This document discusses the relationship between human rights and conflict resolution. It examines how organizations at the interface of these fields navigate related dilemmas in practice. The study is based on the author's 18 years of experience and interviews with organizations in South Africa, Northern Ireland, Nepal, and Zimbabwe. These organizations show that while human rights and conflict resolution developed separately, practitioners address both in an integrated manner by embracing concurrent realities on the ground.
Developing a map of the school innovation in EuropeSofoklis Sotiriou
The document discusses ODS (Open Discovery Space), an EU-funded project aimed at building an open learning infrastructure and community to promote sharing and adoption of digital educational resources across Europe. The goals of ODS are to modernize education through efficient use of ICT and stakeholder engagement. ODS seeks to accelerate sharing and reuse of existing educational content, promote community building among schools, and assess the impact and roadmap for effective resource-based learning activities. ODS has involved over 2500 schools and 9500 teachers across Europe in its pilot activities focused on discovering, adapting, and discussing eLearning resources.
This document defines key vocabulary related to ecosystems, including environment, ecosystem, population, community, and habitat. It describes how living things get what they need from their environment and how ecosystems can change both through natural causes like floods and fires as well as the activities of living things, such as beavers building dams. Both beneficial and harmful human impacts on ecosystems are discussed, such as adding irrigation but also removing trees which can cause erosion.
The document provides course descriptions for nutrition, biology, chemistry, anthropology, and communications courses. It summarizes how the knowledge gained from each course will help the student achieve their educational goal of a career in medicine. The courses cover topics like nutrients, the food system, lifespan nutrition, nutrient metabolism, medical nutrition therapy, cultural anthropology, cell biology, genetics, organic chemistry, and human communication. The student explains how each course will provide foundational knowledge and skills applicable to higher-level courses, medical school, and interacting with patients from diverse backgrounds in a future healthcare profession.
The document provides details about Vinod Kumar, including his contact information, objective, synopsis, skills, certifications, work history and technical skills. It summarizes his experience as a Microsoft certified software professional with over 9 years of experience developing software using technologies like .NET, ASP.NET, C#, SQL Server and more. Currently he works as a senior software engineer at CMA Systems in Dubai developing applications for their clients.
This document is a resume for Aaron Alexander Sookhoo, a Physician Assistant. It summarizes his education, including obtaining a Master's degree in Physician Assistant Studies from Wake Forest University in 2015. It details his clinical rotations in various specialties including orthopedics, emergency medicine, family medicine and cardiology. It also outlines his previous work experience as a surgical technician and medical assistant focusing on orthopedics. His skills include casting, splinting, joint injections and wound care.
Veracity Capital Partners provides investor relations services to investment companies and public companies. They offer an integrated investor relations program that includes advising on capital markets strategies, developing corporate messaging and positioning, and implementing marketing strategies. Their team has extensive experience in the capital markets and relationships with institutional investors. They aim to help clients attract interest from investors, communicate effectively, and achieve their business goals through a tailored investor relations program.
My dream office would be color turquoise with a glass office and comfortable chair. It would have furniture to store documents as well as a screen for projections. There would also be a small space with family photos and an armchair for resting.
Developing a map of the school innovation in EuropeSofoklis Sotiriou
The document discusses ODS (Open Discovery Space), an EU-funded project aimed at building an open learning infrastructure and community to promote sharing and adoption of digital educational resources across Europe. The goals of ODS are to modernize education through efficient use of ICT and stakeholder engagement. ODS seeks to accelerate sharing and reuse of existing educational content, promote community building among schools, and assess the impact and roadmap for effective resource-based learning activities. ODS has involved over 2500 schools and 9500 teachers across Europe in its pilot activities focused on discovering, adapting, and discussing eLearning resources.
This document defines key vocabulary related to ecosystems, including environment, ecosystem, population, community, and habitat. It describes how living things get what they need from their environment and how ecosystems can change both through natural causes like floods and fires as well as the activities of living things, such as beavers building dams. Both beneficial and harmful human impacts on ecosystems are discussed, such as adding irrigation but also removing trees which can cause erosion.
The document provides course descriptions for nutrition, biology, chemistry, anthropology, and communications courses. It summarizes how the knowledge gained from each course will help the student achieve their educational goal of a career in medicine. The courses cover topics like nutrients, the food system, lifespan nutrition, nutrient metabolism, medical nutrition therapy, cultural anthropology, cell biology, genetics, organic chemistry, and human communication. The student explains how each course will provide foundational knowledge and skills applicable to higher-level courses, medical school, and interacting with patients from diverse backgrounds in a future healthcare profession.
The document provides details about Vinod Kumar, including his contact information, objective, synopsis, skills, certifications, work history and technical skills. It summarizes his experience as a Microsoft certified software professional with over 9 years of experience developing software using technologies like .NET, ASP.NET, C#, SQL Server and more. Currently he works as a senior software engineer at CMA Systems in Dubai developing applications for their clients.
This document is a resume for Aaron Alexander Sookhoo, a Physician Assistant. It summarizes his education, including obtaining a Master's degree in Physician Assistant Studies from Wake Forest University in 2015. It details his clinical rotations in various specialties including orthopedics, emergency medicine, family medicine and cardiology. It also outlines his previous work experience as a surgical technician and medical assistant focusing on orthopedics. His skills include casting, splinting, joint injections and wound care.
Veracity Capital Partners provides investor relations services to investment companies and public companies. They offer an integrated investor relations program that includes advising on capital markets strategies, developing corporate messaging and positioning, and implementing marketing strategies. Their team has extensive experience in the capital markets and relationships with institutional investors. They aim to help clients attract interest from investors, communicate effectively, and achieve their business goals through a tailored investor relations program.
My dream office would be color turquoise with a glass office and comfortable chair. It would have furniture to store documents as well as a screen for projections. There would also be a small space with family photos and an armchair for resting.
DIWALI GREETINGS FROM SHREE NARENDRA MODI - DINESH VORADinesh Vora
Prime Minister Narendra Modi sends Diwali greetings and wishes happiness, prosperity, and success. He informs that after Diwali he will commence a visit to the UK to strengthen economic cooperation and invite investors to 'Make in India'. He requests sharing ideas and inputs for the UK visit and community programme at Wembley Stadium through a mobile app.
Analyzing language complexity of Chinese and African LearnersArdiansyah -
The document analyzes the language complexity of two English language learners, Chun and Jeanne, based on transcripts of their speech from a retell task and narrative task. The analysis finds that Jeanne exhibited greater language complexity than Chun based on higher type-token ratios and more points of lexical complexity in her responses. Specifically, Jeanne used fewer concrete words and more abstract words than Chun. This suggests Jeanne's English proficiency involved more complex language structures.
Washtenaw Community College has had success with its entrepreneurship center and co-working space by developing programs targeted at specific industries and occupational areas at the community college. This information was presented at the 2015 Trends in Occupational Education Conference.
Altmetrics trends - A survey of the #altmetrics landscapeWilliam Gunn
The document discusses the growing interest in altmetrics for measuring the impact of scholarly research. It provides an overview of various altmetric data aggregators and tools, such as Altmetric.com, Plum Analytics, Impact Story, and Crossref's DOI Event Tracker. The document also examines issues with altmetrics, such as concerns about the reliability, quality, and consistency of altmetric data.
The unemployment rate in the US and New York City decreased to 5.1% and 5.2% respectively in the third quarter of 2015, their lowest levels since 2008. 142,000 jobs were added nationally in September while New York City lost 4,400 jobs over the quarter but saw 8,000 added in September. Unemployment rates in both areas continue to improve and are nearing pre-recession levels. The leisure and hospitality sector saw the largest growth in New York City over the past 20 years while goods producing declined.
The TRANSBIO project aimed to transform by-products from the fruit and vegetable processing industry into valuable bioproducts using biotechnological methods like fermentation. The project had 16 partners from 9 countries and sought to produce plastics, nutraceuticals, and enzymes through fermentation of industry by-products. The overall goal was to implement an innovative cascading concept to create a more circular bioeconomy and valorize subproducts from the food industry.
Peter Clare has over 30 years of experience working in housing and social care. He holds a PhD in housing and drug use from the University of Manchester. His career includes managing housing projects, conducting research on housing policy, and working as a lecturer. Currently, he is seeking new employment opportunities in housing, social care, or research.
Tugasan ini merupakan tugasan berkumpulan dan penulisan ilmiah ini adalah hasil pembentangan tentang empat isu yang berkaitan dengan bahasa dalam pengajaran dam pembelajaran Matematik.
Primary research involves directly questioning a target audience to inform planning, while secondary research uses existing audience data. An analysis of three horror/thriller films found that the 15-24 age group was the most common viewers, making up over half the audience for The Haunting in Connecticut. For Insidious and The Exorcism of Emily Rose, this age group was also the primary viewers due to teenagers' interest in the genres. The gender ratios varied by film but were generally evenly split between male and female viewers.
The Periscope Rally Movement starts in Leipzig as a 4-days get-together with ambitious scopers from Germany, Europe and overseas.
The Rally audience will be composed by national and international networking engaged scopers from Germany, Europe and overseas.
The Rally will be a mixture of tech talks, networking event, entertainment, showcases, discussions and discovering Leipzig.
The whole event will be broadcasted live by scopers from the Rally to tens of thousands of Periscope Users.
The Periscope Rally videos will be shared at several channels worldwide.
The whole power of Social Media engagement will be used. Periscope, Twitter, Facebook, Google Plus, Instagram, Pinterest, Snapchat, Vine and much more will be used to promote and spread the Rally to the world.
Action Research For As Mindful Of Social JusticeLisa Garcia
This document discusses the relationship between action research and social justice. It argues that action research and aims for social justice can be coherent in several ways. Both are concerned with action and view knowledge as provisional and revisable based on context. Key features of action research like collaboration, addressing multiple perspectives, and commitment to change can align with conceptions of social justice that emphasize redistribution, recognition of diverse groups, and ongoing efforts towards fairness. However, putting these ideals into practice through action research can be challenging, as it requires negotiating differences and agreeing on joint actions.
What type of chemical reaction (precipitation, acidbase or oxidatIRESH3
The document discusses chemical reactions that may occur in different workplaces. It asks the reader to consider the most likely chemical reaction that could result from an incident in their own workplace, or to provide an example of a local location that uses hazardous chemicals, such as a gas station or hardware store. It asks the reader to think about the types of chemicals housed at such locations and the chemical reactions that might occur if an incident took place.
This book review summarizes two books related to criminal justice:
1) Therapeutic Jurisprudence and Victim Participation in Justice discusses how legal procedures and victim participation can affect victim's mental health and well-being. It provides international perspectives on incorporating victims into restorative justice approaches.
2) The Magistrates' Court: An Introduction provides a brief overview of the roles and functions of magistrates in the UK court system, covering topics in an accessible way without legal jargon.
Human Rights Its Meaning and Practicein Social Work Field S.docxSusanaFurman449
Human Rights: Its Meaning and Practice
in Social Work Field Settings
Julie A. Steen, Mary Mann, Nichole Restivo, Shellene Mazany, and Reshawna Chapple
The goal of the study reported in this article was to explore the conceptualizations of human
rights and human rights practice among students and supervisors in social work field settings.
Data were collected from 35 students and 48 supervisors through an online survey system
that featured two open-ended questions regarding human rights issues in their agency and
human rights practice tasks. Responses suggest that participants encountered human rights
issues related to poverty, discrimination, participation/self-determination/autonomy, vio-
lence, dignity/respect, privacy, and freedom/liberty. They saw human rights practice as en-
compassing advocacy, service provision, assessment, awareness of threats to clients’ rights,
and the nature of the worker–client relationship. These results have implications for the
social work profession, which has an opportunity to focus more intently on change efforts
that support clients’ rights. The study points to the possibilities of expanding the scope of
the human rights competency within social work education and addressing the key human
rights issues in field education.
KEYWORDS: accreditation standards; educational policy; field education; human rights;
social work education
In the most recent edition of Social Work Speaks,
the National Association of Social Workers
(NASW) (2015b) announced that “the struggle
for human rights remains a vital priority for the social
work profession in the 21st century” (p. 186). The
International Federation of Social Workers (IFSW)
(2012), which is the international umbrella organiza-
tion for national social work associations, has inte-
grated the concept of human rights into their
Statement of Ethical Principles. Through this docu-
ment, they call on social workers to “uphold and
defend” (IFSW, 2012) the human rights of clients.
In addition, they present international human rights
conventions as key to “social work practice and
action” (IFSW, 2012). Although NASW (2015a)
does not explicitly use the term “human rights” in its
Code of Ethics, many of the concepts within the
national document are derived from the human
rights philosophy. For example, the code requires
social workers within the United States to respect
“the dignity and worth of the person” (NASW,
2015a, p. 5), “facilitate informed participation by the
public in shaping social policies and institutions”
(NASW, 2015a, p. 27), and work to “ensure that all
people have equal access to the resources, employ-
ment, services, and opportunities they require to
meet their basic human needs” (NASW, 2015a, p.
27). These responsibilities align with the types of
human rights classified as integrity of the body, polit-
ical rights, and social and economic rights (Steen,
2006).
Although social work professional organizations
on the national and international levels e.
The Driving Age Should Be Raised to 18 (600 Words) - PHDessay.com. Business paper: Persuasive essay on driving age. Body paragraphs - Driving Age essay.docx - To begin, letting teens .... Raising the driving age essays megaessays.com. PPT - Five Paragraph Essay PowerPoint Presentation, free download - ID .... Essay topics Lowering driving age essay. Texting While Driving E
Driving Age Essay. Should the driving age be raised to 21 Essay Example Topi...Chelsea Cote
The Driving Age Should Be Raised to 18 (600 Words) - PHDessay.com. Business paper: Persuasive essay on driving age. Body paragraphs - Driving Age essay.docx - To begin, letting teens .... Raising the driving age essays megaessays.com. PPT - Five Paragraph Essay PowerPoint Presentation, free download - ID .... Essay topics Lowering driving age essay. Texting While Driving Essay | Essay on Texting While Driving for .... The Legal Driving Age Essay - EssaysForStudentcom. Should the Legal Driving Age Be Raised to 21? - GCSE English - Marked .... Band 7 Essay About Driving Age - IELTS Practice | International English .... Persuasive essay on driving age essay writing service. Driving age should be raised to 21 essay - pdfeports867.web.fc2.com. 015 Essay About Car Example Ielts Band Sample Topic Increased Usage .... Driving Driving Essay. The story of Tom Brennan | English (Standard .... ⇉Argumentative on legal driving age Essay Example | GraduateWay. Should the driving age be raised to 21 Essay Example | Topics and Well .... Raising the Malaysian driving age to : Is it necessary? Free Essay Example. Speech on Mandatory Yearly Driving Tests for Those Over 65 Free Essay .... Argumentative essay on raising the driving age. Texting And Driving Essay - Cause and Effects of Texting While Driving .... Essay | 18 is the Right Age to Start Driving.
Research Essay Topics. 011 Research Essay Sample Paper Introduciton Example P...bdg8266a
Reasearch Ideas for High School Students. 008 Research Essay Topics Samples Free Thatsnotus. 013 Good Persuasive Essay Topics Example Thatsnotus. Examples research paper topics. Example topics for research paper .... School appropriate argumentative essay topics. 100 Strong .... How to Write a Research Essay. Research Essay Topics. list of research topics - Jake Metcalfe. The best college essay topics. The Best Research Paper Topics for .... 011 Research Essay Sample Paper Introduciton Example Pdf Introduction .... Analytical Essay: Sociology essays topics. Best research paper topics for colleges student. 50 Interesting .... How to write an essay step by step guide - STUDYLINE. Essay Topics Narrative Of The Life Of Frederick Douglass PDF. Good and interesting argumentative essay topics for college students .... 10 Daring Persuasive Argumentative Essay Topics - Academic Writing Success. Topics to write argumentative essays on. Top 50 Easy Argumentative .... Health Essay Sample Telegraph. Research paper topics for middle schoolers. Research Paper Topics for .... Papers 9 Essays Research : Research paper reflection : Best research .... Research Topics For 6th Grade. Argumentative Research Essay Topics for College Students. Unique research paper topics. 300 Argumentative Essay Topics Actual .... 50 Compelling Argumentative Essay Topics. Argumentative research essay topics. Argumentative Research Paper .... Research paper topics for college students by MargaretJL - Issuu. 005 Argumentative Essay Sample Research Paper Museumlegs. Research topics for research paper. 100 Nursing Research Paper Topics .... essay essayuniversity examples of good research topics, how to be .... 10 Stylish Easy Research Paper Topics Ideas 2023. Thesis Topics In Education - Thesis Title Ideas for College. Beautiful Best Persuasive Essay Topics Thatsnotus. 001 Essay Example Informative Examples For High School Of Essays Sample .... Research Essay Topics For College Research Essay Topics Research Essay Topics. 011 Research Essay Sample Paper Introduciton Example Pdf Introduction ...
Respond by clarifying or expanding your understanding of the role of.docxcarlstromcurtis
Respond by clarifying or expanding your understanding of the role of a theoretical or conceptual framework in qualitative research. Search and locate a relevant article that uses a similar lens or an article that takes a different approach to support your response. Use proper APA format and citations.
Looking from a Theoretical Lens Perspective
Theory and research are interrelated in many ways: Theory frames what we look at, how we think and look at it. It provides basic concepts and directs us to the important questions. It suggests ways for us to make sense of research data. Theory enables us to connect a single study to the immense base of knowledge to which other researchers contribute. It helps a researcher see the forest instead of just a single tree. Theory increases a researcher’s awareness of interconnections and of the broader significance of data (Neuman, 1997).
Theories are, by their nature, abstract and provide a selective and one-sided account of the many-sided concrete social world. The theory allows the researcher to make links between the abstract and the concrete, the theoretical and the empirical, thought statements and observational statements etc.
Social theory informs our understanding of issues, which, in turn, assists us in making research decisions and making sense of the world. Theories play an important role in the development of the research questions and the goals of the study as well as throughout the entire process designing and engaging the research (Ravitch & Riggan, 2012).
We can examine issues of race and ethnicity, which is my point of interest through three major sociological perspectives: functionalism, conflict theory, and symbolic interactionism. For this discussion, I will only develop the Conflict theory as an example of a theory in Race and ethnicity.
Under conflict theory, in order to hold onto their distinctive social status, power, and possessions, privileged groups are invested in seeing that no competition for resources arises from minority groups. The powerful may even be ready to resort to extreme acts of violence against others to protect their interests. Thus, members of underprivileged groups may retaliate with violence in an attempt to improve their circumstances.
Conflict theories are often applied to inequalities of gender, social class, education, race, and ethnicity. A conflict theory perspective of U.S. history would examine the numerous past and current struggles between the white ruling class and racial and ethnic minorities, noting specific conflicts that have arisen when the dominant group perceived a threat from the minority group. In the late nineteenth century, the rising power of black Americans after the Civil War resulted in draconian Jim Crow laws that severely limited black political and social.
For example, Vivien Thomas (1910–1985), the black surgical technician who helped develop the groundbreaking surgical technique that saves ...
Use proper etiquette in discussion. Quality as well as quantity co.docxgarnerangelika
The document outlines grading criteria for discussion board posts in an online course. Students must post an original thread of 300-500 words that answers the discussion prompt and includes one reference and one scripture. They must also reply to two other posts with 150-250 word replies. Points are awarded for meeting word counts, supporting arguments, proper grammar and spelling, and following netiquette guidelines. The total possible points are 150.
This document discusses a lived experience paper that has two parts. The first part reviewed pressure ulcer prevention and identified gaps such as a lack of research on management, low knowledge of reduction methods, small sample size, and a gap between risk assessment and prevention. The second part will look at the lived experience of nurses conducting risk assessments on patients who developed pressure ulcers. It discusses using a qualitative methodology to understand these experiences in order to address the research question. The summary briefly outlines the purpose and approach of the document.
Reflection Of Political Science
The Study of Political Science Essay
Essay on Political Science
Political Science Reflection
Political Science Essay
Political Science
Political Science Reflection
Who Is A Political Scientist? Essay
Essay on Political Science
DIWALI GREETINGS FROM SHREE NARENDRA MODI - DINESH VORADinesh Vora
Prime Minister Narendra Modi sends Diwali greetings and wishes happiness, prosperity, and success. He informs that after Diwali he will commence a visit to the UK to strengthen economic cooperation and invite investors to 'Make in India'. He requests sharing ideas and inputs for the UK visit and community programme at Wembley Stadium through a mobile app.
Analyzing language complexity of Chinese and African LearnersArdiansyah -
The document analyzes the language complexity of two English language learners, Chun and Jeanne, based on transcripts of their speech from a retell task and narrative task. The analysis finds that Jeanne exhibited greater language complexity than Chun based on higher type-token ratios and more points of lexical complexity in her responses. Specifically, Jeanne used fewer concrete words and more abstract words than Chun. This suggests Jeanne's English proficiency involved more complex language structures.
Washtenaw Community College has had success with its entrepreneurship center and co-working space by developing programs targeted at specific industries and occupational areas at the community college. This information was presented at the 2015 Trends in Occupational Education Conference.
Altmetrics trends - A survey of the #altmetrics landscapeWilliam Gunn
The document discusses the growing interest in altmetrics for measuring the impact of scholarly research. It provides an overview of various altmetric data aggregators and tools, such as Altmetric.com, Plum Analytics, Impact Story, and Crossref's DOI Event Tracker. The document also examines issues with altmetrics, such as concerns about the reliability, quality, and consistency of altmetric data.
The unemployment rate in the US and New York City decreased to 5.1% and 5.2% respectively in the third quarter of 2015, their lowest levels since 2008. 142,000 jobs were added nationally in September while New York City lost 4,400 jobs over the quarter but saw 8,000 added in September. Unemployment rates in both areas continue to improve and are nearing pre-recession levels. The leisure and hospitality sector saw the largest growth in New York City over the past 20 years while goods producing declined.
The TRANSBIO project aimed to transform by-products from the fruit and vegetable processing industry into valuable bioproducts using biotechnological methods like fermentation. The project had 16 partners from 9 countries and sought to produce plastics, nutraceuticals, and enzymes through fermentation of industry by-products. The overall goal was to implement an innovative cascading concept to create a more circular bioeconomy and valorize subproducts from the food industry.
Peter Clare has over 30 years of experience working in housing and social care. He holds a PhD in housing and drug use from the University of Manchester. His career includes managing housing projects, conducting research on housing policy, and working as a lecturer. Currently, he is seeking new employment opportunities in housing, social care, or research.
Tugasan ini merupakan tugasan berkumpulan dan penulisan ilmiah ini adalah hasil pembentangan tentang empat isu yang berkaitan dengan bahasa dalam pengajaran dam pembelajaran Matematik.
Primary research involves directly questioning a target audience to inform planning, while secondary research uses existing audience data. An analysis of three horror/thriller films found that the 15-24 age group was the most common viewers, making up over half the audience for The Haunting in Connecticut. For Insidious and The Exorcism of Emily Rose, this age group was also the primary viewers due to teenagers' interest in the genres. The gender ratios varied by film but were generally evenly split between male and female viewers.
The Periscope Rally Movement starts in Leipzig as a 4-days get-together with ambitious scopers from Germany, Europe and overseas.
The Rally audience will be composed by national and international networking engaged scopers from Germany, Europe and overseas.
The Rally will be a mixture of tech talks, networking event, entertainment, showcases, discussions and discovering Leipzig.
The whole event will be broadcasted live by scopers from the Rally to tens of thousands of Periscope Users.
The Periscope Rally videos will be shared at several channels worldwide.
The whole power of Social Media engagement will be used. Periscope, Twitter, Facebook, Google Plus, Instagram, Pinterest, Snapchat, Vine and much more will be used to promote and spread the Rally to the world.
Action Research For As Mindful Of Social JusticeLisa Garcia
This document discusses the relationship between action research and social justice. It argues that action research and aims for social justice can be coherent in several ways. Both are concerned with action and view knowledge as provisional and revisable based on context. Key features of action research like collaboration, addressing multiple perspectives, and commitment to change can align with conceptions of social justice that emphasize redistribution, recognition of diverse groups, and ongoing efforts towards fairness. However, putting these ideals into practice through action research can be challenging, as it requires negotiating differences and agreeing on joint actions.
What type of chemical reaction (precipitation, acidbase or oxidatIRESH3
The document discusses chemical reactions that may occur in different workplaces. It asks the reader to consider the most likely chemical reaction that could result from an incident in their own workplace, or to provide an example of a local location that uses hazardous chemicals, such as a gas station or hardware store. It asks the reader to think about the types of chemicals housed at such locations and the chemical reactions that might occur if an incident took place.
This book review summarizes two books related to criminal justice:
1) Therapeutic Jurisprudence and Victim Participation in Justice discusses how legal procedures and victim participation can affect victim's mental health and well-being. It provides international perspectives on incorporating victims into restorative justice approaches.
2) The Magistrates' Court: An Introduction provides a brief overview of the roles and functions of magistrates in the UK court system, covering topics in an accessible way without legal jargon.
Human Rights Its Meaning and Practicein Social Work Field S.docxSusanaFurman449
Human Rights: Its Meaning and Practice
in Social Work Field Settings
Julie A. Steen, Mary Mann, Nichole Restivo, Shellene Mazany, and Reshawna Chapple
The goal of the study reported in this article was to explore the conceptualizations of human
rights and human rights practice among students and supervisors in social work field settings.
Data were collected from 35 students and 48 supervisors through an online survey system
that featured two open-ended questions regarding human rights issues in their agency and
human rights practice tasks. Responses suggest that participants encountered human rights
issues related to poverty, discrimination, participation/self-determination/autonomy, vio-
lence, dignity/respect, privacy, and freedom/liberty. They saw human rights practice as en-
compassing advocacy, service provision, assessment, awareness of threats to clients’ rights,
and the nature of the worker–client relationship. These results have implications for the
social work profession, which has an opportunity to focus more intently on change efforts
that support clients’ rights. The study points to the possibilities of expanding the scope of
the human rights competency within social work education and addressing the key human
rights issues in field education.
KEYWORDS: accreditation standards; educational policy; field education; human rights;
social work education
In the most recent edition of Social Work Speaks,
the National Association of Social Workers
(NASW) (2015b) announced that “the struggle
for human rights remains a vital priority for the social
work profession in the 21st century” (p. 186). The
International Federation of Social Workers (IFSW)
(2012), which is the international umbrella organiza-
tion for national social work associations, has inte-
grated the concept of human rights into their
Statement of Ethical Principles. Through this docu-
ment, they call on social workers to “uphold and
defend” (IFSW, 2012) the human rights of clients.
In addition, they present international human rights
conventions as key to “social work practice and
action” (IFSW, 2012). Although NASW (2015a)
does not explicitly use the term “human rights” in its
Code of Ethics, many of the concepts within the
national document are derived from the human
rights philosophy. For example, the code requires
social workers within the United States to respect
“the dignity and worth of the person” (NASW,
2015a, p. 5), “facilitate informed participation by the
public in shaping social policies and institutions”
(NASW, 2015a, p. 27), and work to “ensure that all
people have equal access to the resources, employ-
ment, services, and opportunities they require to
meet their basic human needs” (NASW, 2015a, p.
27). These responsibilities align with the types of
human rights classified as integrity of the body, polit-
ical rights, and social and economic rights (Steen,
2006).
Although social work professional organizations
on the national and international levels e.
The Driving Age Should Be Raised to 18 (600 Words) - PHDessay.com. Business paper: Persuasive essay on driving age. Body paragraphs - Driving Age essay.docx - To begin, letting teens .... Raising the driving age essays megaessays.com. PPT - Five Paragraph Essay PowerPoint Presentation, free download - ID .... Essay topics Lowering driving age essay. Texting While Driving E
Driving Age Essay. Should the driving age be raised to 21 Essay Example Topi...Chelsea Cote
The Driving Age Should Be Raised to 18 (600 Words) - PHDessay.com. Business paper: Persuasive essay on driving age. Body paragraphs - Driving Age essay.docx - To begin, letting teens .... Raising the driving age essays megaessays.com. PPT - Five Paragraph Essay PowerPoint Presentation, free download - ID .... Essay topics Lowering driving age essay. Texting While Driving Essay | Essay on Texting While Driving for .... The Legal Driving Age Essay - EssaysForStudentcom. Should the Legal Driving Age Be Raised to 21? - GCSE English - Marked .... Band 7 Essay About Driving Age - IELTS Practice | International English .... Persuasive essay on driving age essay writing service. Driving age should be raised to 21 essay - pdfeports867.web.fc2.com. 015 Essay About Car Example Ielts Band Sample Topic Increased Usage .... Driving Driving Essay. The story of Tom Brennan | English (Standard .... ⇉Argumentative on legal driving age Essay Example | GraduateWay. Should the driving age be raised to 21 Essay Example | Topics and Well .... Raising the Malaysian driving age to : Is it necessary? Free Essay Example. Speech on Mandatory Yearly Driving Tests for Those Over 65 Free Essay .... Argumentative essay on raising the driving age. Texting And Driving Essay - Cause and Effects of Texting While Driving .... Essay | 18 is the Right Age to Start Driving.
Research Essay Topics. 011 Research Essay Sample Paper Introduciton Example P...bdg8266a
Reasearch Ideas for High School Students. 008 Research Essay Topics Samples Free Thatsnotus. 013 Good Persuasive Essay Topics Example Thatsnotus. Examples research paper topics. Example topics for research paper .... School appropriate argumentative essay topics. 100 Strong .... How to Write a Research Essay. Research Essay Topics. list of research topics - Jake Metcalfe. The best college essay topics. The Best Research Paper Topics for .... 011 Research Essay Sample Paper Introduciton Example Pdf Introduction .... Analytical Essay: Sociology essays topics. Best research paper topics for colleges student. 50 Interesting .... How to write an essay step by step guide - STUDYLINE. Essay Topics Narrative Of The Life Of Frederick Douglass PDF. Good and interesting argumentative essay topics for college students .... 10 Daring Persuasive Argumentative Essay Topics - Academic Writing Success. Topics to write argumentative essays on. Top 50 Easy Argumentative .... Health Essay Sample Telegraph. Research paper topics for middle schoolers. Research Paper Topics for .... Papers 9 Essays Research : Research paper reflection : Best research .... Research Topics For 6th Grade. Argumentative Research Essay Topics for College Students. Unique research paper topics. 300 Argumentative Essay Topics Actual .... 50 Compelling Argumentative Essay Topics. Argumentative research essay topics. Argumentative Research Paper .... Research paper topics for college students by MargaretJL - Issuu. 005 Argumentative Essay Sample Research Paper Museumlegs. Research topics for research paper. 100 Nursing Research Paper Topics .... essay essayuniversity examples of good research topics, how to be .... 10 Stylish Easy Research Paper Topics Ideas 2023. Thesis Topics In Education - Thesis Title Ideas for College. Beautiful Best Persuasive Essay Topics Thatsnotus. 001 Essay Example Informative Examples For High School Of Essays Sample .... Research Essay Topics For College Research Essay Topics Research Essay Topics. 011 Research Essay Sample Paper Introduciton Example Pdf Introduction ...
Respond by clarifying or expanding your understanding of the role of.docxcarlstromcurtis
Respond by clarifying or expanding your understanding of the role of a theoretical or conceptual framework in qualitative research. Search and locate a relevant article that uses a similar lens or an article that takes a different approach to support your response. Use proper APA format and citations.
Looking from a Theoretical Lens Perspective
Theory and research are interrelated in many ways: Theory frames what we look at, how we think and look at it. It provides basic concepts and directs us to the important questions. It suggests ways for us to make sense of research data. Theory enables us to connect a single study to the immense base of knowledge to which other researchers contribute. It helps a researcher see the forest instead of just a single tree. Theory increases a researcher’s awareness of interconnections and of the broader significance of data (Neuman, 1997).
Theories are, by their nature, abstract and provide a selective and one-sided account of the many-sided concrete social world. The theory allows the researcher to make links between the abstract and the concrete, the theoretical and the empirical, thought statements and observational statements etc.
Social theory informs our understanding of issues, which, in turn, assists us in making research decisions and making sense of the world. Theories play an important role in the development of the research questions and the goals of the study as well as throughout the entire process designing and engaging the research (Ravitch & Riggan, 2012).
We can examine issues of race and ethnicity, which is my point of interest through three major sociological perspectives: functionalism, conflict theory, and symbolic interactionism. For this discussion, I will only develop the Conflict theory as an example of a theory in Race and ethnicity.
Under conflict theory, in order to hold onto their distinctive social status, power, and possessions, privileged groups are invested in seeing that no competition for resources arises from minority groups. The powerful may even be ready to resort to extreme acts of violence against others to protect their interests. Thus, members of underprivileged groups may retaliate with violence in an attempt to improve their circumstances.
Conflict theories are often applied to inequalities of gender, social class, education, race, and ethnicity. A conflict theory perspective of U.S. history would examine the numerous past and current struggles between the white ruling class and racial and ethnic minorities, noting specific conflicts that have arisen when the dominant group perceived a threat from the minority group. In the late nineteenth century, the rising power of black Americans after the Civil War resulted in draconian Jim Crow laws that severely limited black political and social.
For example, Vivien Thomas (1910–1985), the black surgical technician who helped develop the groundbreaking surgical technique that saves ...
Use proper etiquette in discussion. Quality as well as quantity co.docxgarnerangelika
The document outlines grading criteria for discussion board posts in an online course. Students must post an original thread of 300-500 words that answers the discussion prompt and includes one reference and one scripture. They must also reply to two other posts with 150-250 word replies. Points are awarded for meeting word counts, supporting arguments, proper grammar and spelling, and following netiquette guidelines. The total possible points are 150.
This document discusses a lived experience paper that has two parts. The first part reviewed pressure ulcer prevention and identified gaps such as a lack of research on management, low knowledge of reduction methods, small sample size, and a gap between risk assessment and prevention. The second part will look at the lived experience of nurses conducting risk assessments on patients who developed pressure ulcers. It discusses using a qualitative methodology to understand these experiences in order to address the research question. The summary briefly outlines the purpose and approach of the document.
Reflection Of Political Science
The Study of Political Science Essay
Essay on Political Science
Political Science Reflection
Political Science Essay
Political Science
Political Science Reflection
Who Is A Political Scientist? Essay
Essay on Political Science
- Government InvolvementBioethics Environmental Ethics.docxhoney725342
- Government Involvement
Bioethics: Environmental Ethics
Go here: http://www.youtube.com/watch?v=4GviNafYdS4 to view a video covering information about environmental ethics and how it relates to morality.
Reference
Leopold Foundation. (2012, June, 3). Bioethics and environmental value- How we reason about things that morally matter [Video]. Retrieved from the YouTube Web site: http://www.youtube.com/watch?v=4GviNafYdS4
Social Contract Theory
Go here: http://www.youtube.com/watch?v=dHyn8MWssWc to view a video showing social contract theory from the conservative and liberal points of view. This video is approximately 7 minutes in length.
Reference
Storm Clouds Gathering. (2013, May, 30). The truth about the social contract [Video]. Retrieved from the YouTube Web site: http://www.youtube.com/watch?v=dHyn8MWssWc
Rousseau and Social Contract
Go here: http://www.youtube.com/watch?v=M40waSvXwBU to view a video that covers Rousseau's view on social contract theory. This video is approximately 12 minutes in length.
Reference
Alfred, J. (2010, October, 22). The classics: Rousseau -- Social contract [Video]. Retrieved from the YouTube Web site: http://www.youtube.com/watch?v=M40waSvXwBU
Laws and Ethics
Law is a system of principles and rules of human conduct prescribed by society and enforced by public authority. This definition applies to both criminal law and civil law. Ethics is the study of standards of conduct and moral judgment. When referring to a profession, ethics is the group's principles or code. Some may view the link between law and ethics as one to one—what is lawful is ethical and what is unlawful is unethical. This is not necessarily true. The law is the minimum performance that is expected in society. Professions demand that members comply with the law but simultaneously hold members to a higher standard. Thus, a profession's code of ethics may require its group's members to act in ways that are different from members of society. In this presentation, we examine ethics in the health professions by focusing first on human development and the foundation of law, and second, on reasoning in the world of values.
Human Value Development and the Foundation of Law
Moral philosophies and derivative principles provide a framework to hone and use a personal ethic to analyze and solve ethical problems. Like philosophers, clinicians and administrators are unlikely to agree fully with only one moral philosophy. Most will be eclectic in developing or reconsidering a personal ethic. In general, however, the principles of respect for persons, beneficence, nonmaleficence, and justice are useful in defining relationships among patients, managers, and organizations. These principles may carry different weights and take precedence over one another, depending on the issue being evaluated. Justice requires, however, that they be consistently ordered and weighted when similar problems are considered ...
Daniel Quintana November 26, 2018 COMM 101C Comm.docxwhittemorelucilla
Daniel Quintana
November 26, 2018
COMM 101C
Communication Research Project:
School Gun Violence and Uncertainty Reduction Theory
The Problem
Gun control is one of the longest debated issues in American history, and gun violence
had been a growing concern for individuals and their families. Acts of gun violence are regularly
reported on the news; and consequently, fear of school shootings have become an expected
concern for students and their parents. While there are many facets to gun control, I chose to
concentrate my communication research on school gun violence. The goal of this project is not to
argue either sides of the gun control debate; however, the goal is to propose possible
communication strategies to help students develop their ability to address concerns for school
safety. Issues surrounding gun violence creates stress and fear in young people’s lives. Through
communication, I believe young people can address these issues and feel both safe at school and
prepared to identify and respond to potential threats.
The Cornerstones
Of San Jose State University’s Communication Studies department, this project primarily
intersects with three of the four department cornerstones: Democracy, Diversity and Technology.
(Dept. of COMM Studies) Through my communication research, I found that students can
promote democracy by engaging in dialogue and debate on gun control. Students can learn from
each other’s different perspectives and develop their own values, preparing them to engage in
policy surrounding gun control. They can encourage diversity through communicating
compassionate with each other. They can utilize technology through online training videos and
online peer communication. And, they can create a compassionate community and reduce the
change of isolated and angered students acting out in aggression or violence.
Uncertainty Reduction Theory
I chose to address school shootings through the lens of the Uncertainty Reduction Theory
(URT). In Introducing Communication Theory: Analysis and Application, Richard L. West and
Lynn H. Turner describe the theory,
“When strangers meet, their primary focus is on reducing their levels of uncertainty in the
situation because uncertainty is uncomfortable. People can be uncertain on two different
levels: behavioral and cognitive. They may be unsure of how to behave (or how the other
person will behave), and they may also be unsure of what they think of the other person
and what the other person thinks of them. High levels of uncertainty are related to a
variety of verbal and nonverbal behaviors.” (West & Turner, pg. 137)
Student of different backgrounds and upbringings experience uncertainty when meeting new
peers at school. Though relationships develop, students can also develop uncertainty related
stress in regard to unfamiliar peers. Social differences and fear can prevent students from
reducing these uncertainty.
Writing an essay arguing for the pro-death penalty stance requires navigating complex ethical issues, exploring legal aspects and case studies, and acknowledging the emotional toll of capital punishment. The essay must present a well-researched argument that considers the perspectives of advocates who see deterrence and justice, as well as opponents concerned with potential wrongful convictions and morality. Crafting a persuasive yet nuanced analysis demands thorough research and understanding of the sensitive issues surrounding matters of life and death.
Legalizing Physician Assisted SuicideAccording to Sumner (2011),.docxsmile790243
Legalizing Physician Assisted Suicide
According to Sumner (2011), physician-assisted suicide is also referred to as euthanasia. It is an action that is intentional and painless where a person is killed to relieve them of suffering. It ranges from involuntary, indirect, voluntary, non-voluntary, passive and active assisted suicide.
Physician-assisted suicide is a very controversial issue in different jurisdictions and has not yet received both constitutional and legal support from most of the countries. In most of the countries, the lawmakers and legal consortiums have consistently worked against euthanasia. It has been argued that such a provision might expose the innocent patients to unscrupulous physicians. It might be a good thing to alleviate an individual’s rights, but at the same time, it opens numerous doors for other illegal means.
A good number of people suffer from some serious and painful illnesses such as terminal diseases. Instituting legal action for euthanasia as a recognized practice will help them end the pains and suffering they undergo in their ailment. Also, legalizing euthanasia helps the patients end their lives together with their families as they laugh together because they will know the times of their deaths (Adeniyi & International Islamic University Malaysia, 2010). Legalizing euthanasia also will help the dependents of the patients to preserve their dignity.
Similarly, it makes sense in terms economic value. A prolonged, painful life is very expensive for the hospital management to undertake including the bills, medicine, workers, and healthcare professionals. It is a bit easier to destroy the life where an individual is undergoing excruciating pains to save not only the state of the expenditures involved in the maintenance of life but also the family of the expenses involved.
Conclusion
Legalizing of the physician-assisted is something that remains polarizing. It is advantageous because it protects the patients from prolonged and excruciating pains. It also saves the family and states the expenditures involved in prolonging the life that might end up in death. However, there is the respect for human life that every individual has an unalienable right to life, and no human being should not take away their lives.
References
Adeniyi, O. B., & International Islamic University Malaysia. (2010). Legalizing euthanasia: With special reference to Nigerian, Dutch (Netherlands) and Islamic law. Gombak, Selangor: Ahmad Ibrahim Kulliyyah of Laws, International Islamic University Malaysia.
Sumner, L. W. (2011). Assisted death: a study in ethics and law: Oxford University Press.
10/28/2017 University of Phoenix: Forensic Science: From the Crime Scene to the Crime Lab
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may be reproduced or transmitted without publish ...
Can health equity survive epidemiology? Standards of proof and social determi...Jim Bloyd, DrPH, MPH
Objective. This article examines how epidemiological evidence is and should be used in the context of increasing concern for health equity and for social determinants of health.
Method. A research literature on use of scientific evidence of “environmental risks” is outlined, and key issues compared with those that arise with respect to social determinants of health.
Results. The issue sets are very similar. Both involve the choice of a standard of proof, and the corollary need to make value judgments about how to address uncertainty in the context of “the inevitability of being wrong,” at least some of the time, and to consider evidence from multiple kinds of research design. The nature of such value judgments and the need for methodological pluralism are incompletely understood.
Conclusion. Responsible policy analysis and interpretation of scientific evidence require explicit consideration of the ethical issues involved in choosing a standard of proof. Because of the stakes involved, such choices often become contested political terrain. Comparative research on how those choices are made will be valuable.
1) The document discusses institutional responses to mass atrocities such as genocide, war crimes, and crimes against humanity. It aims to evaluate how institutions can help prevent future mass atrocities.
2) It reviews literature on this topic and uses a qualitative research methodology to analyze secondary data from various sources.
3) The conclusion states that deciding how to properly respond to mass atrocities is difficult but not impossible, and the focus should be on short-term actions within the given environment that align with impacted communities' expectations.
1. Embracing
Concurrent Realities
Revisiting the Relationship between
Human Rights and Conflict Resolution
This study focuses on the interplay of human rights
and conflict resolution in the practice of civil society
organisations and independent state institutions, so as
to enhance understanding of the relationship between
these fields and contribute to improved practice. It has
been recognised that human rights, justice, conflict
and peace are closely linked. Yet for many years these
bodies of theory and practice have remained surpris-
ingly separate in conceptual and practical terms.
Those working on these issues have been known to
strongly disagree about the most suitable response in
specific instances. At times they may even perceive
one another’s actions as hampering their own.
By considering the practical experiences of specific
non-governmental organisations and state institutions
in South Africa, Northern Ireland, Nepal and Zimbabwe,
the study deviates from much of the existing literature;
that focuses extensively on the so-called ‘peace versus
justice’ debate. As such, it recognises that ‘conflict
resolution’ entails more than reaching a settlement to
end violence or repression. It also appreciates that
efforts to advance ‘human rights’ go beyond pursuing
individual criminal accountability for serious abuses.
The study is based on some eighteen years of personal
practical experience, a review of relevant literature
and key informant interviews.
Michelle Parlevliet (MA Political Science, MA
International Peace Studies) has worked on the nexus
of human rights and conflict resolution in various
capacities since 1997. She has published widely on
this theme and related topics, and has provided
facilitation, training, research and technical assistance
to multiple organisations and networks at grassroots
and senior policy-making level in Africa, Asia, and
Europe. Between 2010 and 2015, she pursued her PhD
at the Faculty of Law at the University of Amsterdam. Michelle Parlevliet
4. Table
of Contents
1
Acknowledgements xi
Abbreviations xv
1
Intr
1.1
oduct ion
nal ch questions
1
Ratio e, focus and resear
1.1.1 Background
ce 1.1.2 Societal relevan
1.1.3 Academic relevance
1.1.4 Focus and aim
etica
1.1.5 Research questions
ctor orientation
6
6
9
13
16
16
1.2 Theor l framework
d a
s
1.2.1 Constructivism an
do
1.2.2 Of fields and frame
oach
17
23
17
19
1.3 Metho logical appr
1.3.1 Reflective practice
1.3.2 Limitations
thodology
1.3.3 Mitigation strategies
.3.4 Qualitative research me
tructure and chapter overview
1
S
24
26
27
29
1
.4 36
Part I – Lenses
2
The Human Rights Field
s and development
41
2.1 Foundation 43
2.2 Key ideas 48
2.3
2.4
2.5
Key actors
rac
ad
52
Key p tices
Contr ictions and conundrums
56
2.5.1 Broad concept, narrow take: Human rights as narrow,
technocratic and legalistic
ights 2.5.2 Deep‐rooted problems, surface manifestations: Human r
as symptoms‐focused
2.5.3 Challenging power, sustaining power: Human rights as
ambivalent in relation to power
ication: Human rights as insensitive
2.5.4 Universal norms, local appl
to local context and agency
onclusion: The human rights field
C
59
59
62
64
66
2.6 68
esolution Field
s and development
3 The Conflict R 71
3.1
3.2
3.3
Foundation
Key ideas
Key actors
73
76
82
5. 2
3.4
3.5
Key p tices
Contr ictions and conundrums
rac
ad
85
3.5.1 Comprehensive in theory, limited in practice: Conflict
resolution as technical and non‐political
n as 3.5.2 Underlying causes, visible behaviour: Conflict resolutio
symptoms‐oriented
3.5.3 Seeking social change, maintaining status quo: Conflict
resolution as deferential to power
of models: Conflict resolution 3.5.4 Complexity of conflict, simplicity
as applying recipes
onclusion: The conflict resolution field
C
87
88
90
92
95
3.4. 97
4
Com
4.1
g t
en
parin he Fields: Human Rights and Conflict Resolution 101
Differ ces
reference
4.1.1 Disciplinary roots
4.1.2 Conceptual frame of
ctical approach 4.1.3 Pra
rit
4.1.4 In Sum: Differences
102
103
103
106
109
4.2 Simila ies
haracter4.2.1 Normative c
4.2.2 Evolution over time
4.2.3 Challenges
.2.4 In Sum: Similarities
onclusion: The human rights and conflict resolution fields compared
4
C
110
110
111
113
115
4
.3 115
Part – Fluidity II
5
Two
5.1
Field ecific OrganSp isations 121
Lawyers for Human Rights (South Africa)
5.1.1 Background
5.1.2 Security of Farmworkers’ Project
sing questions
5.1.3 Exploring conflict resolution
rg: A complex situation rai5.1.4 Hangbe
5.1.5 Use of mediation and negotiation
Africa)
5.1.6 In sum
123
123
127
131
134
138
140
5.2 The Centre for Conflict Resolution (South
5.2.1 Background
5.2.2 Morality, legality, human rights
unity 5.2.3 Human rights questions in an intervention in comm
t non‐nationals in 2008
conflict
cale violence agains
ring human rights
5.2.4 Large‐s
side
um
5.2.5 Con
.2.6 In s
onclusion
5
C
144
145
147
150
154
159
164
5
.3 167
6. 3
6
Act
6.1
ors on e Interface th
he
173
Churc s in Manicaland (Zimbabwe)
6.1.1 Background
tion
ict resolution
6.1.2 Serving the local popula
rights and confl6.1.3 Human
6.1.4 Two overall challenges
institutions
6.1.5 In sum
175
175
179
181
186
189
6.2 Civil society only? Independent state
6.2.1 Background
6.2.1 Institutions on the interface
South Africa
thern Ireland Parades Commission
6.2.3 Beyond
Nor
um
6.2.4 The
.2.5 In s
onclusion
6
C
191
191
194
198
201
206
6
.3 208
Part III – Navigating Complexity
7
Han
7.1
dling Dilemmas
r long term change? Addressing the symptoms and
s o nd violent conflict
213
Immediate relief o
cause f rights violations a
proach
7.1.1 Dilemma
ap7.1.2 Possible
7.1.3 Discussion
7.1.4 In sum
on ooperation? The ebb and flow of addressing conflict
s
216
217
221
224
229
7.2 Confr tation or c
and advancing human right
proach
7.2.1 Dilemma
e ap7.2.2 Possibl
7.2.3 Discussion
tat dling role tensions
7.2.4 In sum
230
231
235
239
247
7.3 Facili or or advocate? Han
proach
7.3.1 Dilemma
e ap7.3.2 Possibl
7.3.3 Discussion
7.3.4. In sum
ise aise? Referring to rights in conflict resolution
en
248
249
253
259
262
7.4 To ra or not to r
interv tions
proach
7.4.1 Dilemma
e ap
ion
7.4.2 Possibl
cuss
um
7.4.3 Dis
.4.4 In s
onclusion
7
C
264
265
269
274
278
7.5 280
8
Fac
8.1
ors Affecting Convergence
Conceptions of ‘human rights’ and ‘conflict resolution’
t 287
290
7. 8.1.1 Northern Ireland: Narrow conceptions, little converge
ns, more convergence
nce
8.1.2 South Africa: Broader conceptio
er
8.1.3 In sum
291
299
303
8.2 Broad political and economic context
8.2.1 Political context: Political ideology and dynamics
ic context: Origins, organisation and allocation of 8.2.2 Econom
funding
gie on goals
8.2.3 In sum
306
306
312
316
8.3 Strate s to further human rights and conflict resoluti
where, when and how effective?
s or concerns
8.3.1 Which,
8.3.2 Articulating human rights claim
ur
8.3.3 In sum
316
317
323
327
8.4 Expos e, interaction and appreciation
n
8.4.1 Benefits of exposure and interactio
es to productive interaction
s of productive interaction
8.4.2 Obstacl
ture
um
8.4.3 Fea
8.4.4 In s
Conclusion
328
328
332
339
345
8.5
Con
9.1
346
9
c ing Concurrent Realities lusio Implications: Embracn &
ar
351
Summ y of findings
onflict resolution
9.1.1 Lenses on social reality
ween human rights and c
‐ beyond binary frames
9.1.2 Fluidity bet
y9.1.3 Complexit
353
353
355
358
9.2 The clash revisited 363
9.3
9.4
9.5
Framing revisited 366
Concurrent realities
Implications for practice
369
9.5.1 Being attentive to human rights, conflict resolution, and their
interplay
ict 9.5.2 Recognising multiple dimensions in human rights and confl
resolution
, embrace and act on concurrent 9.5.3 Honing the ability to hold
realities
uggestions for further research
S
370
371
372
374
9
.6 375
Reference s
Summary
377
405
Samenvatting 415
Curriculum Vitae 427
4
8. 2: Excerpt Chapter 1
It is early January 2001. South African residents of Du Noon and Doornbach, two
adjacent squatter areas to the north of Cape Town, forcibly evict people of foreign
descent living in their midst, ostensibly in retaliation for the killing of a South African
squatter. They chase out the ‘makwerekwere’ (a derogatory term used in South Africa to
denote migrants from other African countries), threatening them with more violence
should they try to return and accusing them of being involved in crime and of stealing
jobs, houses, and women. Those evicted, their shacks and other belongings having been
destroyed through arson and other means, seek refuge at a local police station. This is
poorly equipped to deal with the sudden presence of over a hundred upset, fearful and
angry non‐nationals. The local municipality steps in to provide food and temporary
shelter, erecting tents on the station’s premises. It also contacts a well‐known non‐
governmental conflict resolution organisation in Cape Town, the Centre for Conflict
Resolution (CCR), to request assistance in resolving this situation.
Two mediators from CCR contact the informal leaders of the South African squatter
residents and those evicted, to check whether they – and the people they represent –
agree to CCR facilitating a conflict resolution process to address the issues between
them. They engage with the local police and local municipality, both of which are keen to
get the matter sorted out as soon as possible. The municipality stresses that it can only
provide relief to those expelled for a brief period of time. The mediators also
communicate with the local office of the South African Human Rights Commission
(SAHRC), since it too approached CCR for support in relation to this violent eviction,
having received a few complaints of human rights violations. As the country’s principal
human rights institution, the SAHRC is concerned about violence directed against non‐
nationals. Unfortunately, this is not a new phenomenon in ‘the new South Africa’, but
few incidents of this scale have been recorded until now.1
For the Centre for Conflict Resolution, this situation was not unlike others the
organisation had encountered before. In the 1980s and 1990s, CCR had been one of
several Cape Town‐based non‐governmental organisations (NGOs) actively involved
in addressing community‐based conflict and containing political violence in cities and
townships in the Western Cape province. As such, the organisation had often
ntervened in conflicts that had already erupted into violence or might do so in future, i
and in which the pressure was on to deliver results as quickly as possible.
CCR’s practitioners were used to operating in situations where hostility was intense,
passions ran high, multiple issues – social, political, economic, cultural – appeared to
be at stake, and which involved a range of actors, all with their own concerns and
priorities. In this particular instance, the lead mediator was a seasoned practitioner, a
long‐term lay minister and community activist who had cut his conflict resolution
teeth in the first half of the 1990s, when political violence in South Africa was at its
1
Personal notes, on file with author. Those evicted were mostly Namibians and Angolans; the term ‘non‐
nationals’ is derived from SAHRC practice. For more discussion and references, see 5.2.3, 7.1.1 and 7.4. A brief
discussion of this case was previously published in Galant and Parlevliet (2005).
5
9. height. His co‐mediator was a former student activist, whose turn to ‘professional’
conflict resolution practice was more recent but no less rooted in concrete life
experience. And yet,
The Centre’s mediators soon find themselves in a bind. The South Africans living in the
two settlements are inflamed by claims – contained in local media reports – that they
have violated the evictees’ human rights, and that xenophobia must have played a role in
their behaviour. As they speak with the mediators, they indicate their willingness to take
part in a facilitated dialogue process, but also say that they will walk out if they are
accused of xenophobia or if their actions are going to be talked about in terms of human
rights.
Meanwhile, those sheltered at the police station tell the mediators that the violence and
destruction inflicted on them can only be talked about in such terms. They insist that, for
them to participate, the abuses committed should be included as ‘human rights
violations’ in any agenda for talks between themselves and their former neighbours. In
their view, not doing so will amount to their further victimisation. Some have lodged a
complaint of human rights violations with the South African Human Rights Commission;
a few have also laid criminal charges for theft and destruction of property.2
At the time, I was working at the Centre for Conflict Resolution, managing a
programme on human rights and conflict management I had helped to establish at the
Centre nearly two years before. While I had read about the expulsion in local
newspapers, I only became aware of CCR’s involvement when the mediators working
on the case invited my programme colleague and myself to join them on the mediation
team. Noting that this case raised some difficult questions, they suggested that it
ould be useful if some more ‘human rights’‐oriented people assisted the mediation, w
given the apparent prominence of human rights issues.
Why was the very use of human rights language considered so contentious – and how
should they deal with that? Another concern related to impartiality: if, as mediators,
they were to raise the alleged human rights violations as issues in the dispute to be
addressed in mediation, the South African residents would perceive them as biased.
Yet not doing so might well make the mediators suspect in the eyes of those who had
been thrown out of the informal settlements. How were they going to avoid alienating
the South Africans without downplaying the treatment meted out to those evicted?
Then there were the complaints lodged with the SAHRC and a criminal case the police
had opened – what did these mean for the intervention process? My mediator
colleagues were quick to point out that, of course, they were well versed in mediation
and we should not think of them being at a loss about how to handle this. Even so, our
nowledge of human rights might be useful as they set out to analyse the conflict, k
devise an intervention strategy and liaise with the SAHRC.
Until then, much of the work undertaken through the Human Rights and Conflict
Management Programme (HRCMP) I managed at CCR had entailed assisting rights‐
2
Personal notes, based on conversations with mediators at the time, on file with author.
6
10. focused organisations to explore how they could use conflict resolution methods to
enhance their human rights work; this had included a prominent human rights NGO,
the South African Human Rights Commission and a network of refugees in Cape Town.
he interaction with my mediator colleagues, however, brought to light other facets of
e rela
T
th tionship between human rights and conflict resolution.
It showed how conflict resolution practitioners might grapple with human rights
questions arising in the course of their work – questions that were impossible to
ignore since they could affect the credibility or effectiveness of conflict resolution
efforts. It also illustrated the terms in which my colleagues perceived this case, such as
‘the parties’, ‘issues to a dispute’, ‘intervention’ and ‘impartiality’. Yet it could also be
talked differently, using human rights terminology – ‘abuses’, ‘violations’, ‘allegations’,
‘victims’ and ‘perpetrators’. Did these alternative ways to view and name the same
empirical reality have implications for how to approach the matter and conceive of
possible solutions? It further seemed that my mediator colleagues were not very
familiar with dealing with the human rights aspects of a case like this. In fact, this
ights dimension appeared to generate some discomfort, as if it interfered with my r
colleagues’ tried and tested conflict resolution process and methodology.
The situation described above is only one example of how questions of human rights
and conflict resolution may intersect in the practice of individuals or organisations
seeking to advance human rights or ensure the sustainable resolution of conflict. Here,
conflict resolution practitioners sought to draw on knowledge of human rights as they
set out to facilitate a dialogue to resolve a specific conflict between parties. In
addition, a human rights institution sought support from a conflict resolution
organisation in dealing with a situation where rights and conflict were entangled.
However, in many other situations, no such link between human rights and conflict
resolution perspectives or approaches is made. Alternatively, when they do meet, they
are often perceived as being at loggerheads, however surprising or counterintuitive
that may seem to people unfamiliar with either field or with international relations
(Solomon 2006, ix). Practitioners from the two fields may thus be oblivious of one
nother’s efforts, despite operating in the same context, or they can appear to work at a
cross‐purposes.
This study is about the relationship between human rights and conflict resolution in
theory and practice. It considers how the interplay of the two fields manifests in
reality and what questions this raises for practitioners working in them. Focusing
especially on the work of national or local civil society organisations and independent
state institutions, it also considers the implications of this interaction for the
relationship between human rights and conflict resolution more generally, in light of a
ongstanding debate on these fields supposedly being contradictory or
omplementary in nature.
l
c
7
11. 8
The study is based on some eighteen years of practical experience working on the
nexus of human rights and conflict resolution in various capacities (notably
rogramme manager, trainer, facilitator and adviser) and contexts, supplemented p
with a review of relevant literature and interviews. [….]3
Outside these periods of formal employment, I have also benefited from insights
arising from assignments focusing on human rights and conflict resolution undertaken
as an independent consultant. During my work on this study, I became involved in
various projects that were directly relevant, including speaking engagements at
meetings of practitioners and scholars from the two fields, preparing a joint
publication, facilitating training workshops on linking human rights and conflict
resolution for practitioners from various organisations, and participating in a few
nternal UN processes.
i 4 All in all, this study combines insights from practice and
heory and constitutes an exercise in reflective practice, as will be explained below. t
*****
S
olomon, Richard H. 2006. "Foreword." In Human Rights & Conflict. Exploring the Links between Rights, Law and
Peacebuilding, edited by Julie A. Mertus and Jeffrey W. Helsing, ix‐xiii. Washington, DC: US Institute of Peace.
3
See the curriculum vitae at the back of this book.
4
These include the design and delivery of six training workshops on connecting human rights and conflict
transformation (of which four for Swiss development practitioners (2012‐2015); two for German practitioners,
including coordinators from the German Civil Peace Service (2009, 2012); and one for a Zimbabwean human
rights NGO (2012)); preparation of a publication on human rights and conflict transformation in development
practice, with staff members from the peace and security and human rights‐based approaches sections of
German development assistance (Parlevliet 2011a); participation in three Amsterdam Dialogue meetings
between high‐level human rights advocates and senior mediators (2010‐2012, see also fn. 13 below); delivery of
keynote address to Annual General Meeting of KOFF Centre for Peacebuilding in Switzerland (2012); assignments
with the United Nations (2012‐2014, see fn. 14 below); facilitation of a working session on human rights, justice
and peacebuilding at international conference hosted by German peacebuilding network Fri‐Ent (2014); and
facilitation of two learning events about human rights and peacebuilding for international peacebuilding NGO
Conciliation Resources (2014).
12. 3: Summary
Embracing Concurrent Realities: Revisiting the Relationship
between Human Rights and Conflict Resolution
This study focuses on the interplay of human rights and conflict resolution in the
practice of civil society organisations and independent state institutions. It aims to
enhance understanding of the relationship between these fields and contribute to
improved practice. While it has been recognised for some time that human rights,
justice, conflict and peace are closely linked, for many years these two bodies of
theory and practice have remained quite separate in conceptual and practical terms.
Organisations and people working in these domains do not necessarily consider
whether and how their efforts interact, or the implications of operating in the same
context. At times, they have been known to perceive one another’s actions as
hampering their own. Human rights activists and conflict resolution practitioners can
disagree vehemently about the most suitable course of action or the ends to be
ursued in a given context; tensions arise especially when abuses are widespread and p
pressure to act is high.
The starting point of the study is that such polarisation detracts attention and
resources from what actors in these fields seek to achieve and that the ongoing
disconnect between their approaches threatens to undermine efforts in both realms.
After all, human rights and conflict are closely linked. Violations of human rights can
be both symptoms and causes of violent conflict, suggesting that protecting human
rights may help address conflict sustainably. By facilitating greater understanding of
the relationship between human rights and conflict resolution – in both theory and
practice – the study thus seeks to enhance how human rights and conflict resolution
actors work and relate to one another ‘on the ground’. It examines how human rights
and conflict resolution thinking and practices have interacted in specific situations
experienced by specific actors in South Africa, Zimbabwe, Northern Ireland and Nepal
with some reference to examples from elsewhere). It also explores what this can (
teach us about the relationship between the two fields generally.
By focusing on the practical experiences of civil society actors and independent state
institutions, the study deviates from much of the existing literature. In particular, it
sidesteps the ‘peace versus justice’ debate on the challenges of promoting both peace
and accountability in countries affected by violent conflict. In doing so, it recognises
that ‘conflict resolution’ entails more than reaching a settlement to end violence or
repression, and that ‘human rights’ goes beyond pursuing individual criminal
accountability for serious abuses. It also recognises that efforts to address conflicts or
advance human rights are not undertaken only in times of crisis, and often involve
organisations and individuals other than political and military elites. It further
9
13. acknowledges that human rights and conflict resolution may both support and be in
tension with each other, depending on time and context. To date, the existing
iterature has devoted relatively little attention to examining the variable and dynamic l
nature of their relationship.
Methodologically, the study is based on some eighteen years of practical experience;
the author has worked on and at the nexus of human rights and conflict resolution in
diverse contexts (and continued to do so during the period of this study). This is
augmented by a literature review and 26 interviews. The study is an exercise in
reflective practice that processes insights, questions and observations arising over
ime, blending lived experience and social investigation. This implies a qualitative t
methodology that draws on empirical material gathered by a participant‐insider.
Theoretically, the study is grounded in constructivism, which stresses the social
construction of reality. Adopting an actor‐orientation, it presumes that actors have
agency in how they define situations, identify objectives, understand options for
action and pursue human rights and/or conflict resolution goals. Finally, the notions
of ‘field’ and ‘frame’ run through the study. The first implies that ‘human rights’ and
‘conflict resolution’ constitute realms of socially patterned activity that can be
escribed; the latter points to the way in which problems are not predetermined but d
have to be constructed in order to be acted upon.
The study consists of nine chapters and three parts. Chapter 1 explains its focus, aim
and rationale, and introduces the theoretical and methodological framework as
outlined above. The next three chapters comprise part I, and provide a general
overview of each field, followed by a comparison. The purpose of this is twofold: it
seeks to embed the later discussion of concrete experiences and challenges in a solid
understanding of human rights and conflict resolution and it addresses another gap in
the literature, which often describes field actors in simplistic terms and makes little
effort to comprehend what the two fields entail in terms of their foundation, evolution,
core ideas and practices. The literature also often portrays the two fields as fairly
unambiguous while each contains several contradictions. This suggests that human
ights and conflict resolution are less straightforward than may seem at first sight, and
hat they a
r
t re subject to certain limitations.
Chapter 2 reviews the human rights field, noting how ‘human rights’ has become the
dominant normative vocabulary of our time. The field has a strong legal character,
giving primacy to global human rights standards. Yet human rights are more than law;
grounded in the notion of inherent human dignity, they also serve as moral principles
and inform social and political action. An emphasis on making power accountable and
safeguarding individual freedoms has long been central to the field. ‘Human rights’
potlight the extent to which the state affords or denies individuals respectful and
on‐discriminatory treatment, freedom of choice, and participation.
s
n
10
14. The concept has expanded over time, devoting more attention to fairness and equality
in the socioeconomic realm. It also recognises nowadays that groups may be rights‐
holders and non‐state actors duty‐bearers. Yet, there is a contradiction between the
narrow and legalistic character of much thinking and practice in the field and the
expansive nature of the rights concept itself and the field’s ambitions. Other tensions
include a tendency to stress redress and individual accountability rather than
structural reforms, an ambivalent relation with power, and balancing the universal
ature of rights norms with the importance of local application, relevance and
wnership
n
o .
Chapter 3 considers the conflict resolution field, which has also expanded in scope
and ambition since it emerged. Despite considerable heterogeneity, the field has
consistently focused on how to address conflict constructively and effectively when it
arises, assuming that conflict need not be physically violent. It emphasises preventing
violence and generating solutions that are acceptable to the parties, balance their
underlying interests, and are reached through dialogue. Over time, conflict resolution
has become more concerned with asymmetric conflict in which power is imbalanced,
rompting a focus on identity groups as the most relevant unit of analysis. This has p
also induced a greater emphasis on social justice and long‐term change.
In seeking to limit violence, however, conflict resolution risks being used as a tool for
pacification, prioritising the manifestations of conflict over its causes and falling short
on engaging power imbalances. Tensions thus exist between the field’s settlement and
transformation sides and its pragmatic and normative impulses. Other tensions relate
to its generalising and contextualising tendencies and to the contrast between the
otion of conflict resolution in theory and the limited way in which it is often put into
ractice.
n
p
Chapter 4 compares the two fields and challenges the tendency in the literature to
pay far more attention to their differences than to their similarities. It does not gloss
over such differences, however. At times the fields’ respective emphases and
strategies diverge to such an extent that they appear incompatible. Yet striking
similarities do exist. Both fields are very normative: they seek to improve the human
condition and share a belief in the agency of people to shape their environment. The
fields have also evolved similarly over time, expanding steadily in substance and reach
within a few decades. Finally, their internal contradictions are surprisingly alike,
ointing to how difficult is for both human rights and conflict resolution to live up to p
their aspirations ‘to do good’.
Overall, the argument put forth in part I is that the two fields offer specific lenses for
seeing, being and doing in the world. Coming with priorities, preferences and
demands, these lenses highlight certain aspects of reality, downplay or overlook other
features, and shape action by encouraging some responses while invalidating others.
They are expressed and reinforced through specific imagery, concepts and
11
15. vocabularies that are fairly inaccessible to the uninitiated. They also contain certain
limitations. Neither field can claim to possess the ultimate wisdom about solving
problems and creating the desired future. Part I further shows how rising ambitions,
widening conceptions and diversifying practices have reduced the distance between
human rights and conflict resolution. This has increased the probability of the fields
clashing – while also increasing the prospects for synergy and cross‐fertilisation. By
nd large, part I clarifies how understanding the distinct nature of the two lenses
heds l
a
s ight on how both fields may simultaneously connect and disconnect.
Part II, consisting of chapters 5 and 6, explores how the relationship between human
rights and conflict resolution manifests in practice. It does so by discussing practical
experiences of two field‐specific civil society organisations in South Africa (a human
rights NGO and a conflict resolution NGO), one civil society actor not associated with
either field (an ecumenical network of churches in Zimbabwe) and a few independent
tate institutions (notably a number of rights‐oriented South African institutions and a s
conflict resolution‐focused institution in Northern Ireland).
The discussion in part II confirms the existence and relevance of the two lenses:
distinct frames of reference and ways of engaging with problems can be noted. Yet it
also reveals that the boundaries between human rights and conflict resolution are far
more permeable than the ‘field’ and ‘lens’ notions imply. Descriptions of practical
situations demonstrate that human rights and conflict resolution are deeply
interwoven in the daily practice of these actors and that there is considerable fluidity
etween the fields. This especially comes to the fore as actors seeking to advance
ights or ad
b
r dress conflict respond to concrete situations on the ground.
Chapter 5 first discusses how and why lawyers from Lawyers for Human Rights
(LHR), a South African NGO, started to draw on interest‐based conflict resolution
methods (mediation and negotiation) in their efforts to ensure the rights of
farmworkers in the Western Cape province, a very vulnerable constituency. This was
in response to the realisation that adversarial tactics and legal means were insufficient
to resolve conflicts around farmworkers’ rights conclusively. The rights practitioners
ubsequently found that interest‐based methods, while very useful, were no panacea.
t
s
They had to learn when righ s‐ or interest‐based methods might be most suitable.
The chapter also discusses how practitioners from another South African NGO, the
Centre for Conflict Resolution (CCR), faced human rights questions when intervening
in community‐level conflict situations. As they were seldom attuned to such rights
aspects, they tended to overlook or be frustrated by them, which could negatively
affect their interventions. Yet, over time, some practitioners came to appreciate
human rights – in both a legal and moral sense – as setting the parameters within
hich their conflict resolution efforts ought to take place and as a ‘tool’ they could use
o address conflict.
w
t
12
16. The experiences of these organisations highlight how working on conflict and working
on human rights prove to be closely related in practice. Human rights and conflict
resolution flow into one another in multiple ways, bringing opportunities and
challenges for the actors involved. The observed fluidity probably stems from the
ature of the work they do, the type of problems they address, and the context in n
which they operate.
However, many efforts to advance human rights or tackle conflict are pursued by
actors that are not professional NGOs in either one or the other field. Chapter 6 hence
considers the interplay of human rights and conflict resolution in the practice of a
number of other actors, on opposite ends of the organisational spectrum. It first
discusses a church network in Zimbabwe’s Manicaland province that began to engage
in rights advocacy, support to victims of abuses, violence mitigation and dialogue
facilitation in response to growing political violence. While not conceiving of itself
nitially in terms of human rights and/or conflict resolution, it tried to impact on both
a
i
dom ins.
The chapter then looks at some independent state institutions charged with
protecting human rights, preserving democracy, facilitating dispute settlement or
ensuring administrative justice (including the South African Human Rights
Commission and the Northern Ireland Parades Commission). These statutory bodies
also often have to engage with both human rights and conflict resolution while
implementing their mandate, even though their formal title (or mandate) may only
emphasise one. The chapter therefore characterises these different actors as
operating on the interface of human rights and conflict resolution, since they perform
functions and undertake activities associated with both. It is hard to see where
‘human rights’ and ‘conflict resolution’ begin and end. The extent to which the actors
grasp this and consciously engage with the interface of the two fields varies greatly,
however. While the Manicaland churches gradually recognised it and used the insight
to reflect on their roles and approach, the independent state institutions referred to
eldom seem to give much thought to how human rights and conflict resolution come s
together in their work – let alone the practical implications.
Together, the chapters comprising part II shed light on what human rights and conflict
resolution may bring to one another. Mutual contributions include enhancing analysis
and expanding the practical approaches at the disposal of actors, because the fields
call attention to different aspects of the same situation and encourage various kinds of
action. This suggests that the practice and theory of human rights and conflict
esolution have potential to ‘fill gaps’ in one another’s approach to and understanding r
of reality.
Yet the practical examples also show that experiencing the fluidity of human rights
and conflict resolution can be confusing, frustrating and challenging for actors
working in and across these fields. Tough questions emerge which cannot be avoided.
13
17. The study finds that working ‘around’ the relationship of human rights and conflict
resolution – trying to evade or ignore it – is likely to have unfavourable consequences,
s important facets of reality that contribute to rights violations and/or conflict
ynamic
a
d s are not taken into account and relevant strategies are overlooked.
Part III, consisting of chapters 7 and 8, focuses on the theme of navigating complexity
nd points to the importance of moving beyond binary framings, i.e. thinking in
ither/or t
a
e erms.
Chapter 7 probes four particular challenges that regularly arise for actors working on
human rights and/or conflict resolution. Derived from the examples presented
previously, they relate to balancing short‐ and long‐term goals, pursuing
confrontation or negotiation in contexts marked by structural injustices and power
asymmetry, managing tensions between facilitator and advocate roles and referring to
human rights violations and concerns in conflict resolution interventions. It explores
what these challenges involve and how actors have sought to approach them, so as to
shed further light on the relationship between human rights and conflict resolution.
The challenges are often positioned and experienced as dilemmas that involve
conflicting, yet equally relevant, objectives and imply various courses of action, each of
which potentially has adverse effects. Such dilemma‐thinking captures the choices
vailable to practitioners in a simplistic binary frame, as if actors are forced to choose
l
a
between only two, mutua ly exclusive, options for action.
The study shows that organisations and individual practitioners navigate the
complexity of the social world in various ways. They seldom allowed themselves to be
confined by a dualistic frame of reference. Instead, they look for opportunities to
combine the evident options for action or to circumvent them by identifying
alternatives. In fact, grappling with a particular challenge may bring out the
interdependence of different imperatives, strategies, or roles – even ones that seem
utright incompatible, like confrontation and cooperation, or facilitation and o
advocacy.
In addition, binary framing risks simplifying the issues at stake and can jeopardise
actors’ ability to act effectively. In reality, the practical approaches identified often
involved a process of reframing to create space for manoeuvring. Yet such reframing
does not necessarily resolve tensions that may arise in particular situations or at
specific times. The chapter finds that it appears to be especially useful when actors are
willing to come to grips with such tensions, questions and ambiguities rather than
ishing them away. As such, it also points to the importance of processes of reflection
o help act
w
t ors in both fields to figure out how to negotiate the challenges they face.
Chapter 8 challenges the binary framing that has marked much of the literature on
the fields’ relationship to date, which positions them as either contradictory or
complementary. Building on the findings of earlier chapters, it argues that human
14
18. rights and conflict resolution can support and be in tension with one another,
depending on context, time and the actions of organisations and practitioners. By
calling attention to the variable and dynamic nature of the relationship between the
wo fields, the chapter reveals the relevance of examining what factors may affect the t
way they interact in practice.
It shows the usefulness of this line of enquiry by considering how the following four
specific factors affect the relative convergence of human rights and conflict resolution:
the conceptualisations of ‘human rights’ and ‘conflict resolution’ that prevail in a given
context; the political and economic context in which human rights and conflict
resolution thinking and practices take place; the strategies used to pursue human
ights and conflict resolution goals; and finally, the nature and extent of practitioners’ r
knowledge of, exposure to and appreciation of ‘the other field’.
These four factors highlight that actors working on human rights and conflict
resolution do not have unlimited agency in how they deal with the challenges they
encounter. For example, while they can chose how to construe the meaning and
application of ‘human rights’ and ‘conflict resolution’ (at least to a degree), actors can
exert far less influence on how political dynamics interact with such
conceptualisations. In some contexts, the human rights and conflict resolution
agendas end up being associated with different conflict parties, which will probably
undermine the scope for convergence. In the same vein, while actors have a choice in
deciding whether to engage or work across the fields, their ability to do so may be
ffected by the way funding is allocated, or how the institutional set‐up of their a
organisation separates human rights and conflict resolution oriented activities.
Chapter 8 hence serves as a salient addition to chapter 7, which highlights agency on
the part of actors by focusing on the possibility of combining approaches and creating
space for manoeuvring through reframing and reflection. It establishes that matters of
structure cannot be ignored when seeking to grasp the interplay of human rights and
conflict resolution. It also builds on the finding that seemingly divergent and
conflicting approaches may be interdependent and complementary. It observes that
divergence can serve another function: it may generate a sense of unease that can,
over time, prompt practitioners to venture outside the familiar and start taking the
other field seriously. In that sense, part III points to surprising paradoxes, finding that
ontradiction may still be complementary and that divergence may be part of the c
movement towards convergence.
In conclusion, chapter 9 summarises the main findings of the study, reflects on larger
insights emanating from it, and discusses its implications for practice and further
research. It revisits the notion of the human rights and conflict resolution fields
clashing, and suggests that their similarities may be as much of a hindrance to greater
synergy as their differences. Their strong normative character and actors’ passionate
belief in the applicability and rightness of their respective frames impede openness to
15
19. other views and approaches. The professionalisation of the fields probably
xacerbates this by facilitating tunnel vision, entrenching professional identities and e
increasing the need to prove their relevance.
The relationship between the fields can thus be seen to contain its own conflict
dynamics, to which core tenets of conflict resolution apply – like the importance of
enhancing understanding between proponents of human rights and conflict
resolution. Even so, some tension is likely to persist, as substantive differences in
interpretations and approaches to social reality will not go away. The chapter argues
that these can best be appreciated as different perspectives on the world, specialist
frames and vocabularies, each of which is more suitable for some purposes, but less so
or others. They can also serve as a warning signal to prevent salient features of reality
r n
f
and/or alternative courses of action f om bei g overlooked.
The conclusion further revisits the notion of reframing, explaining that the study
points to the risks involved when practitioners merely act from within their own
frame without reflecting on it. It suggests that it is possible to ‘remake’ such existing
frames, identifying three different ways to do this. Reframing can occur when one
frame gains supremacy, or as the result of a process of reflection. In the second
instance, practitioners review their prevailing perspectives and approaches after
experiencing trouble with their definition of the problem or solution, or when they
have been unable to achieve the desired results. This can prompt an interest in
experimenting with new frames or lenses in future. A third route to remaking existing
frames opens up when these frames are destabilised by practical problems and
unforeseen circumstances. Actors’ perspectives and practices then become subject to
renegotiation – at least, if they are able and willing to cope with a degree of confusion
nd vulnerability and resist the temptation to ensure the stability of their beliefs by
n t
a
‘ma aging’ empirical evidence or dismissing cer ain information.
An overall insight emerging from the study is that considering the relationship
between human rights and conflict resolution reveals the existence of multiple,
concurrent realities. Engaging with this relationship thus means recognising that,
even if they conflict at times, these realities are simultaneously valid and
interdependent. The study thus emphasises the necessity and the challenge of holding,
embracing and acting on the concurrent realities presented by human rights and
conflict resolution. This is important for organisations working on human rights or
conflict resolution, since the study also makes clear that failing to consider the two in
conjunction can jeopardise their efforts. There is, however, no blueprint for linking
human rights and conflict resolution in practical efforts, because how they interact
ill probably look different from case to case. Even so, the study does offer some clues
s to what behaviour and attitudes it is best to avoid.
w
a
16
20. 17
It also has three general implications for future practice:
Firstly, actors working in and across these fields need to recognise that, even though
they may be mostly impact on one of the two – be it human rights or conflict – they
generally work in contexts where the other is present too, and where the other lens is
also relevant. Consequently, they need to reflect on the interaction between their own
efforts and the phenomenon that has traditionally been outside their frame of
reference. This is not to shy away from initiatives that may be contentious, but to
le negative effects and critical reactions – and to identify ways of anticipate possib
addressing them as much as possible.
Secondly, it is important to adopt a more holistic understanding of human rights and
conflict resolution. Narrow, traditional notions of both core concepts fail to do justice
to the evolution of thinking and practice in these fields. Furthermore, they do not suit
the nature of asymmetric conflict and disregard the close links between human rights,
justice, conflict and peace. Instead, it is useful to understand both of these endeavours
(and their interface) as having multiple dimensions. Rules, structures and institutions,
relationships and processes need to be taken into account when seeking to channel
iolent and potentially violent conflict into non‐violent processes of social and v
political change and ensure the realisation of human rights.
Thirdly, there is great value in learning more about the ‘other’ field and reflecting on
the scope, substance and limitations of one’s own frame. This is not to argue that
human rights actors should become conflict resolution experts or vice versa, but to
recognise that specialisation carries risks which can jeopardize well‐intended efforts
to improve rights protection or facilitate durable solutions to conflict. Greater insight
into other ways of grasping, being and doing in the world enhances actors’ versatility
o probe, observe and act in support of their efforts to improve the human condition t
and create a better world.
At the core, this study is a call for nuance and for further engagement between people
and organisations from different backgrounds concerned with peace, conflict, human
rights and justice. It has revealed the relevance and necessity of considering human
ights and conflict resolution in conjunction more than has been the case to date, in
heory and practice.
r
t
21. 4: Curriculum Vitae
Michelle Parlevliet (1971) was born in Almelo, the Netherlands. She obtained an MA in
Political Science, specialising in International Relations, from the University of
Amsterdam in 1996, cum laude. An edited version of her MA thesis, ‘Considering
Truth: Dealing with a Legacy of Human Rights Violations’, was published in the
Netherlands Quarterly of Human Rights. She also obtained an MA in International
eace Studies from the Joan B. Kroc Institute at the University of Notre Dame, United P
States, for which she was awarded a full scholarship and tuition waver (1994‐1995).
In the beginning of her career, Michelle worked in the Prosecutor’s Office at the
International Criminal Tribunal for the Former Yugoslavia in The Hague (1995‐1996;
1998) and as a researcher for the South African Truth and Reconciliation Commission
in Cape Town (1997‐1998). In 1999, she helped to establish the Human Rights and
Conflict Management Programme at the Cape Town‐based Centre for Conflict
Resolution, managing the programme until early 2005. After short stints as Alumni
Visiting Fellow at the University of Notre Dame and as a consultant for the World Bank
in Aceh, she moved to Nepal to work as senior conflict transformation adviser for the
Danish Ministry of Foreign Affairs. She supported the Ministry‐funded Human Rights
and Good Governance Programme and several programme partners in the country,
and advised the Embassy of Denmark on its support to Nepal’s peace process (2006‐
2009). Between 2010 and 2015, she pursued her Ph.D. at the Faculty of Law at the
niversity of Amsterdam while still engaging in practical assignments from time to U
time.
Over the years, Michelle has published widely on human rights and conflict resolution,
national human rights institutions, conflict prevention and transitional justice, and has
provided facilitation, training, research and technical assistance to multiple
organisations and networks at grassroots and senior policy‐making level. These
include civil society organisations in several African countries and Nepal,
development organisations in Europe and various bodies of the United Nations. She is
a member of the Board of Trustees of Conciliation Resources (an international
peacebuilding NGO based in London) and also serves on the International Advisory
Board of the Centre on Human Rights in Conflict (University of East London), the
Editorial Board of the Journal of Human Rights Practice (Oxford Journals), and on the
Steering Committee of the Cultural Emergency Response Programme of the Prince
Claus Fund for Culture and Development. She continues to combine practice and
cholarship in her work and lives with her partner Philipp Wolff in Bosch & Duin, the
etherlands.
s
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18
22. Embracing
Concurrent Realities
Revisiting the Relationship between
Human Rights and Conflict Resolution
This study focuses on the interplay of human rights
and conflict resolution in the practice of civil society
organisations and independent state institutions, so as
to enhance understanding of the relationship between
these fields and contribute to improved practice. It has
been recognised that human rights, justice, conflict
and peace are closely linked. Yet for many years these
bodies of theory and practice have remained surpris-
ingly separate in conceptual and practical terms.
Those working on these issues have been known to
strongly disagree about the most suitable response in
specific instances. At times they may even perceive
one another’s actions as hampering their own.
By considering the practical experiences of specific
non-governmental organisations and state institutions
in South Africa, Northern Ireland, Nepal and Zimbabwe,
the study deviates from much of the existing literature;
that focuses extensively on the so-called ‘peace versus
justice’ debate. As such, it recognises that ‘conflict
resolution’ entails more than reaching a settlement to
end violence or repression. It also appreciates that
efforts to advance ‘human rights’ go beyond pursuing
individual criminal accountability for serious abuses.
The study is based on some eighteen years of personal
practical experience, a review of relevant literature
and key informant interviews.
Michelle Parlevliet (MA Political Science, MA
International Peace Studies) has worked on the nexus
of human rights and conflict resolution in various
capacities since 1997. She has published widely on
this theme and related topics, and has provided
facilitation, training, research and technical assistance
to multiple organisations and networks at grassroots
and senior policy-making level in Africa, Asia, and
Europe. Between 2010 and 2015, she pursued her PhD
at the Faculty of Law at the University of Amsterdam. Michelle Parlevliet