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Advocates of the new social studies have long urged the use of concepts as the basic building blocks in social studies. The question of what concepts and definitions of them should be taught is a matter of agreement among qualified judges. As qualified judges in the international relations-war/peace international education field, we can determine the concepts to which students should be exposed. Such a determination will undoubtedly be picked up by curriculum writers and teachers. We have attempted to take up the task of defining and choosing concepts, generalizations, and a rationale for them in the Diablo Valley Education Project. We have asked: What are the crucial concepts which must be taught if students are to be better prepared to participate in the democratic process, to the end of helping build the institutions of peace? Our initial answer to this is that they should include conflict, change, obligation and authority, power, interdependence, institutions, identity and role, with a discussion of values related approximately to each. We have attempted a definition, rationale, and attitude and knowledge objectives for the concept of conflict. We have also developed an outline of propositions for conflict which begins to provide the content around which we would encourage teachers to build specific units. Attached are excerpts from our work on the concept of conflict. (SO 002 078 is related.) (Author/JLB)

This report is essentially a documentary outline of the events associated with the Newark teacher strikes followed by an analysis of the implications of those events for the future of education in Newark and elsewhere. The chronology provides a detailed delineation of the sequence of events before, during, and after each strike. The information provided was drawn from interviews, press reports, documents, and direct observation. The analysis that follows examines the strikes and the circumstances surrounding them to identify the specific issues and participants, determine the relationship these events had within larger contexts, and examine the direction in which precipitating events appear headed in the future. Guiding the analysis is the question of why social conflict in Newark became focused on the school system. In the conclusions, race relations and social stratification emerge prominently as the contexts which define events. (Author/JF)

Reprints may be obtained from Association of Childhood Education International, 3615 Wisconsin Avenue, N.W., Washington, D.C. 20016. (DS)

Doubts about the accuracy of measured concentrations of nitrogen dioxide (NO 2) in ambient air have led the Environmental Protection Agency to reassess both the analytical technique and the extent to which nitrogen oxides (NO equals x) control will need to satisfy federal laws. (BL)

One frequently encounters innuendoes, charges, allegations, threats, and rationales of conspiracy in studying the role of rhetoric in social movements. While "full discussion of competing ideas," holds high repute, "people meeting to plot some action," is disreputable and under some conditions illegal. This paper focuses on existing definitions of conspiracy in the fields of law, sociology, and political science. The author distinguishes between real as opposed to fictional conspiracies. The paper also tries to answer three questions: (1) What are the philosophic bases of conspiracy? (2) What sorts of persons are prone to believe that a conspiracy exists? (3) And what criteria must be present before a conspiracy is credible? (Author/LG)

The usefulness of the social class construct for life-cycle research is discussed in this paper. Social class is defined as used in the paper, and as it is generally used by students of the human life cycle. It is further evaluated as a descriptor, and a predictor of behaviors and attitudes. The construct seems to be most useful in studies of adults rather than children, and though it possesses important limitations as a predictor, it is the most pervasive of the group variables in its influence on behavior and attitudes. Social class and its relation to social structure, social distance, social mobility, social change, poverty, and conflict are also included. (Author/DM)

Some of the assumptions, conditions, and parameters which deal with power structures and rural development are briefly specified in this paper. The definitions (conceptual and operational) for power, social power, authority, influence, power structure, development, and rural are discussed. The ideological orientation under which development activities are assumed, expected, required, or desired to be carried out is discussed as a 5-part typology. These typoligies include the Empirical-Rational, the Normative-Re-educative, the Influence-Manipulative model, the Power Coercive model, and the Conflict model. The scope, type, amount, and responsibility for development and the decision-making units which must be involved in development decisions are also specified. (NQ)

This document, one of several prepared by the University Urban Interface Program at the University of Pittsburgh, deals with the nature and solution of conflict within the environment. Many professionally trained managers are ill-prepared to deal with conflict in their environment. They often do not see it as a part of their managerial function. It is the contention of this paper that the management of conflict can and should be taught in a formal curriculum aimed at the preparation of managers. The paper is organized into 6 sections. The first section presents a new definition of organizations that incorporates conflict possibilities, thereby changing the manager's expectations about his role. In section 2 current definitions of conflict are examined to see what they offer by way of assistance to the manager in identifying and coping with conflict, and in section 3 areas of conflict are identified. Pittsburgh as a setting for conflict is examined and brief conflict examples are cited in the fourth section. In section 5 a rationale is provided for the University to assume a role in the education of managers in the utilization of conflict, and the final section presents a proposed curriculum model for this type of education (HS)

The countermovement to the women's liberation movement has been varied both in origin and organization and has been slow in making its impact. Presented in this paper is an analysis of several countermovement strategies which focus upon the issues of opposition to the Equal Rights Amendment, abortion law reform, and arguments about the nature of woman. The rhetoric of countermovement organizations such as Pussycats, Females Opposed to Equality, and Happiness of Womanhood is examined and discussed in relation to these issues. The issues of argument validity, the extent to which the rhetors of the countermovement understand and refute the arguments advanced by the movement women, identifying the dominant strategies for gaining publicity, and converting potential members to the ideals of the countermovement are analyzed by the author. It is concluded that by attacking superficial failures of the movement, exaggerating and misinterpreting movement issues, and misunderstanding what American women want and think, the countermovement has failed to come to grips with the essence of the movement. (Author/LG)

This paper is presented with the hope that those studying or directly involved in the utilization of hard-core persons in employment may gain insights which may make their tasks easier and more productive. It is written in a readable and non-technical nature and integrates experiences of hard-core utilization with accepted organization theory. Efforts were made to keep the paper timely, relevant, and of such a nature as to lead to action. Major sections of the paper are devoted to: (1) Supervising the Hard-Core, (2) Group Structure, (3) Dealing with Internal Conflict, and (4) Organizational Climate. (Author/JS)

This consultant paper for a war/peace curriculum development project is concerned with the challenge of preparing members of our society for a more rational approach to problems of inter-nation conflict. The nature of conflict and conflict solution in relation to the experience of learning are emphasized. Topics discussed include: 1) effect of physical environment upon evolution of man; 2) aggression, and human behavior; 3) psychological processes and values; and, 4) war as a social institution. The characteristics of human reaction to this fear are explored, such as dehumanization, alienation, and social involvement. Also discussed are: 1) unconscious defense mechanisms; 2) intra- and inter-group conflict; 3) socio-economic and political forces; 4) ethnocentrism; and, 5) communication problems. Guidelines suggest teaching these concepts: 1) idea of a world in which conflict, but not inevitably war, will continue to exist; 2) alternatives to violence are available as outcomes of conflict situations; 3) conflict can function as a creative force; and, 4) there is a need for new institutions for the conduct of conflict and the control of violence. A bibliography of 24 books and articles is appended as well as a list of 9 additional reference sources. Other consultant papers in this Inquiry session are SO 001 262 through SO 001 265. Related documents in this curriculum development project are SO 001 259 through SO 001 267. (Author/JSB)

This paper describes the beliefs and values of a pluralistic approach to social change and of four competing approaches: social Darwinism, functionalism, militancy, and conflict theory. Stressing the alienation and dogmatism of the competing approaches, the authors relate each approach to its operation in community action projects. Social Darwinists favor intergroup conflict to keep the ingroup pure, and ostracize those who do not adhere to values of competition and self-denial. Functionalists see a stratified society whose subsystems inter-relate to produce equilibrium. Militants, showing an intense distrust of establishment officials, demand first-hand experience of the poor peoples' situation. Conflict theory states that people in power use that power in their own interests but to the disadvantage of the powerless. The pluralistic approach tries to avoid these unrealistic and romantic aspects by introducing flexibility into rule systems and by using feedback to revise rules. The paper concludes with specific recommendations for community action workers. (Author/LAA)

The introductory statement to the plenary session of the Ninth World Congress of the International Political Science Association announces the first of two major themes, politics between economy and culture. This theme is described as investigating the culture-economy dialectic at all levels of politics -- global, territorial, national, community, and individual. The statement describes several models and analytical tools related to the disciplines at the two polar ends of the dialectic: economics and linguistics. The papers presented within this theme are on the following topics: Economic Models for Political Analysis: Markets, Elections, Public Goods; The Cultural Analysis of Political Action: Codes, Meanings, Styles; Models of Policy: Social, Economic, Cultural; Center vs. Periphery: Economic, Culture and Ideological Dimensions of Territorial Conflict; Economic Class and Cultural Identity; The Politics of Linguistic Conflict; Religion as a Factor in Identity-Building; Economy and Culture in the Politics of Nation-Building; The Politics of Regional Integration; Economic Interdependencies and Cultural Entrenchments; The Political Roles of Violence; and the Political Economy of Mass Communications. Instructions for ordering conference materials are included. (Author/KSM)

This paper explores 2 concepts, institutional research in higher education and what is called the Left-Right Continuum, and suggests that periods of conflict provide better opportunities for meaningful institutional research than when the campus is quiet. To ensure the health of a college, interinstitutional research and intrainstitutional research must go hand in hand. The Left-Right Continuum is a socio-cultural, multidimensional yardstick that measures segments from the extreme left (activists who revolt against all institutional authority) to the extreme right (people off campus who fear any form of change that may take place on campus). Between these 2 groups are students and faculty members (the undistributed middle) who are not concerned with politics or institutional changes but whose unrecognized needs, hopes, and frustrations are sources of possible conflict. The college itself is likened to the Freudian model of personality. The ego is a combination of faculty and administration, the id is the undistributed middle, and the superego is the charter of the college, which causes guilt about unrealized institutional goals; the college is in a constant state of neurosis. When the id, which is usually repressed by the ego, comes to the surface during a period of conflict, the institutional researcher is provided with the best view of the real internal dynamics of the institution for analysis, and can suggest the kind of adjustments that are necessary for the health of the college. (WM)

In the past 15 years, there has been a great upsurge in interinstitutional cooperation, a momentum which will probably increase in the next 15 years. In order to find answers to some basic questions affecting consortia, the Midwest Association for Higher Education (MAHE)-a pseudonym-was studied. This paper deals primarily with the question: what conflicts arise as interdependency increases and how are these conflicts managed in such a way as to preserve the interinstitutional character of the consortium? Conflict in MAHE was directly primarily toward the central office, and to some extent toward other colleges in the cooperative. The specific conflicts seemed to center around four central problem areas: (1) the role and scope of the central office; (2) the distribution of limited resources; (3) the heterogeneity of member institutions attempting to seek common goals; and (4) administrative procedures and management as the consortium developed. The four mechanisms used for resolving conflict between the colleges and the central office were: (1) a clear division of labor; (2) a system of checks and balances; (3) formation of coalitions; and (4) a philosophical ethos of voluntarism. Since conflict will inevitably arise in any kind of cooperative effort, it is vital to learn to deal with it constructively. (AF)

This paper examines the response of faculty members to the October 18, 1967, Dow demonstration at the University of Wisconsin, and the way in which faculty members dealt with the incident provoked from within their own ranks. Discussed are: (1) the rationale and method of the study; (2) the University and its setting; (3) the incident; (4) the anatomy of faculty conflict and the various forces, group structures, and interconnecting networks of communication and influence that were operating in the situation; and (5) the determinants of faculty conflict and conflict resolution. The paper concludes with a discussion of the changes that have taken place since that confrontation. (AF)

These papers deal with the relationship between basic changes in values taking place in society and campus power conflicts. Specifically, the papers address the following questions. What are the traditional and emerging value patterns which appear to be at the root of the power conflicts? What are the public's interests in these competing value patterns and power conflicts? What are the interests of faculty, students, minority group members, and administrators? What are the implications for the roles of these groups on academic governance? How can college administrators deal effectively with the competing aspirations and values of the various campus and public groups? Contributors are: John D. Millet, Henry David Aiken, Richard L. Rosenberg, T.R. McConnell, Susan S. Lloyd-Jones, Virgil Roberts, and Rosemary Park. (AF)

This volume contains four papers dealing with key social issues confronting American society; racial conflict; education (especially concerning national policies and goals); rationale for limited war for a nonmilitaristic nation; and the generation gap. Dr. Cook discusses black identity and white response and the problem of inculcating hope where despair is prevalent. Dr. Green focuses on probable educational changes 1970-1990 for the purpose of suggesting strategies for institutional change. Dr. Stern attempts to explain several of the major premises he believes create the generation gap with particular reference to value conflicts. Dr. Weiner discusses approaches to the development of American limited war rationale and the mystique held by many citizens about the subject. The papers are intended to serve as a base for the promotion of action-oriented policy planning. (dm)

A professor who chooses the unusual role of working in an urban school, when the university is nonurban, encounters a number of problems. These problems exist in terms of school district relationships, university institutional and colleague relationships, traditional professorial expecations, and student-professor relationships. The City-University programs require that traditional ideas about such programs be tested and reexamined. This presentation provides an insight into such a leadership training program from the viewpoint of a professor who worked both on campus and in the urban district. (Author)

The process of self-identification by persons of Mexican and other Spanish ancestry and its relationship to reference group theory is discussed. The study examines the relationship patterns between such indepedent variables as age, sex, years of formal education, birthplace, birthplace of parents, and language spoken in the home with various forms of self-identity concepts. Three types of reference groups were used: (1) positive reference groups (the individual's cultural group guides his behavior), (2) negative reference group (the individual opposes or rejects his cultural group), and (3) aspirational reference group (the group into which the individual desires to be accepted). The sample consisted of 228 families from predesignated residential dwellings, blocks, and census tracts having moderately large concentrations of families of Mexican or other Spanish extraction (only 150 interviews were completed). The sample consisted of 48% males and 52% females. The findings indicated that 54% preferred "Mexican American" for purposes of designation in official Census Bureau forms; 43% of females preferred Mexican American for self-designation purposes; Mexican/Mexicano was preferred by the less educated, while the more educated preferred Mexican American; and foreign born persons preferred Mexican/Mexicano or Mexican American while native Americans chose Mexican American or Chicano. The study concentrated on West Texas; it was decided that a major weakness of this study was the rather small sample size which did not consider the self-designation patterns of other regions and localities. (NQ)

This study was to isolate factors in conflict which teachers experience in their work and to determine their relationship to organizational bureaucracy, satisfaction, and central life interests. A stratified random sampling was used for the main position of the study. The school districts were stratified into five groups on the basis of the number of teachers employed. A proportional number of districts were randomly selected from each group. One hundred sixty teachers were randomly selected from each of the five groups totaling 800. The data were collected through a mail procedure. A total of 642 usable questionnaires were returned. Instrumentation included the Conflict Assessment Questionnaire (CAQ) and the School Organization Inventory (SOI). Item content on the questionnaire concerned administrative, student, and staff relations; decision sharing; personal non-material opportunities; work conditions; material inducements; and school priorities. The SOI measured three dimensions of bureaucracy: hierarchy of authority, rules and regulations, and impersonalization. Findings support the assertion that factors in the organization that are external to the individual determine the perceived level of bureaucracy. Because the other research variables were not predictors of bureaucracy, the conclusion that the SOI is a legitimate independent measure of the school structure seems appropriate. The lack of findings related to the central life interest variable can be explained by a poor measuring instrument. Further research is recommended. A 9-item bibliography is included. (MJM)

This report provides an overview of the purposes, participants, content, and evaluation of a four-week workshop. The purposes of the workshop were to: 1) present an introduction to the concepts conflict, violence, and interdependence; 2) develop an awareness of the need for value analysis in the classroom; 3) teach techniques and theory of value clarification and analysis in the classroom; and, 4) produce conceptually-oriented preliminary units on the above concepts and value analysis which might later be edited for publication. A panel of consultants provided the pedagogical and substantive basis from which the teachers could choose the content samples and design learning strategies for their units. (Consultant papers by David Daniels, Ralph Goldman, David King, Robert North, and Michael Scriven are available through the ERIC system.) A content outline of these formal workshop presentations is included in this report. A total of fourteen draft units resulted from the summer program. An appendix provides brief descriptions of these units. (Author/JLB)

The "Agricultural Trinity" consists of agricultural extension, education, and research institutions. While in the beginning the goal of these institutions was to improve rural conditions by equalizing the economic and social status of all rural people, today there exists a conflict between the people and these institutions. The processes of institutionalization and audience politization along with the magnification of technology and resource wastage are in turn critically undermining program effectiveness. Thus, the Trinity is encountering continuing setbacks in the United States and Yugoslavia. Most Trinity institutions are preoccupied with maintaining "existence" rather than with fielding action programs to service the rural areas, and other institutions lack the resources. In this paper, specific areas of conflict with the Trinity, as seen by the rural people and the field staff in the United States and Yugoslavia, are examined. Summary sketches of 2 to 3 conflicts stemming from program inconsistencies and paradoxes precede each of 3 questions: (1) Who is going to service the rural population? (2) Who is going to be serviced? and (3) What is the service going to consist of? Conflicts which are seen to be unfolding in the United States and Yugoslavia today are discussed. (NQ)

The purpose of this project was to determine where, to what extent, and what was the nature of black and white student interaction in the school, and how these interactions affected other facets of the school's organization. Through a six-month participant observation, the authors found that interracial interaction occurred only in the classrooms where students were academically motivated and the teacher was highly structured. Blacks and whites avoided each other outside the classroom to avoid racial violence. (DM)

A conflict-cooperation-conflict model is offered of the genesis, functioning, and aftermath of an inter-governmental and inter-professional program in a major city. Outputs prior to this linkage are perceived as generating major conflicts which eventually were settled by decisions to parcel out certain school building responsibilities among city planners, municipal bondsmen, and public architects. This inter-agency effort is then seen as producing a number of outputs which in turn generate other conflicts which can be traced back to the new policy-makers and, even further back, to conflicts which preceded the collaboration. (Author)

Interpersonal conflict in organizations is due to differences in perception of organizational sub-group systems operations. Such conflict can be reduced through implementation of "PET," perception expansion training. PET procedures will determine the dimensions of conflict situations and bring into play interacting group therapy which expands the perception of the group members. The result is decreased conflict tension. PET has applications in government, commerce--especially labor-management relations--and in tense racial situations. (CH)

Eighteen individuals representing eight social science disciplinary approaches, seven observers representing various educational positions, and eight staff members participated in an inquiry to discover how academic scholarship can be used to determine the understandings required in teaching about war and peace. Three substantive concepts -- conflict, violence, and authority were discussed in an effort to determine what should be learned by students about each; the problem of interdisciplinary research on these and other topics was given theoretical consideration; and suggestions as to future work by individual and sponsoring organizations were explored. The inquiry provided an occasion for individuals with different academic viewpoints to discuss these inter-relationships and, offered an exchange between academics and educators. A brief critique of the inquiry program indicated it was overly ambitious, discussion was forced, the group too large, and that there was some misunderstanding as to whether the conference was to examine content rather than techniques of teaching about war/peace. Brief summaries of formal presentations exploring the three concerns above are attached to this report. Also included is an edited version of suggestions concerning what participants thought to be the most important about the war/peace field in education. (Author/SJM)

It is hypothesized that subjects who are highly anomic will demonstrate less anxiety and higher nonperson orientation than normal subjects will when personal space is invaded. Fifty-six pretested subjects classified as either anomic (14 males, 14 females) or normal (14 males, 14 females) were placed in one of two interview conditions: personal space invasion or no invasion. Half of the anomics and half of the normals were placed in each interview condition. Immediately following the individual five minute interviews, state and trait anxiety scales, written essays upon which a nonperson orientation ratio was based, and source credibility scales were completed by the interviewees. A 2x2 factorial design, with high and low anomia as one factor and personal space invasion or no invasion as the other, was used. Analysis of the data did not result in confirmation of the major hypothesis, although several subordinate hypotheses were supported. A thorough discussion of the total results is included. (Author/LG)

The rise of persuasive agitation within the past decade has led to the development of courses in contemporary dissent and a reexamination of persuasive practices in society. This study examines the issues raised by these courses and proposes a detailed approach to the teaching of communication and contemporary dissent. Special recommendations are proposed for successful teaching and testing strategies, based upon the author's experiences in three years of teaching a dissent course. The development of course objectives, basic reading, selections and classroom procedures designed for study in the areas of freedom of speech; contemporary advocacy and social order; and social movements are specifically addressed. A sample course syllabus of six units: the Movement for Equal Rights, Student Activism and Campus Protest, Women's Liberation, the Chicano Movement, the Indian Movement, and the Radical Right accompanies the main text. (LG)

A number of school divisions have entered year-round education without fully realizing the effects of such a program on the family and the community. Family vacations, child care, and routine living are disrupted by year-round educational programs. Community recreational facilities, church activities, public service programs, police work, and private foundations are required to alter their traditional patterns of operation. The author attempts to underline the complexity of appraising the impact of year-round schools on community life without carefully collected research data, while considering briefly the possible effects of year-round school on family, religion, and delinquency rates. However, he hypothesizes that the community will be affected by a change to a year-round school calendar insofar as such a change requires an adjustment in the precarious routinization of community interest clusters competing for authority and influence on matters related to the child's socialization process. (Author)

Any series of studies which attempt to deal with the problems of conflict and lack of communication among blacks and whites in job settings must logically include some empirical analysis of these conflicts. This paper uses an information content analysis of critical incident data. The critical incident methodology focuses on specific instances of behavior which provide positive or negative outcomes, attempting to give specific behavioral referents to positive or negative evaluations. Because it is both an exploratory technique and one which is tied to behavior, it is well suited for the generation of real-life conflicts which may then be used as stimuli in studies of training effectiveness. Critical incidents were collected from 11 black and 13 white workers from a number of Champaign and Urbana firms, by interviewers of the same race as the respondent. Workers were asked about incidents of conflict between themselves and members of the other race. To perform the content analyses, the authors first read the texts of all black and white respondents. A system of categories, based on the texts, was then devised separately for white and black subjects. Texts were numbered and checks were placed under each category name present in a given text. Categories and text codings represent the consensus of the authors. (Author/JM)

This paper takes a holistic view of the conditions and causes of conflict and violence. Beginning with an analysis of interaction and conflict between individuals, the author proceeds to examine its occurrence on the group, organization, and nation-state level. He points out that since all human interaction involves some conflict, we should consider alternative modes for conflict management. Several uni-causes have at times been put forth for war--including biological instinct, a form of psychotic behavior, etc. The line of argument taken here is that national leaders will always try to move their nation in directions which reduce whatever discrepancies they perceive between the state of affairs they believe they are living in, and the state of affairs they prefer. Based on this analysis, the general dynamics of conflict and violence between nations of varying levels of power are examined. The author points out that because of these dynamics, warfare is almost inseparable from the nation state (and empire) system as it has existed with the exception of a few countries such as Sweden, who have chosen to play world politics in a different way. Comments on Prof. North's presentation by Irving Janis and Thomas Milburn accompany the document. Related documents are SO 001 259 through SO 001 267. (JLB)