reflective essay on conflict resolution

Reflective Framework on Conflict Resolution

Celebrating traditional or National Public Holidays is crucial. While celebrating such holidays, it is usually essential to realize the importance of commemorating certain holidays, how they might affect some people, and why some people celebrate various holidays. One main aim of celebrating holidays as a team of a given group, organization, and company is to bring the members together and learn the importance of working as a team. Celebrating as a team helps people to learn more about others, develop good working and living relations, and appreciate any differences which might be making people have bad attitudes towards others. To ensure that the staff in one of the organizations are working as a team towards achieving the set goals, I led the team members to establish the required relations to bring them together and appreciate some emerging differences. It involved organizing and leading people in celebrating one of the holidays as an entire team without discriminating against other people because of their differences.

In one of the high schools that I have ever taught, I suggested we celebrate the Easter Holiday in school instead of releasing the children to join their families. The main aim of thinking about this event was prompted by how some staff and students had some differences, and they could always get themselves in solving endless conflicts as guided by Humphreys & Brookfield (1989). I thought of this event. Religious differences were one of the factors that made some staff and students feel they were superior to others. I thought it was vital to organize an event which could bring all of us together and request the principal to invite one of the guests who will talk about the significance of working in harmony as a team since working together could help in realizing some set goals as pinpointed by Shannon, (2021). The continued decline in performance in this school was mainly a result of failing to work as a team towards meeting the expected goals, and I thought the best way to address this issue was to involve all students and staff to work as a team and celebrate together one of the main holidays in school. To ensure that we solve the issue in the best way possible, to solve it first with students and staff before inviting the parents to do the same.

During this period, I aimed to show the significance of having different cultures, and I desired to ensure that all students and staff celebrate in the best way possible. Nevertheless, Easter Monday is usually recognized among Christians and in that school, there were about 100 students who were Muslims. The principal suggested that celebrating this holiday in school might cause some conflicts between Christians and Muslims where some Muslim parents might consider their children were influenced to join or learn about other religions. Among teaching and non-teaching staff, there were about 20 staff who were Muslims, and I considered talking to them regarding the given idea. When they accepted to be part of the team, I explained to the principal the need to celebrate this holiday with all students. The Muslim students were also delighted to learn the significance of this holiday. It was after showing the principal the importance of the event that he and other staff decided to give me the task of organizing and heading the event together with the team that was selected to help me.

In the time of celebration of the indicated holiday, I was given a task to monitor and head the entire occasion. I was to ensure that all staff and students were playing their assigned roles as best as possible. For those presenting their presentations, I was there to ensure they had practised well and had shown up correctly; for those preparing food, I was there to ensure they all had what they wanted, among other related tasks. In playing all these tasks, I aimed to ensure all participants were playing their assigned roles to fulfil their function and attain improvement in the critical areas. It is during this period that, as a team leader, I learned how to work with various people irrespective of any emerging differences. Problem To ensure we are working as a team towards establishing the required relations, it was crucial to analyze the human behaviour of each participant and work in a way that would not offend others. Adopting the relevant prevention strategies was essential since this could help in resolving any arising conflicts, and it was crucial to aim at working towards self-development on how to lead people. Concerning this, it was vital for a team leader to focus on the target human subjects and learn about their motivations, attitudes, and behaviours, which could affect the relationships in the workplace.

I ensured all the participants understood the significance of this event as a way of bringing all of us together and establishing the required relationships. The established relationships were to be long-lasting to ensure that in future, all of us are working together towards attaining the set goals. The emerging differences between various students and staff arose in the process, and as a team leader, it was crucial to focus on conflict resolution. The resolution is an integral part of the general human relations role that allows for improving the social climate at work or any given setting. It makes the given settings enjoyable for involved people like employees to be part of the given organization. Aiming to lead the group towards achieving the set goal was a crucial function of human relations that could help make the participants happy. Attaining this goal requires appropriately addressing the core areas of effective human relations, including self-awareness, communication, motivation, self-acceptance, self-disclosure, trust, and conflict resolution (Summa & Herz, 2019). It is through the attainment of excellent results in the outlined areas that could help in improving the intra-organizational relationships and work environment and hence building a loyal, happy, and satisfied workforce. Nevertheless, it was also crucial to act in a way that would make each member feel appreciated and thus, in playing the role of personal fulfilment, I recognized the role which human relations could play in balancing the interests of all the involved participants and supporting positive attitudes and behaviours on all participants.

Working as a team, acknowledging and celebrating holidays in school programs can bring pleasure to many staff, students, and families. It might help build relevant connections between families and schools. The program involved students and staff. Nevertheless, there were a few parents who complained about teaching their students about different doctrines without involving them. From this, I learned to develop my communication skills to incorporate all the relevant team members while performing a given task. I learned that holidays pose a wide range of challenges to ensuring all students, families, and staff feel respected and to children learning regarding the diversity of families. Assuming everyone knew the significance of this holiday made some staff perceive that there was bias. Not involving the parents in celebrating this holiday left some parents unsatisfied regarding why their children were celebrating the Easter Monday Holiday. However, it is forbidden for Muslims to celebrate festivals like Easter, and if any Muslim takes part in Easter, it could mean they are not following the teachings of Islam.

According to Rodriguez Mosquera (2022), all cultures honour historical events, beliefs, and people who are significant to the culture via special holidays and celebrations from daily tasks or work. The holidays differ, and some conflicting celebrations might have some common ground. In most instances, it is crucial to know the purpose and worldview underlying a holiday that will help an individual decide what role, if any, one wants that holiday to play in the program. Based on the given experience, the role of celebrating this holiday in school with all students was to learn how to celebrate the cultural or religious differences and how some people celebrate various holidays while others do not. I learned that Muslims usually celebrate Eid al-Fitr, but they do not celebrate the Easter Holiday. I promised the parents that we would have various events that would unite us as a team and allow us to learn from various cultures. Concerning this, I decided that the next holiday to celebrate as a team was Eid al Fitr to make Muslims feel part of the school and find a platform to teach Christians why they celebrate this holiday. It would be crucial to involve all parents in the same. However, all these holidays should aim at helping other people celebrate religious differences, not to influence people to find a platform to show how their religious beliefs are superior to others or why some people should leave their current doctrines to join another doctrine.

From this experience, I learned that teaching a given team or organization is a challenging task. Thus, one should be courageous enough to control one’s emotions and expect some disappointments. I also learned that there are many differences which emerge between different people, and conflict resolution is a crucial part of human relations, which could allow for improving the social climate at work, as suggested by Summa & Herz (2019). Concerning this, I learned that conflicts of interest infuse the relationships of the involved team members, and failure to address such conflicts in time could lead to undesired results like dissatisfaction and reduced morale to perform specific tasks as a team (Summa & Herz, 2019). At times, I could observe some unusual conflicts that could disrupt the proper functioning of the group, and from this, I learned that people could spend increased time at work if conflicts tend to arise often and remain unsolved. It could also affect colleague relationships and create an unsuitable or unhealthy work environment. In addition, I realized some team members kept quiet most of the time to avoid conflicts. From this, fear of conflicts might affect the level at which the needs of the team members are fulfilled at work. I also learned that motivation is a significant concept in human relations and human resource management. It is through motivation that enables the team members to develop feelings of fulfilment, achievement, and belonging, as guided by Sharma (2021). Such outlined feelings, in turn, help in promoting healthy relationships within a given group, team, or entire organization.

I also learned that trust is crucial in human relations since it influences the relationships between team leaders and members. Lacking trust makes team members fail to show loyalty and motivation to contribute to the set goals. At the same time, leaders might refrain from offering adequate autonomy and responsibility for the self-development of the involved team members, as guided by Shannon (2021). What I learned will affect my future practice and performance in various ways. It is through it that I aim to build trust in organizational relationships in the future practice since this will help support professional growth, desired performance, and loyalty among workmates, followers, and future leaders, as outlined by Knox (2023). In future performance, I aim to recognize the importance of self-disclosure and conflict resolution since it will help me solve emerging conflicts appropriately and promote the desired communication and trust while making people we are working with feel more involved and connected.

Applying what I learned from the experience, I will appreciate all the people we are working with in the best way possible, irrespective of any emerging differences. I learned that every approach to solving a particular problem is associated with some weaknesses and strengths. Working as a group could help address some issues, and this would be applied in future when I would encourage and participate in working as a team. In future practice and performance, I will be affected by the current experience since it will help me develop self-awareness and increase my self-acceptance while being encouraged to take on various responsibilities that could help attain the desired results. It will also help me to engage in activities that will be crucial in enhancing continuous self-development while having the courage to make some efforts that others have not thought of.

In future, I aim to rectify some issues that could have been better. For instance, I aim to incorporate all people and avoid some bias when dealing with people with differences. My follow-up plan would involve evaluating whether the event was successful in making the involved team members appreciate the emerging differences and work as a team towards meeting the set goals, as guided by Shannon (2021). The plan would also involve hearing some feedback related to the event and its significance from both staff and students. It would be crucial to keep reminding the involved people to appreciate the emerging cultural differences and direct more energy to group participation. It could help all employees and employers in future practice feel more energetic in contributing essential contributions.

Some further learning opportunities are the opportunities which teach people how to encourage those who fear conflicts to engage in teamwork actively and the ones which would subject me to play the role of being a follower instead of a leader. Some people who fear conflicts and keep quiet are the ones who have relevant ideas which could help improve the desired results or solve some issues. Additionally, fear of conflicts may affect how some needs of specific groups of people are fulfilled at work and hence end up reducing the satisfaction of others with the organization.

Humphreys, W. L., & Brookfield, S. D. (1989). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting.  Teaching Sociology ,  17 (1), 119. https://doi.org/10.2307/1317962

Knox, A. B. (2023). Addressing gaps between current and desired proficiencies.  Improving Professional Learning , pp. 49–54. https://doi.org/10.4324/9781003445265-9

Rodriguez Mosquera, P. M. (2022). Cultures of honour.  Oxford Research Encyclopedia of Psychology . https://doi.org/10.1093/acrefore/9780190236557.013.295

Shannon, C. J. (2021). Problem-solving behaviour.  Collaborative Problem Solving , 15-31. https://doi.org/10.4324/9781003095057-2

Sharma, P. (2021). The importance of team morale.  BDJ Team ,  8 (1), 22–23. https://doi.org/10.1038/s41407-021-0499-x

Summa, R., & Herz, M. (2019). Regional organization, human rights, and conflict resolution.  Human Rights and Conflict Resolution , 100-122. https://doi.org/10.4324/9781315409375-6

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The Guide to Reflective Practice in Conflict Resolution by Michael D. Lang–Book Review

This is a book review by David Hubbard of the book “The Guide to Reflective Practice in Conflict Resolution” by Michael D. Lang, published by Rowman & Littlefield in 2019 as one of the Association for Conflict Resolution’s (ACR) Practitioner’s Guides Series 

By exposing the reader to various models, methods, examples, and by exploring the enriching benefits of reflective practice, Lang’s guide can help any practitioner, no matter where they are in their development as a conflict engagement professional, become more.  More curious, more competent, more confident, more effective, more resourceful, and more self-aware by engaging in reflective practice to learn at a more personalized level through the personal insights one gleans from reflections on experiences in mediation to enhance one’s abilities and skills.

The Guide reminds us there is no one size fits all, no single path, no one model or style of practice that is ideal for all practitioners.  With over thirty years of experience as educator, practitioner, researcher, and author, Lang’s writing flows with clarity, confidence, conviction, and keen insights about how anyone might achieve excellence.  By becoming a reflective practitioner, the reader will learn why reflection before and during mediation is so important.  Lang points out the many benefits of reflective practice, and various ways one can engage in reflective practice by essentially learning from experience to become more competent.

Lang writes that, as coaches, facilitators, and mediators, the nature of our confidential work tends to keep us isolated in a bubble.  Our work is typically observed by only the participants and their representatives.  We generally work solo, operating in a vacuum with no one observing our efforts to provide us with useful feedback and insights to deepen our learning from the specific experience for future use. Conferences, seminars, trainings, and workshops allow us to build bigger and better tool boxes but with limited opportunities to practice effective and thoughtful application of the new knowledge, skills, strategies, and techniques. 

As professionals, we risk having our successes stifle our curiosity and indirectly cause us to develop blind spots, assume, and get into a practice rut because we have done something in a particular way repeatedly in the past with successful results.  Do we really know what works and why?  When one of our tried and true moves does not work in the heat of a difficult mediation, who do we blame?  As conflict engagement professionals we can experience routine as tunnel vision.  “Reflective practice provides a means for exiting the tunnel and taking a fresh look at our experiences,” writes Lang.  When we have a commitment to learning, an attitude of curiosity and a desire for self-improvement everyone benefits. 

The Guide is like a seed packet you can open, plant, tend, and then thoroughly enjoy the results.  Lang offers seeds of wisdom with clear, precise, insightful writing and truly enjoyable storytelling.  Every chapter in The Guide is full of detailed and thoughtful comparisons, examples, exercises, experiments, inspiring ideas, methods, models, questions, quotes, and, of course, motivational reflections.

From the very beginning I was inspired and found the reflection exercises useful.

For example:

“Exercise 1.5 Preparing for Mindfulness:

  When beginning a new conflict resolution intervention, and as you organize and present your introductory comments, remind yourself to pay attention to discovering “new things.”

  What you notice may be about yourself and the way you deliver your introduction. What do you notice about the language you use, your pace, and the tone of your voice?

  Pay attention to the participants’ responses to your comments. Are their reactions predictable? Take notice of anything unexpected or new from them. Do they respond to specific ideas or language?

  And pay attention to your reactions to their behaviors. Are they influencing you, and if so, in what ways? Are you willing to alter your comments in response to what you are thinking and feeling or in response to the parties’ actions, comments, and questions?”

As I read this exercise, I noticed I was a little uneasy about a court-ordered mediation the next morning with a couple who had been labeled by the court, their attorneys, and previous mediators as intractable high conflict frequent flyers.  A recently appointed guardian ad litem for the children affirmed this and I was appointed to mediate a new parenting plan.  So I reflected on my own introduction. I was concerned that, in spite of having taught hundreds of law, graduate, and undergraduate mediation students for over a decade, about the great importance of the mediator’s introduction, mine was falling short of artistry and had grown stale. I often delivered the introduction on auto-pilot as I unconsciously checked off the required elements off my invisible checklist while the parties’ eyes glazed over.

Thanks to inspiration from Chapter 1 and Exercise 1.5, the next morning I experimented with my introduction.  The result was a pace and tone that helped me create greater rapport with the parents as I was genuinely curious and committed to learn about them and their conflict.  I was more attentive, respectful and checked in more frequently with the parents, aware of the uniqueness of their situation of which they were the experts.  From my reflective mindset I was a better listener, observed more, was more resilient, I valued ambiguity, and resisted certainty.  The insights I gained from being more reflective and hence more present helped me to help them.

The mediation resulted in a shift for the parents as they felt empowered, heard, and understood.  They moved from the bitter fighting (their pattern for years) to focusing on their children’s best interests.  In a problem solving manner they crafted a complete and detailed parenting plan.  While I cannot take the credit for their success, my reflections before and during the mediation helped.  Lang’s guide has further inspired me to start reflective journaling again, hold a reflective practice workshop, and start a reflective practice group with our local panel of mediators which may expand to a separate state-wide reflective debrief group.  

If you want to stay on your A game, improve it, or develop one, The Guide to Reflective Practice in Conflict Resolution can be an incredible resource and inspiration.  It’s notable that The Guide comes nearly 20 years after Lang’s co-authorship with Alison Taylor of The Making of a Mediator: Developing Artistry in Practice, which was the first book to specifically inspire mediators about reflective practice.  The Guide is evidence of Lang’s lifelong commitment, dedication, expertise, insight, knowledge, leadership, passion, research, skills, thinking, and writing about reflective practice and the benefits of reflection that can elevate a mediators’ practice if committed to continuous learning as one strives for artistry.

Here is what some leading professional mediators and educators have written about The Guide:

“Michael Lang‘s reflective practice guide is a gift to current and future practitioners, from students tonight offices to the most experienced experts. Rather than a prescription for a specific practice model, it is a delightful and accessible reference, full of examples from actual cases as well as exercises designed to help people continuously become more affective throughout their careers.”

“A Guide to Reflective Practice in Conflict Resolution is an outstanding contribution to the conflict management field. With Michael’s creative insights, practical case examples, and innovative techniques, he inspires practitioners to examine and understand what guides the strategic and tactical choices we make in our work. This book is a must-read for practitioners who strive to bring their professional best to their work and for educators and trainers who strive to inspire learners to do so.”

• Cinnie Noble

“Grab this wise and wonderful book plus five mediator friends and form your own reflective practitioner group. Lang‘s book asks just the right questions to start you on your journey. You’ll never regret it.”

• Ava J. Abramowitz

David Hubbard

David A. Hubbard, J.D. is the Director of the Conciliation Court for Douglas County District Court in Omaha, Nebraska.  As Director, Hubbard coaches, facilitates, mediates, and negotiates complex parenting plans and modifications. Additionally, Hubbard teaches advanced mediator workshops and parenting education classes and provides restorative justice processes for Douglas County… MORE >

Michael Lang

For over 40 years Michael has mediated family, workplace and organizational disputes. He has designed and presented introductory and advanced mediation and conflict management courses, workshops and webinars in the US and internationally. Michael created one of the first graduate programs in conflict resolution in the US at Antioch University… MORE >

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"Reflective Practice in Conflict Resolution", University of Malta (Winter 2015)

“Reflective practice is the process of exploring a pattern of action, making adjustments during the action, or thinking about past action. In an elemental sense, most of us preform some form of reflective practice virtually every day. To the extent that reflective practice incorporates theory and experience, even the most mundane of activities engages aspects of experiential learning and nascent theory.” This course is designed to introduce students to the theories, skills and approaches to conflict resolution focused around reflective practice. Reflective practice involves developing critical awareness, and subsequently using such a lens to explore the patterns of action that make up our lives. We aim to first observe and acknowledge our social, emotional, mental, political and interpersonal patterns, and based on these observations, make adjustments to our present to positively affect the future while learning from the past. Through an exploration of a variety of literatures we will develop theory, awareness and practical familiarity with such approaches and seek to locate places for their incorporation into our work. This course is designed to be integrative, combining theories of conflict and applications of reflective practice approaches. We will focus on engaging in three core areas: 1.) Conflict resolution practices and theories necessary for understanding, mapping, intervening and transforming conflicts. 2.) Reflective practices necessary for understanding positionality, subjectivity, knowledge construction and experience. 3.) The collaborative development of practice through the shared experience of knowledge building, critical engagement and guided reflection

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Peace and Conflict Resolution: External Intervention Essay

Introduction, rwanda genocide, libya crisis.

In the world there have been many conflicts in human interactions. These usually result from struggle for getting access and control over various natural resources such as land, minerals and water among others and due to differing political interests. There are usually disagreements between the parties involved which sometimes lead to wars.

When these wars arise, sometimes the member parties require external intervention in bringing it to an end. There are various means of preventing arise of conflicts. The method of approach to each conflict is usually different from each other.

This is mainly due to the root cause of the conflict in reference to internal and external factors and the possible consequences of the intervention to the parties involved, citizen and the world as a whole. Thus in undertaking any intervention, it is good to observe the best way out of the conflict.

This paper seeks to look into peace and conflict resolution taking critical analysis of the cases in Rwanda and Libya. It is to evaluate whether intervention by external organizations such as the UN was necessary citing the similarity and differences in both cases.

The Rwandan genocide was as a result of conflict between the Hutus and the Tutsi. There had been power competition in Rwanda with the tribe in power being oppressive. It was easy to identify the ethnicity of a person from the national identification card. There had been other conflicts before the genocide that left many people dead. They played significant role in dividing the people in ethnic lines.

Rwanda was a dictatorial country by the end of 1980’s. There were even regulations restricting interaction between the Hutus and Tutsi for example in the military forces. There were many refugees outside Rwanda who were denied access back to their mother country.

This led them to organize themselves into various groups and find their way back. These troops such as the Rwandan patriotic front attacked Rwandan government from outside the country in 1990-1992. This led to the rise of more ethnic tensions, displacement and the death of so many Tutsi.

The death of the Rwandan president in 1994 from an assassination led to the eruption of the massacre. The Hutus attacked the Tutsi killing them. In response to the attacks, the Rwandan patriotic front fought for about three months to overcome the Hutus. This led to more than half a million people dying. There were meeting on how to settle the disagreement in Tanzania before the genocide.

France was observed to take side in support of the government. The international intervention to stop the genocide was not present despite the information about the planning. This led to the killings of many civilians in respect to the tribe they belonged to. This was because there was information about the planning of the massacre yet nothing significant was done.

Muamar Gaddafi has been the leader in Libya for over forty years. During this time he has strengthened his political strength by appointing selected member to be in charge of crucial sectors of his government. There has been uneven distribution of resources and power. This led to the emergence of rival groups. The country is well developed.

There have been the revolution movements in most of the North African nations aimed at initiating change in the governance but stopped when it landed on Libya. There was a delay in provision of housing by the government to the citizens and allegations of misuse of power that led to the protest.

In response to the protest Gadaffi used his military on the civilians. The rebels on the other hand started fighting aiming to capturing the oil towns. This has led to the death of many in the struggle for power.

The civil fighting in Libya has attracted the intervention of the western country. These countries have deployed military intervention in Libya to help in calming the situation. The military intervention was backed up by the United Nations. This intervention has led to the destruction of many properties.

In the case of Libya, other means of solving the problem could have been used with the military intervention being the last option. Despite the intervention bringing peace in the country, there are many other repercussions that follow. This is evident in cases of Iraq and Afghanistan.

There have been intentions by the some countries arming the rebels with more weapons. This step is not right as it is likely to encourage the continuous persistent and development of the war. This means that more people are to lose their lives and that this will create more and more separation (Simpson 1).

The civil wars in Rwanda and Libya have similarity. In both there were specific persons who were at power and denied the others their rights. This led to the emergence of opposition and eventually civil war which caused loss of lives to many. In the Rwanda genocide, there was no intervention by the United Nations despite the information about the planning. In the Libya crisis, the United Nation intervention was very fast.

It has taken sides and though intervention is good, on the other side it has its repercussions. The bloodshed in Libya is less than that of the Rwandan genocide with both parties armed with warfare machinery such as grenade and missile launchers.

The intent of civil war in Rwanda was due to ethnical differences which is not the case in Libya. There are argument that the quick intervention is based on the oil that is present in Libya and the lack of cooperation between Gaddafi and the west.

Rwanda. Rwanda: How the genocide happened . BBC, 2008. Web.

Simpson, John. Halt to rebel advancing creates Libya divide . New Africa, 2011. Web.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2023, December 20). Peace and Conflict Resolution: External Intervention. https://ivypanda.com/essays/peace-and-conflict-resolution-essay-2/

"Peace and Conflict Resolution: External Intervention." IvyPanda , 20 Dec. 2023, ivypanda.com/essays/peace-and-conflict-resolution-essay-2/.

IvyPanda . (2023) 'Peace and Conflict Resolution: External Intervention'. 20 December.

IvyPanda . 2023. "Peace and Conflict Resolution: External Intervention." December 20, 2023. https://ivypanda.com/essays/peace-and-conflict-resolution-essay-2/.

1. IvyPanda . "Peace and Conflict Resolution: External Intervention." December 20, 2023. https://ivypanda.com/essays/peace-and-conflict-resolution-essay-2/.

Bibliography

IvyPanda . "Peace and Conflict Resolution: External Intervention." December 20, 2023. https://ivypanda.com/essays/peace-and-conflict-resolution-essay-2/.

• The Rwandan Genocide: Hutus and Tutsi Ethnic Hatred
• Ethnic Conflicts and Misrepresentation of Rwandan Hutus
• Gaddafi Deserved a Private Death
• Libya: Moammar Gaddafi
• Hotel Rwanda': The 1994 Rwandan Genocide's History
• The History of the Genocide in the Rwandan
• Rwanda Genocide: Process and Outcomes
• Genocide in the "Ghost of Rwanda" Documentary
• Genocide in Rwanda: Insiders and Outsiders
• Muammar Gaddafi’s Death: Scene and Dilemma
• History and current state of nuclear proliferation in Asia
• Nuclear Non-Proliferation Treaty (NPT)
• Conflict between India, Pakistan, China and Kashmir
• Humanitarian Intervention in Libya
• The United Nations in Africa

Home — Essay Samples — Education — Seminar — Students Seminar Reflection: Conflict Sensitivity and Resolution

Students Seminar Reflection: Conflict Sensitivity and Resolution

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Conflict in general and in the legal profession, the expense of litigation and mediation, alternative dispute resolution, unraveling the nature of conflict, final thoughts.

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• Sharing Experience on the Conflict Analysis and Resolution

Sharing Experience on the Conflict Analysis and Resolution - Essay Example

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