MARS: Recent submissions

  • Amoo, Samuel G. (School for Conflict Analysis and Resolution, 1992-05)
    “This Working Paper is part of a project to develop approaches and processes for a more effective management of African conflicts by the Organization of African Unity. This project is supported by a grant from the United ...
  • Mitchell, Christopher (School for Conflict Analysis and Resolution, 1990-10-29)
    “Moves intended to initiate de-escalation and begin a peace process are often difficult to make and even more difficult to identify unambiguously. Two examples from recent Anglo-Argentine relations provide a basis for ...
  • Mitchell, Christopher (School for Conflict Analysis and Resolution, 1989-03)
    “Christopher R. Mitchell's ‘Conflict Resolution and Civil War: The Sudanese Settlement of 1972’ is the third in a series of Working Papers reflecting the research interests and findings of the Center for Conflict Analysis ...
  • Rubenstein, Richard (School for Conflict Analysis and Resolution, 1989-03)
    “‘Group Violence in America: The Fire Next Time?’ is the second working paper of the Center for Conflict Analysis and Resolution at George Mason University. Both writings will come as a surprise to those who think of ...
  • Burton, John W (School for Conflict Analysis and Resolution, 1988)
    “‘Conflict Resolution as a political System" was the first of the Institute's series of working Papers to be published, and when it came out in 1988 both the author and the then Director regarded the series as a vehicle ...
  • Dunn, David J (School for Conflict Analysis and Resolution, 2013)
    “In three major sections, what follows is unified by the notion of need. The uses of this term are slightly different, but there is a unity throughout. That unity is the life and work of John W. Burton, whose contribution ...
  • Druckman, Daniel (School for Conflict Analysis and Resolution, 2004-03)
    “The theme of this keynote address is conceptual puzzles raised by empirical research on conflict management and resolution. Three types of puzzles are highlighted: those that deal with processes, identities, and situations. ...
  • Clements, Kevin P (School for Conflict Analysis and Resolution, 2002-12)
    “If I have a text for tonight it comes from that American exponent of nonviolence, Martin Luther King Jr. It was he who said: ‘Wars are poor chisels for carving out peaceful tomorrows.’ The challenge facing all of us tonight ...
  • Gobodo-Madikizela, Pumla (School for Conflict Analysis and Resolution, 2002-02)
    “In this paper, Gobodo-Madikizela focuses on the very micro process of reconciliation and the issue of apology and forgiveness. She asks, ‘How can we understand forgiveness in the context of tragedy?’ She argues that ...
  • Druckman, Daniel (School for Conflict Analysis and Resolution, 2001-03)
    This Occasional Paper is Druckman's answer, at least in part, to a fundamental question that graduate students at the Institute for Conflict Analysis and Resolution and elsewhere often ask—where do ideas for research come ...
  • Fisher, Ronald J. (School for Conflict Analysis and Resolution, 1999-04-29)
    “Interactive conflict resolution, as I have proposed the term, refers in the first instance to the involvement of unofficial yet influential representatives of parties engaged in destructive conflict in small group, ...
  • Shriver, Donald (School for Conflict Analysis and Resolution, 1998-04-15)
    “On March 6, 1998, a remarkable event occurred on the Washington mall. Three American veterans of that war were honored for threatening combat with their own fellow soldiers on a day in 1968 that will always be known as ...
  • Rapoport, Anatol (School for Conflict Analysis and Resolution, 1997-04-23)
    "...It is a very great pleasure to welcome Dr. Anatol Rapoport to George Mason University to deliver the Tenth Annual Vernon M. and Minnie I. Lynch Lecture, "Conceptions of World Order: Building Peace in the Third Millennium," ...
  • Kolb, Deborah (School for Conflict Analysis and Resolution, 1994-03-01)
    There are a number of ways to investigate gender in the context of negotiations. Many have looked at similarities and differences between men and women when they negotiate (See Kolb and Coolidge, 1991; Lewicki, Minton, and ...
  • Wilkins, Roger (School for Conflict Analysis and Resolution, 1994-03-01)
    The promise for the cities in the 1960s was that America had taken an honest look at its racial history. The country was rich then and growing and vital. Some people thought that America had experienced a profound change ...
  • Laue, James H. (School for Conflict Analysis and Resolution, 1993-03-01)
    There are three major areas I want to address tonight. First is the development of the field of conflict resolution and the establishment and growth of the Center here at George Mason. Second, I will focus on what we mean ...
  • Lewis, Samuel J (School for Conflict Analysis and Resolution, 1993-03-01)
    This century has been scarred by many violent international conflicts: World War I, World War II, Korea, the War in Vietnam and Cambodia, two India-Pakistan wars, nine major wars in the Middle East, and many other conflicts. ...
  • Rubenstein, Richard (School for Conflict Analysis and Resolution, 1993-03-01)
    Immediately following the invasion of Kuwait by Iraqi troops in August 1990, many scholars and practitioners in the field of conflict resolution went on record opposing military action by United States or United Nations ...
  • Galtung, Johan (School for Conflict Analysis and Resolution, 1996-10)
    Barbara W. Tuchman, in her fine book The March of Folly,' studies four cases of foreign policy actors-Troy in the Battle of Troy. the Renaissance Popes during the Protestant Reformation, England and the American Revolution. ...
  • Gandhi, Rajmohan (School for Conflict Analysis and Resolution, 1995-06)
    Being the kind of person I am, a 59-year-old man who has lived most of his life in India, a country where for almost every necessity demand outstrips supply and where you quickly accept what is available-the train, bus, ...

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