Only have time for a brief and partial reply.  To questions 1 and 2,
this is negotiable among the students.  They reach out and try to find
partners and agree to the conflict.  They distribute the A,B,C tasks
among themselves HOWEVER all students are responsible for the quality of
the entire project.  They must critique each other's contributions (scope
and depth of content, clarity and effectiveness of expression, etc.).
While instructors vary in their grading evaluations, I give two grades:
one for what my students did themselves and the other for the overall
quality of  the project.  The intent here is to get students working
cooperatively and  assuming responsibility for their partners' work as
well as their own, even suggesting grades for their partners (that often
lights a fire under some).  If they encounter problems, it gives them
firsthand experience in conflict resolution with their team members,
while they alert us so we instructors serve as facilitators and let other
instructors know of the problem.
 
The entire project A,B and C in a unified manner posted on Forum (rough
drafts in direct e-mail only among student teams) should be done by the
end of April or first week in May at the latest.
 
Length of each section hard to determine, but the overall project, in
my opinion (others may disagree), should be 12 to 15 pages (250 words a
page).
 
Of immediate importance, the project partners should be finalized within
the next week to 10 days.
 
What do others think?
 
                                        Vince Parrillo
 
On Fri, 3 Apr 1998, Tchetu Tchet Sesh Am Neter/Dereic Dorman wrote:
 
> My students are discussing the possibility of participating in the projects.
> However, we have several questions:
>     1. What is the procedure for selecting a group/project to participate in?
>     2. How do you determine the distribution of projects tasks, i.e. who takes
> section A, B or C?
>     3. What is the timetable for receiving parts A and/or B?
>     4. How long must each section be?
>
> If we receive favorable responses to these questions, I am sure that several
> students from the Social Conflict class at the Philadelphia College for
> Textiles and Science will be participating in the group projects.
>
> Dereic Dorman
>
> Rodney D. Coates wrote:
>
> > Faculty Partners:
> >
> > Please encourage your students to join teams that are now being put formed.
> >
> > Formally students will be entering the final project phase of this
> > course.  The purpose of this final project is to serve to pull the
> > course together in such a way that student's feel closure.  Throughout
> > this semester students have explored various forms of conflict.  Now the
> > question is what can be done to resolve these conflicts.  Students at
> > here at Miami, Will Patterson, Poland, and elsewhere will be
> > participating in conflict resolution teams.  Specifically, two member
> > teams from each university will team up with 4 other students (no more
> > than 2 from a particular insitutition) to explore in depth a particular
> > conflict, identify conflict resolution attempts, assess both the
> > conflict and previous conflict resolution statements, and ultimately
> > develop a conflict resolution statement for a particular ethnic/racial
> > conflict.
> >
> >     This conflict resoultion statement, representing the team efforts of
> > all members of the team, will have the following structure:
> >
> >     a) history of the conflict
> >     b) identification and analysis of conflict resolution statements
> > (found for example on the Carter Conflict resolution page)
> >     c) the formulation of a conflict resolution statement for this
> > specific conflict
> >
> >     Students in part A will identify the sources of the conflict, the
> > major players in the conflict (both locally and externally), and how
> > this conflict has played out through history.
> > In part B..students will (through the resoucrs provided) identify,
> > summarize,and assess the adequacy of various conflict resolution
> > statements that have been previously offered for this particular
> > conflict.  They, in colloboration with each other and with the
> > assistance of their professor, will attempt to identify what aspects of
> > these previous conflict resolution statements are viable, what types of
> > obstacles were present which precluded the resolution of the conflict,
> > and suggest how these obstacles can be overcome.
> >
> > and C..Given A and B above, formulate a conflict resolution statement
> > which identifies the processes, incentives, and sanctions neccessary (or
> > suggested) that will resolve this particular conflict.
> >
> > All of this must be done within the next four weeks..its not much
> > time..but experience informs us that it is enough time.  Already my
> > students have been paired off and will be contacting yours to see if
> > they can constitute a viable team.  Please encourage your students to
> > take the challenge.
> >
> > let me know what you think.. thanks..and now onward to the final phase..
> >
> > rodneycoates
>