of ethnocentrism, understand their own culture, learn about other cultures, and ensure that a multicultural perspective informs the curriculum. Cultural differences may arise in such topics as child development, family relationship, food and nutrition, family responsibilities, and community resources.…

In peer mediation, students can resolve conflicts and orchestrate their own solutions. According to the National Association for Mediation in Education, school-based mediation teaches students how to deal with anger constructively, communicate feelings without using violence and abusive language, think creatively about alternative solutions, and…

Compared the nature of conflict and its resolution during free-play among preschool children with and without disabilities. Results indicated conflict occurred relatively infrequently and was of short duration. Disabled children tended to have more object possession disputes than other disputes; nondisabled children had more disputes during…

Notes that resurgence of open racism has occurred at institutions of higher education in recent years. Discusses dialog as means for working toward solution to racial conflict. Suggests dialog as alternative to codes and policies to help students develop ethic of responsibility that enables them to understand and accept inherent diversities in…