Relevant bibliographies by topics / Class conflict

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Class conflict'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Class conflict"

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Walker, Kristin. "Activity Systems and Conflict Resolution in an Online Professional Communication Course." Business Communication Quarterly 67, no. 2 (June 2004): 182–97. http://dx.doi.org/10.1177/1080569904265422.

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Conflicts often arise in online professional communication class discussions as students discuss sensitive ethical issues relating to the workplace. When conflicts arise in an online class, the activity system of the class has to be kept in balance for the course to continue functioning effectively. Activity theory and distributed learning theory are useful for studying this process of conflict resolution and online communication. Several strategies can be used to facilitate conflict resolution in online courses, based on these theories: complimenting, generalizing, and agreeing. These normalizing strategies can improve conflict resolution in online professional communication courses as well as in various online communication contexts.
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Čiuladienė, Gražina, and Marek Walancik. "Being Ready to Lecture a Multicultural Class: Asian Preferences for Conflict Management Style." Cultural Management: Science and Education 4, no. 1 (June 25, 2020): 105–18. http://dx.doi.org/10.30819/cmse.4-1.06.

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Lecturers increasingly face the challenge of managing conflicts in a cross-cultural study environment. Cultural variations have a significant impact on communication in general and conflict communication in particular. The study aims to examine Asian preferences concerning conflict behavior. Understanding of different conflict styles in conflict is important for facilitating intercultural competence. This article reviews the findings on Asian preferences for avoiding, integrating, and dominating while managing interpersonal conflicts. Seven studies were reviewed. The results of this review indicate that although Asian nations have often been labelled as “collectivists”, there is a difference between the “Asians”. Koreans are more likely to use a dominating style, Taiwanese and Hong Kong Chinese are more likely to use an avoiding style, and Thais and Japanese are more likely to use an integrating style to solve an interpersonal conflict.
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Gunawan, Indra, and Yohanes Bahari. "Potential Political Conflict in the 2024 Presidential Election (Conflict Theory Study)." Jurnal Pendidikan Sosiologi dan Humaniora 15, no. 1 (April 1, 2024): 305. http://dx.doi.org/10.26418/j-psh.v15i1.76603.

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This research discusses the potential for political conflict in the 2024 presidential election from the perspective of conflict theory. The conflict perspective used is according to the views of Karl Marx and Ralf Dahrendorf. The approach used in this research is qualitative research with a literature study method which discusses potential conflicts that will occur. Conflicts that will occur, quoted from Kompas (Firda Cynthia Anggrainy, 2023). one pair of presidential candidates who they consider to be unconstitutional. The results of this research show that there is potential for political conflict in the 2024 presidential election. There is potential for political conflict in the 2024 presidential election. According to Karl Max, conflict occurs based on the class gap factor. In this political phenomenon, classes are divided into two, the ruling class and the ordinary people. According to Ralf Dahrendorf, conflict occurs based on differences in interests of groups with interests. In the potential political conflict in the 2024 presidential election, it will be very easy for conflicts of interest to arise based on each presidential candidate and vice presidential candidate. Conflict is seen as the result of social inequality and differences in interests between individuals or groups. Such conflicts can play an important role in changing political agendas, resolving social problems, and creating long-term changes in society. However, conflict can also threaten social stability and worsen social integration.
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Siahaan, Manuela Indriati, and Tomi Arianto. "SOCIAL CLASS CONFLICT REFLECTED IN “FAR FROM THE MADDING CROWD” NOVEL BY THOMAS HARDY." JURNAL BASIS 7, no. 2 (October 23, 2020): 319. http://dx.doi.org/10.33884/basisupb.v7i2.2472.

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This research aimed to analyze social class conflict reflected in novel of Far from the Madding Crowd by Tomas Hardy. This descriptive qualitative research focuses on the social class conflict in England which is reflected in this novel. This study uses a sociological approach and analyzes the distribution of social classes in this novel and the social class conflicts that occur in this novel. The method used in writing this thesis is a qualitative descriptive method, namely the author describes, memorizes, and analyzes existing data. Quotations from books in libraries and the internet related to this research. The theory used is the theory of sociology with experts Max Weber and Karl Max.. The theory proposed by Karl Marx is an explicit theory, based on Marx's description of the laws of historical development, capitalism and socialism. Theory of sociology is used to analyze the social class divisions that exist in this novel while Maxisme class theory analyzes the conflicts. The results are have featured three male characters who became the main characters are Mr. Boldwood, Mr. Troy and Mr. Oak coming from three different classes of lower classes, middle classes, and upper classes. The social that happen among of three male character are: First, Bribery are shown conflict between Mr. Boldwood and Mr. Troy are representation to Upper Class and Middle Class. Second, Arrogance are shown conflict between Mr. Boldwood and Mr. Troy are representation to Middle Class and Upper Class. Third, are shown conflict between Mr. Troy and Mr. Oak are representation to Middle Class and Lower Class.
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Stephen, Lynn. "Ethnicity and Class Conflict in Rural Mexico:Ethnicity and Class Conflict in Rural Mexico." Latin American Anthropology Review 3, no. 2 (December 1991): 74–75. http://dx.doi.org/10.1525/jlat.1991.3.2.74.

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Esteban, Joan, and Debraj Ray. "On the Salience of Ethnic Conflict." American Economic Review 98, no. 5 (November 1, 2008): 2185–202. http://dx.doi.org/10.1257/aer.98.5.2185.

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A classical theme in social analysis views economic class divisions as the main cause of social conflict. Yet many, if not most of the conflicts we observe today appear to be ethnic in nature. It appears that the "vertical" nature of class divisions is often dominated by the "horizontal" antagonisms across groups delineated by noneconomic markers. This paper highlights the perverse synergy of economic inequality within ethnic groups, and its role in the salience of ethnic conflict. In a model of group formation which allows both class and ethnic groupings to emerge, we show that ethnic, as opposed to class, conflict may be focal, and precisely in the presence of economic inequality. (JEL D72, D74)
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Septian Bintang Cahyo, Jovanes Agus Fernanda, and Ovie Faiz Pratama. "Dinamika Konflik antara Masyarakat Buruh dengan Pengusaha." Guruku: Jurnal Pendidikan dan Sosial Humaniora 1, no. 4 (November 9, 2023): 94–104. http://dx.doi.org/10.59061/guruku.v1i4.498.

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This research explores the dynamics of conflict that occur between workers and factory entrepreneurs in Kedungrejo Village, Muncar District, using the perspective of Karl Marx's conflict icon theory. Fish factories are one of the main economic sectors in this area, and conflicts between fish factory workers and entrepreneurs have a significant impact on the social and economic life of local communities. Karl Marx's conflict theory is used as an analytical framework to understand the root of the problem, the resources being contested, and the role of social class in this conflict. This research includes participatory observation methods, interviews, and document analysis to explore the perspectives of fish factory workers and entrepreneurs. The research results show that the conflict in Kedungrejo Village is related to economic inequality and control of production resources. Workers experience exploitation, low wages and unsafe working conditions, while fish factory entrepreneurs try to maximize their profits. This conflict reflects the conflict between the working class who seek to protect their economic rights and entrepreneurs who prioritize their profits. In the perspective of Karl Marx's conflict theory, this conflict is the result of a structural conflict between the working class (proletariat) and the owners of capital (capitalists). These conflicts reflect fundamental inequalities in the distribution of wealth and power. This research proposes the need for more inclusive and fair solutions in overcoming this conflict, such as collective bargaining, stricter labor regulations, and building awareness of the working class to increase their bargaining power in negotiations with fish factory entrepreneurs. Thus, this research provides insight into the dynamics of conflict between workers and fish factory entrepreneurs in the context of the Kedungrejo Village community, as well as its implications from the perspective of Karl Marx's conflict theory.
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Khukhlaeva, O. V. "The main reasons of conflicts between adolescents in the multicultural class and their prevention." Social Psychology and Society 8, no. 3 (2017): 115–24. http://dx.doi.org/10.17759/sps.2017080309.

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The conflict interaction in the adolescent environment, mainly in the context of intercultural interaction, is considered in the article on the basis of theoretical analysis. The relationship between conflict in adolescence and the overcoming of adolescent crisis is described, as well as the conflict was correlated with other age characteristics. A special emphasis is placed on intergroup conflicts. An additional specificity of conflicts in school classes with mixed cultural composition is discussed. An analysis of the specifics of the conflict interaction in connection with the measurement of cultures by G. Hofstede was carried out (individualism-collectivism, power distance, masculinity-femininity and avoidance of uncertainty). The conclusion about the greater urgency of potential contradictions is being made if there are teenagers belonging to widely differing cultures in the school class. The role of laughter culture as manifestations of antipodes in game form for the prevention and correction of conflicts in a adolescent multicultural environment is shown.
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Marshall, Gordon, and R. Carter. "Capitalism, Class Conflict, and the New Middle Class." Contemporary Sociology 15, no. 3 (May 1986): 426. http://dx.doi.org/10.2307/2070055.

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Kelley, Jonathan, and M. D. R. Evans. "Class and Class Conflict in Six Western Nations." American Sociological Review 60, no. 2 (April 1995): 157. http://dx.doi.org/10.2307/2096382.

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Dissertations / Theses on the topic "Class conflict"

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Wells, Jaclyn M. "Invisible conflict : working-class students in first-year composition /." Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1079657851&sid=26&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Bell, David. "Ardent propaganda : miner's novels and class conflict, 1929-1939." Doctoral thesis, Umeå universitet, Humanistiska fakulteten, 1995. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-66446.

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This study of the contribution of working-class fiction to the debate on class conflict in Britain is based on four novels written by two ex-miners between 1929 and 1939: The Gate of a Strange Field (1929) and Last Cage Down (1935), by Harold Heslop, and Cwmardy (1937) and We Live (1939), by Lewis Jones. These novels represent, in work­ing-class fiction, a unique combination of an archetypal working-class occupation, min­ing, with central features of the 1930s cultural discourse, the role of political ideology in literature. This study takes as its starting point the perception of these novels as having a spe­cifically communicative function in the social and cultural context of the 1930s. It recognises their role in articulating the radical voice of the miner in the conflict of inter­ests between capital and labour as exemplified by the coal industry. I also argue that the novels are influenced by the polarised discourse of British social and cultural life in this period. Cultural context is not seen simply as a reflection of 1930s attitudes and ideas, but also in relation to a tradition of working-class and miners' fiction that appropriates accepted literary forms for specific needs, in this case, the articulation of miners' griev­ances in the 1930s, seen in terms of class conflict. This conjuncture of historical and contemporary cultural discourses acts as the organising principle of the first part of this study. The four novels are analysed in terms of a sub-genre classification of the realist novel: the roman à thèse. This approach facilitates an analysis focusing on the deter­mining influence of ideology as a totalising concept affecting the structure, content and message of these novels. I argue that the prime purpose of these novels is to constrain interpretation to a desired outcome, as represented by the doctrine inherent in the text. Two types of roman à thèse are distinguished: the apprenticeship, which builds on the precepts of the Bildungsroman, and the confrontational, which is non-transformational, depicting scenes of class conflict. The apprenticeship model consists of two types of exemplary narrative: positive and negative. This study demonstrates that, by applying the analytical model of a positive apprenticeship to Cwmardy, the narrative structures of the novel limit the potential for interpretation to the doctrinal assumptions underlying the text. The reader is expected to identify with the class-conscious insights gained by the hero. The Gate of a Strange Field, in contrast, acts as a cautionary tale, illustrating the consequences of embracing a false doctrine. Both We Live and Last Cage Down are considered as novels of confrontation in which the primary conflict between capital and labour is modified by a secondary conflict within labour on the question of ways and means of achieving a socialist society. The conclusion reached is that these novels can only be understood in relation to the polarised social and cultural attitudes of the 1930s, and in relation to their place in a history of miners' literature that appropriates literary forms to engage in a debate on the class nature of British society.
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Bell, David. "Ardent propaganda : miners' novels and class conflict 1929-1939 /." Umeå (Sweden) : Umeå university, 1995. http://catalogue.bnf.fr/ark:/12148/cb37042088w.

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Conley, James Robert Carleton University Dissertation Sociology. "Class conflict and collective action in the working class of Vancouver, British Columbia, 1900-1919." Ottawa, 1986.

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Huggins, Michael James. "Agrarian conflict in pre-famine County Roscommon." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367632.

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Barrett, Elizabeth. "Group struggle or class conflict? : the application of pluralist theory and class theory to English politics." Thesis, Royal Holloway, University of London, 1988. http://repository.royalholloway.ac.uk/items/1ae2a6b9-35e7-4c08-9cc1-1f2c5dccd5b9/1/.

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The growth of single-issue politics, and of the articulation and resolution of political demands through pressure group structures is linked, by group theorists, to the development of the corporate economic State. In an increasingly complex political order, it is argued, the individual must orient herself to political structures through multiple group memberships which cut across traditional socio-economic categories, and which reduce the impact of class identification and political behaviour. Thus the pluralists suggest that group membership is replacing class location as a focus for political identity and a motor of political behaviour. This argument is investigated with reference to the sociopolitical attitudes and behaviours of electors drawn from three English Parliamentary constituencies. The constituencies - Guildford, Richmond and Barnes and Sheffield Attercliffe - exhibit distinctive socio-economic characteristics and electoral trends. The constituency sample units are stratified by group, and electors are drawn from those groups typically organised within the community. Participants are examined by survey questionnaire. In examining the class and group bases of British politics, considerable attention is paid to concept-formulation. 'The group' is operationalised according to dimensions of interest and power, and the nature and role of interest group activity within the three constituencies are investigated. The concept of class is operationalised according to Marxian theory, and is critically examined with reference to stratification theory. Indicators of socio-economic and political variables are investigated during data analysis, and class and group-structured political identifications and behaviours are examined. Although participation in both group and class structures is found to be politically significant among survey-respondents, group-structured political behaviour is found to be strongly related to class location. It is therefore argued that the concept of class possesses explanatory value in political analysis. A class theory of group politics is thus proposed.
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Cownie, Erik. "Envisioning a post-conflict society : perspectives from a peripheral loyalist working-class." Thesis, Ulster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.591071.

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This study sought to examine a peripheral loyalist working-class community's complex transition from conflict and paramilitarism. To date, academic literature on loyalist communities has, in general, focussed on conflict-era loyalism or the experience of interface existence, particularly, in inner-city Belfast. This study added another dimension to this canon of work by, instead, focussing on a homogenous and spatially detached community where the primary foci are class disadvantage and the consequences of negative social capital. The academic neglect of these hinterland estates is, often, mirrored by statutory abandonment in a policy environment where the over- riding aim remains to ameliorate the worst effects of internecine violence in the communities which straddle the city's many peace-lines. Grounded on the principles of interpretivist research, this project comprised a case study examination of a peripheral loyalist housing estate and enta iled semi-structured interviews with residents, para militaries, politicians, and statutory agencies. Social capital was adopted as the theoretical framework and a context-s pecific social capital framework model was developed to capture the unique experiences and perceptions of a community still struggling to address the legacies of conflict, in particular, paramilitarism. In broad terms, the data from these interviews demonstrate the following key points: firstly, that two important contexts needed to be co nsidered - specifically, loyalist para militarism and urban transformations in Belfast; secondly, that there is a definite class dimension to social capital which, invariably, leads to less desirable outcomes in poorer communities than are, commonly, expected in more affluent areas; and, finally, that social capital is as likely to produce as many negative outcomes as positive ones. More specifically, this study explored and expla ined the historical narrative of Ballybeen in terms of a microcosm of the wider loyalist community, in particular, their attempts to address the highly complex issues of both historical and extant paramilitary influence. This enabled an evaluation of the roles played by the various actors in Ballybeen's social and economic regeneration, its post-conflict t ransitions and social capital formations. This appraisal (redirects academic / statutory attention towards such communities and suggests that 40 years of paramilitarism has bestowed on the estate a legacy of stigma and oppression.
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James, Timothy John. "Articulating class : language and conflict in English literature from Gaskell to Tressell." Doctoral thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/22494.

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Bibliography: pages 304-318.
Concentrating on English literary texts written between the 1830s and 1914 and which have the working class as their central focus, the thesis examines various ways in which class conflict inheres within the textual language, particularly as far as the representation of working-class speech is concerned. The study is made largely within V. N. Voloshinov's understanding of language.
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Porat, Anat. "Conflict resolution among children in a kindergarten class inspired by the Reggio Emilia approach." Thesis, Anglia Ruskin University, 2011. https://arro.anglia.ac.uk/id/eprint/276333/1/Conflict%20resolution%20Anat%20Porat%20Doctoral%20Thesis.pdf.

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This study investigated the conflict resolution abilities employed by 3-4 year old children within an Israeli kindergarten that was inspired by the Reggio Emilia approach in Italy. Conflict resolution is a significant phenomenon worldwide and the subject of considerable research, due to potential negative outcomes from involvement in conflict, and escalation of the conflict to a stage of violence. Nevertheless, a gap in knowledge was identified, regarding the Reggio Emilia educational approach, as an intervention to support the development of children‘s social-emotional competence to enable them to resolve interpersonal conflicts using pro-social strategies. An in-depth case study was conducted using grounded theory principles to develop a model to answer the question: To what extent might a Reggio Emilia inspired approach support resolution of interpersonal conflicts between 3-4 year old children in an Israeli kindergarten class? The rich qualitative data were gathered through video filmed observations, teacher's semi-structured interviews, children's interviews, documents, and field notes. A four-phase content analysis of the data enabled conceptualisation of the characteristics of the educational setting and the children's conflict resolution strategies. The findings allowed the emergence of a model evidencing that both direct and indirect intervention strategies were used to support the conflict resolution among the children. Teachers responded in a range of ways to children's request for direct intervention, and most especially used a clarification-mediation conversation. Indirectly, they promoted democratic pedagogy with children through participation, listening and dialogue. The findings reveal the children's development in their conflict resolution, which indicate a significant advancement in their pro-social negotiation abilities. Additionally, the findings show a significant increase in the children's spontaneous intervention as peer observers of the conflict and a decrease in their request of teacher intervention. The research suggests that over time, no extra-curricular intervention is needed within a supportive and democratic educational approach, such as the Reggio Emilia inspired approach provides. It illuminates strategies to support teachers, teacher trainers and policy makers for enabling children resolving conflicts independently using pro-social strategies. The research contributes to knowledge regarding selecting an intervention for improving kindergarten children's conflict resolution strategies.
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O'Hagan, Lauren. "Class, culture and conflict in the Edwardian book inscription : a multimodal ethnohistorical approach." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/115806/.

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This study draws on theories and methodologies from the fields of multimodality, ethnography and book history studies to explore class conflict and social mobility in Edwardian Britain (1901-1914). Using a dataset of 2,998 book inscriptions, this work investigates the types of inscriptions present in books bought and exchanged in Edwardian Britain; the ways in which inscriptive practices varied according to location, gender, age, social class and occupation; the material and semiotic features of inscriptions; and their communicative and performative purposes. The findings reveal that inscriptive choices were primarily influenced by ‘class-based affordances’ that centred on the social status and wealth of book owners, as well as Edwardian social conventions and the specific, well-established norms of each inscription genre or sub-genre. For the working classes, inscriptions represented pride at owning a book for the first time, while the lower-middle classes primarily used inscriptions as symbolic gestures of social mobility to gain social capital and respect from peers. In contrast, the upper classes, who feared the collapse of hierarchical society, saw inscriptions as a way of advertising their wealth and high social status. However, there is some indication that the upper-middle classes were slightly more willing to embrace lower-class inscriptive practices. These findings suggest that we must reframe current conceptions of hegemony as the transmission of values from a dominant social group to a subordinate one, and view it, instead, as a continuous two-way process between different groups. Overall, the study demonstrates how blending multimodal analysis with ethnohistorical methodologies can uncover the important role of the inscription as a material microcosm of the social tensions that existed between class groups in early twentieth-century Britain.
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Books on the topic "Class conflict"

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1955-, Kuhn Rick, and O'Lincoln Tom, eds. Class & class conflict in Australia. Melbourne: Longman, 1996.

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Bob, Carter. Capitalism, class conflict, and the new middle class. London: Routledge & Kegan Paul, 1985.

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Berberoglu, Berch. Class and class conflict in the age of globalization. Lanham, Md: Lexington Books, 2008.

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Callinicos, Alex. Race and class. London: Bookmarks, 1993.

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Baker, Michael Roy. Race, class and conflict in South Africa. [London]: Middlesex Polytechnic, 1987.

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Veltmeyer, Henry, James Petras, and Steve Vieux. Neoliberalism and Class Conflict in Latin America. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-25529-0.

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Quigley, Carol Ann. Class conflict in Latin American liberation theology. Ottawa: National Library of Canada,1990., 1990.

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Schryer, Frans J. Ethnicity and class conflict in rural Mexico. Princeton, N.J: Princeton University Press, 1990.

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History Workshop (3rd 1984 University of the Witwatersrand). Class, community, and conflict: South African perspectives. Johannesburg: Ravan Press, 1987.

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Lynd, Staughton. Class conflict, slavery, and the United States Constitution. Cambridge: Cambridge University Press, 2009.

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Book chapters on the topic "Class conflict"

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Lahai, John Idriss. "Class conflict." In Human Rights in Sierra Leone, 1787–2016, 95–109. New York : Routledge, 2018. | Series: Routledge studies in the modern history of Africa: Routledge, 2018. http://dx.doi.org/10.4324/9780429468407-7.

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Turk, Austin T. "Class, Conflict, and Criminalization." In Contemporary Masters in Criminology, 17–30. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-9829-6_2.

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Archetti, Eduardo P., Paul Cammack, and Bryan Roberts. "Populism and Class Conflict." In Latin America, 119–23. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18629-7_8.

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Marx, Karl. "Law, class and conflict." In Jurisprudence, 63–70. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315795997-6.

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Birch, A. H. "Doctrines of Class Conflict." In Representative and Responsible Government, 83–92. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003487661-9.

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Dahrendorf, Ralf. "Conflict Groups, Group Conflicts, and Social Change." In Class and Conflict in an Industrial Society, 206–40. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003260257-8.

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Kleniewski, Nancy, Alexander R. Thomas, and Gregory Fulkerson. "Social Class and Neighborhoods." In Cities, Change, and Conflict, 212–30. 6th ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003436300-14.

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Müller, Miriam. "Food, Hierarchy, and Class Conflict." In The Medieval Countryside, 231–48. Turnhout: Brepols Publishers, 2010. http://dx.doi.org/10.1484/m.tmc-eb.3.4216.

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Sharot, Stephen. "Sexual Exploitation and Class Conflict." In Love and Marriage Across Social Classes in American Cinema, 83–119. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41799-8_4.

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Baxter, Vern K. "Class Conflict and Postal Reorganization." In Labor and Politics in the U.S. Postal Service, 55–78. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-1468-2_4.

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Conference papers on the topic "Class conflict"

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Mocanu, Mariana. "MODELING MEDIATION PROCESSES IN EDUCATION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-215.

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The complexity of the educational system lies in the blending of the three forms of education: formal, informal and nonformal, that involve stakeholders with different interests and manifestations. The main actors are the "learner" and the "teacher", but the aquisition of learning outcomes is influenced by several external factors, that are described in the paper. A brief survey of the Romanian education systems depicts the issues that can generate conflicts. Conflits in the educational environment can generate a wide range of situations, sometimes with severe effects. It is important to identify both the mechanisms of conflict generation and the best problem solving method. The conflicts are classified according to various criteria, and a database for conflict patterns is developed. Like in other conflict situations, to solve conflicts in education, in their different phases, stakeholders can call on mediation processes, that offer sustainable results and are easily accepted by the parties in conflict. The paper proposes an ontology model of educational processes highlighting potential causes of conflicts, and their interference with the mediation process. The educational processes are modeled in form of workflows. A set of states are defined for each class of persons. Conflicts are also described by a set of parameters, their values being changed through the interaction of stakeholders, in different phases of the workflows. This model underlies an application that monitors both conflicts, and the results of the mediation process applied to these conflicts and issues warnings (alerts) if conditions that can lead to conflict are identified, based on stored patterns.
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Shi, Wenxu, and Bochuan Zheng. "Conflict-Alleviated Gradient Descent for Adaptive Object Detection." In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. California: International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/137.

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Unsupervised domain adaptive object detection (DAOD) aims to adapt detectors from a labeled source domain to an unlabelled target domain. Existing DAOD works learn feature representations with both class discriminative and domain invariant by jointly minimizing the loss across domain alignment and detection tasks. However, joint resolution of different tasks may lead to conflicts, with one contributing factor being gradient conflicts during optimization. If left untouched, such disagreement may degrade adaptation performance. In this work, we propose an efficient optimization strategy named Conflict-Alleviated Gradient descent (CAGrad) which aims to alleviate the conflict between two tasks (i.e., alignment and classification). Particularly, we alter the gradients by projecting each onto the normal plane of the other. The projection operation changes conflicting gradients from obtuse angles to acute angles, thus alleviating the conflict and achieving gradient harmonization. We further validate our theoretical analysis and methods on several domain adaptive object detection tasks, including cross-camera, weather, scene, and synthetic to real-world adaptation. Extensive experiments on multiple DAOD benchmarks demonstrate the effectiveness and superiority of our CAGrad.
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Li, Xinyue, and Fengxun Gong. "Improved Prandini Conflict Detection Algorithm Based on Trajectory Prediction." In SAE 2023 Intelligent Urban Air Mobility Symposium. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2023. http://dx.doi.org/10.4271/2023-01-7100.

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<div class="section abstract"><div class="htmlview paragraph">As a traditional probabilistic mid-term conflict detection algorithm, the Prandini algorithm plays an essential role in ensuring flight safety in the aircraft route area. For the issue of mutation error in the calculation results of the Prandini algorithm, this research provides an improved Prandini conflict detection algorithm. First, the integral of the standard Gaussian distribution is solved using randomization. The minimum prediction interval moment is then calculated, and the critical time points at which conflicts may exist before and after that moment are approximated separately using a bisection method. N moment values are selected uniformly within the time range formed by the two critical time points. The instantaneous conflict probabilities for these N moments are calculated and the maximum value is selected from them as a measure of the likelihood of conflict between the two aircraft over the entire route for an extreme case. Finally, a trajectory position prediction error model is built using actual ADS-B data to verify the performance of this improved algorithm for application in the no route change scenario and the multi-route scenario. The experimental results show that compared with the original Prandini algorithm, the method improves the stability of conflict detection and can meet the requirements of air traffic control (ATC) for medium-term conflict detection.</div></div>
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Machado, Fernanda Almeida, Paula Pontes Mota, Lorena Claudia de Souza Moreira, and Regina Coeli Ruschel. "Template class to teach clash detection." In ENCONTRO NACIONAL SOBRE O ENSINO DE BIM. Antac, 2021. http://dx.doi.org/10.46421/enebim.v3i00.315.

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BIM uses are complex specific processes in architecture, engineering, construction, and operation mediated by Building Information Modeling technologies. Several initiatives are dedicated to detailing these uses in a standardized way, enumerating and describing them in terms of scope, benefits, process maps, required competencies, associated technology, and theoretical framework. Examples of these efforts are Penn State's Computer Integrated Construction Research Program (MESSNER et al., 2019), buildingSMART (2021), and BIM Excellence Organization (SUCCAR; SALEEB; SHER, 2016). This study presents the approach to educate, evaluate and assist Model Uses using templates (Model Use Templates - MUT) of the BIM Excellence Initiative (BIMe). The BIM use is called Model Use in BIMe terminology. In three years, starting in 2021, the initiative intends to detail all the domain model uses listed by the organization (BIMe, 2020). The domain model uses are organized in the series of capture and representation, planning and design, simulation and quantification, operation and maintenance, monitoring and control of buildings and infrastructures. In terms of domain model uses, there is the linking and extending series of BIM integrated to Facility Management, interfaced with the Internet of Things, linked to Enterprise Resource Planning, etc. The initiative developed a Construction Domain Model Use Template (MUT) and applied it as a demonstration for Clash Detection or MUT 4040. This summary will describe the template, its application to Clash Detection, and guidance on how to transform it into a template class to teach Clash Detection with BIM. The MUT consists of an extended description, software list, activity flow, and bibliography. This content is available in the BIM Dictionary associated with the equivalent term (https://bimdictionary.com/en/clash-detection/1). The extended description includes the corresponding term's definition, the detailed description, purpose, and an available online media-list. The detailed description presents the different types of use (e.g., hard, soft, time-based) and benefits. The software list lists platforms and environments used in the model use development. For each platform or environment, there is a list of the vendor or developer, the corresponding technical functionality, the applicable discipline, the software description, the availability of the software in the cloud or location, differentiation of versions, the link to the official website, the model use code that the software can support, specific functionalities associated with the use and availability of a plugin or extension. The activity flow is described using a process map and details in up to 3 hierarchical levels for each macro activity. All the terminology adopted in the MUT is semantically aligned to the various projects and initiatives of BIM Excellence, bringing consistency to the meaning. In the case of MUT 4040, that is, the application of the template for the model use of Clash Detection, the short description is a “Use of the Model representing the use of 3D Models to coordinate different disciplines (e.g., structures and air-conditioning) and to identify/resolve possible conflicts between virtual elements prior to actual construction or fabrication”. The extended description presents the Clash Detection as automated or semi-automated procedures to identify design errors in 3D models, where objects occupy the same space or are too close to violating spatial restrictions. Time-based interferences are conflicts involving temporary objects that compete for the same space at the same time. The benefits are listed, for example, like better project coordination and quality; conflict reduction in the workplace; acceleration of design and delivery processes; and cost reduction through productivity increase. The available online media does not represent the entire process involved in Clash Detection and are generally restricted to confronting models on specific platforms. We advocate that the activity flow should structure the class of model uses in BIM education. In this way, there is a holistic and representative approach to practice. Thus, we advise escaping this model's understanding in a restricted and instrumental way, as it already occurs in most of the online media found. We propose to organize the class program by the macro stages of the activity flow, covering: (i) creation of the strategy for the clash detection in the project in question; (ii) preparation of specific models for federation; (iii) identification of federation environments or model integration; (iv) federation or integration of models; (v) checks for interference in the federated or integrated model; (vi) analysis of the conflicts identified; and (vii) referral to conflict resolution. The details of each of these activities in the template can guide the teacher on how to proceed or prepare educational content. The bibliography listed in the template covers the theoretical framework to support the class in terms of books, scientific articles, and BIM guides. One can develop the class at the level of graduation, extension, or continuing education. Being an undergraduate class, it can be mandatory or elective. Items (i) to (iii) make up the theoretical part of the class, and the rest are essentially practical content. Thus, two types of competency assessment are possible: knowledge and skills. Knowledge can be developed through discussions and seminars. Skills covered are associated with execution or domain skills, according to Succar, Scher, and Willams (2013). Execution skills are associated with learning model verification platforms and collaboration environments. The execution competence generates an instrumental skill that can be provided through individual online training with tutorials. Domain skills are essentially technical (analysis and simulation) and functional (collaboration). These skills must be instigated in a participatory and collaborative way in practical exercises involving cycles of verification of the federated model and adjustments of complementary projects' models. As a suggestion for support material, the teacher should prepare a dataset including models with errors in file naming disobeying conventions, errors in the control elements impacting the overlapping of models, errors of omission or duplication of elements in the models, and errors of data schema in terms of categorization of elements and classification of content. The models must also include issues of all types (hard, soft, and temporal interferences). Errors must be plausible to be identified by different types of verification: visual or script. YouTube presentation: https://youtu.be/cMPaw_kOZtQ
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Lord, S. M., B. Przestrzelski, and E. Reddy. "Teaching Social Responsibility: Conflict Minerals Module for a Circuits Class." In 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2018. http://dx.doi.org/10.1109/weef-gedc.2018.8629755.

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Jiang, Zhe, Xuewen Chen, Ke He, and Haitao Dong. "Underwater Multi-Class Targets Classification Based on Conflict Confidence Fusion." In 2021 IEEE International Conference on Signal Processing, Communications and Computing (ICSPCC). IEEE, 2021. http://dx.doi.org/10.1109/icspcc52875.2021.9564512.

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Roschuni, Celeste, Lora Oehlberg, Sara Beckman, and Alice M. Agogino. "Relationship Conflict and Feeling Communication in Design Teams." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87626.

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Collaborative design team members use feeling language in their communications with one another, dubbed feeling communications, as they negotiate their interpersonal relationships and task, process and relationship conflict to achieve successful outcomes. In this paper, we examine the use of feeling communications by design teams in a new product development class at UC Berkeley, how their use of feeling communications relates to the levels of conflict experienced by the teams throughout the semester, and how both relate to team performance. From this study, it appears that high-performing and low-conflict teams tend to use high levels of feeling communications. High-conflict teams also use high levels of feeling communications, but often suppress its use when given feedback on their process. Medium-conflict teams appear to initially produce less feeling communication, but build up to a normal level over the course of the project. These results are based on our study of 1,926 messages sent by 13 teams in the Fall 2008 class, and present promising avenues for further exploration.
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Burger, Thomas, Oya Aran, and Alice Caplier. "Modeling Hesitation and Conflict: A Belief-Based Approach for Multi-class Problems." In 2006 5th International Conference on Machine Learning and Applications (ICMLA'06). IEEE, 2006. http://dx.doi.org/10.1109/icmla.2006.35.

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Kim, Yeounsoo. "Students’ Cognitive Conflict and Conceptual Change in a Physics by Inquiry Class." In 2005 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2006. http://dx.doi.org/10.1063/1.2177037.

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Xue, Min, Jaewoo Jung, and Jeffrey Homola. "Intent Modeling and Conflict Probability Calculation for Operations in Upper Class E Airspace." In AIAA SCITECH 2022 Forum. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2022. http://dx.doi.org/10.2514/6.2022-1508.

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Reports on the topic "Class conflict"

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Meriläinen, Jaakko, and Matti Mitrunen. The loser's long curse: electoral consequences of a class conflict. UNU-WIDER, December 2022. http://dx.doi.org/10.35188/unu-wider/2022/296-6.

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Frisancho, Verónica, Alejandro Herrera, and Eduardo Nakasone. Does Gender and Sexual Diversity Lead to Greater Conflict in the School? Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004451.

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This paper analyzes the relationship between the presence of LGBTQI students in the class-room and the prevalence of violence in the school setting. We rely on a representative sample of secondary schools in Uruguay and exploit variation in the share of LGBTQI students across classrooms to study how their presence affects the individual experience of violence. Our results show little support for the contact hypothesis: a larger share of LGBTQI students in the classroom has no impact on the individual experience of violence. On the contrary, a greater share of female LGBTQI students in the classroom is associated with greater psychological and physical violence among girls, irrespective of their gender identity or sexual orientation.
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Haider, Huma. Political Empowerment of Women, Girls and LGBTQ+ People: Post-conflict Opportunities. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/k4d.2022.108.

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The instability and upheaval of violent conflict can break down patriarchal structures, challenge traditional gender norms and open up new roles and spaces for collective agency of women, sexual and gender minorities (SGM), and other marginalised groups (Yadav, 2021; Myrittinen & Daigle, 2017). A recent study on the gendered implications of civil war finds that countries recovering from ‘major civil war’ experience substantial improvements in women’s civil liberties and political participation—complementary aspects of political empowerment (Bakken & Bahaug, 2020). This rapid literature review explores the openings that conflict and post-conflict settings can create for the development of political empowerment of women and LGBTQ+ communities—as well as challenges. Drawing primarily on a range of academic, non-governmental organisation (NGO), and practitioner literature, it explores conflict-affected settings from around the world. There was limited literature available on experience from Ukraine (which was of interest for this report); and on specific opportunities at the level of local administrations. In addition, the available literature on empowerment of LGBTQ+ communities was much less than that available for women’s empowerment. The literature also focused on women, with an absence of information on girls. It is important to note that while much of the literature speaks to women in society as a whole, there are various intersectionalities (e.g. class, race, ethnicity, religion, age, disability, rural/urban etc.) that can produce varying treatment and degrees of empowerment of women. Several examples are noted within the report.
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Vlaicu, Razvan. Inequality, Participation, and Polarization: Economic Origins of Partisan Policies. Inter-American Development Bank, November 2023. http://dx.doi.org/10.18235/0005264.

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The upward co-movement of income inequality and partisan polarization in the United S is typically attributed to intensified class conflict or a political wealth bias. This paper formalizes a theory of polarization where changes in the income distribution do not affect citizens' policy preferences, but instead change their patterns of political participation: aggregate voting decreases relative to aggregate giving, reducing the electoral penalty for partisan policies. By endogenizing party composition, the model captures both the ideological and compositional dimensions of polarization, and addresses less-discussed polarization features, such as intra-party homogeneity and the increase in safe seats. According to the model, observed polarization patterns imply that parties have diverged more than candidates, and that the gap between party and candidate divergence has increased with income inequality.
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Loureiro, Miguel, Maheen Pracha, Affaf Ahmed, Danyal Khan, and Mudabbir Ali. Accountability Bargains in Pakistan. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/ids.2021.046.

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Poor and marginalised citizens rarely engage directly with the state to solve their governance issues in fragile, conflict and violence-affected settings, as these settings are characterised by the confrontational nature of state–citizen relations. Instead, citizens engage with, and make claims to, intermediaries some of them public authorities in their own right. What are these intermediaries’ roles, and which strategies and practices do they use to broker state–citizen engagement? We argue that in Pakistan intermediaries make themselves essential by: (1) being able to speak the language of public authorities; (2) constantly creating and sustaining networks outside their communities; and (3) building collectivising power by maintaining reciprocity relations with their communities. In doing so, households and intermediaries engage in what we are calling ‘accountability bargains’: strategies and practices intermediaries and poor and marginalised households employ in order to gain a greater degree of security and autonomy within the bounds of class, religious, and ethnic oppression.
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Fouka, Vasiliki, and Alain Schläpfer. Culture Clash: Incompatible Reputation Mechanisms and Intergroup Conflict. Cambridge, MA: National Bureau of Economic Research, September 2022. http://dx.doi.org/10.3386/w30517.

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Vail, Nancy. Classes and class conflicts in Victorian England as explored by Thomas Hardy. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.746.

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Howard, Jo. Understanding Intersecting Vulnerabilities Experienced by Religious Minorities Living in Poverty in the Shadows of Covid-19. Institute of Development Studies, October 2021. http://dx.doi.org/10.19088/creid.2021.012.

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The purpose of this study, conducted during the Covid-19 pandemic between November 2020 and March 2021 in India and Nigeria, is to explore the direct and indirect effects of Covid-19 on religiously marginalised groups experiencing intersecting vulnerabilities. The findings provide recognition of the impact of Covid-19 on targeting and encroachments faced by these groups in order to inform policy so that it includes their perspectives in building back better and promoting inclusive development. Policymakers need to understand both the direct and indirect impacts of Covid-19 in order to coordinate effective support and avert deepening marginalisation. This research demonstrates how religious inequalities intersect with other inequalities of power – historical, structural, and socially determined characteristics (class, ethnicity, caste, gender, age) – to shape how people experience the Covid-19 pandemic. Both India and Nigeria manifest high levels of authoritarianism, an absence of press freedom, targeting of religiously marginalised groups, and unequal access to public services and the protection of the state by religiously marginalised groups, according to geographic location. The findings of this report reveal the appalling everyday realities as well as the great courage of religious minorities living in poverty during the pandemic. Greater sensitivity to the critical intersection of vulnerabilities is essential for the longer-term recovery of these groups, who otherwise face slipping deeper into intergenerational poverty. Deepening poverty and proliferating ethno-religious injustices are fuelling tensions and conflict, and the risks of neglecting these issues are immense.
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Oosterhoff, Pauline, and Raudah M. Yunus. The Effects of Social Assistance Interventions on Gender, Familial and Household Relations Among Refugees and Displaced Populations: A Review of the Literature on Interventions in Syria, Iraq, Jordan and Lebanon. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/basic.2022.011.

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This literature review aims to explore the evidence on the effects of social assistance on gender, familial, and household relations and power dynamics among refugees and (internally) displaced populations in Syria, Iraq, Jordan, and Lebanon. It examines the findings from an intersectional gender perspective allowing the authors to build on the knowledge of ‘what works’ in interventions in general and hopefully improve gender equality and social inclusion. Out of 1,564 papers initially identified and screened, 22 were included in the final stage. A question that emerged as the papers were analysed was whether the arduous work of targeting individuals was efficient or necessary, given that the available evidence suggests that beneficiaries generally tend to share their stipend with other family members for the collective good. Most studies tended to conflate gender with women and girls – making distinctions between widowed, married, unmarried and divorced women – but ignoring other dimensions such as class, health status, religion, ethnicity, education, prior work experience, political affiliation, and civil participation. Many programmes and research fail to disaggregate data. Social assistance programmes focus on individuals and households, with little attention to the wider context and overall conflict. Most studies paid negligible attention to familial infrastructures and strategies for sustainable interventions. Access to, and use of, cash transfers are part of broader familial strategies to mobilise or increase resources including, for example, (male) migration in pursuit of remittances, or (female) dependency on ‘community charity’. Short-term cash transfers can, in some circumstances, disrupt individuals’ and families’ access to more sustainable income or ‘charity’. Thus, important questions are raised about the purpose of social assistance: does it aim to preserve or transform families through targeting?
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Fracica Naranjo, Carlos, Ricardo Rubiano Groot Román, Luis Gómez Vásquez, Jimmy Graziani Mora Alonso, and Wendy Cabezas Pico. Renacer del conflicto. Universidad Militar Nueva Granada, July 2021. http://dx.doi.org/10.18359/docinst.5836.

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Como un aporte académico sobre el acontecer nacional, la Universidad Militar Nueva Granada, a través de su Instituto de Estudios Geoestratégicos y Asuntos Políticos (IEGAP), se complace en publicar el libro titulado Renacer del conflicto. El presente documento de investigación, sustentado en valiosa información sobre el conflicto en Colombia, se convierte en referente de consulta sobre un tema de interés para la sociedad colombiana, la academia y, particularmente, nuestra Fuerza Pública. Esto en razón a que es un aspecto presente a lo largo de la historia nacional que, a pesar de los diversos intentos por encontrar una salida hacia su final y de los miles de víctimas que se le atribuyen, ha afectado y afecta durante generaciones enteras a nuestro país. Elementos históricos, coyunturales y de actualidad convergen a lo largo de los ocho capítulos que componen la presente publicación. En estos no solo se compilaron las apreciaciones fundamentadas de los autores, sino también las valoraciones académicas de analistas, investigadores y centros de pensamiento que hacen seguimiento al acontecer nacional. Sobre el desarrollo del libro es importante destacar la participación de diversos autores y disciplinas. Entre otros, se encuentran los valiosos aportes de señores generales del Ejército, la Fuerza Aérea y la Armada Nacional de Colombia, así como de profesionales en relaciones internacionales y estudios políticos, quienes actualmente realizan labores académicas en el IEGAP y, a través de visiones particulares sobre la situación del país, plasmaron su conocimiento en textos estructurados, con variedad y riqueza de pensamientos, lo cual es posible apreciar al avanzar en la lectura de cada capítulo. Como ente académico, uno de los objetivos de nuestra Universidad es alimentar a la sociedad que nos rodea y nos nutre, por medio del desarrollo de investigaciones como la que contiene este libro, a fin de que con estas se difunda ampliamente el conocimiento que contribuya a que Colombia alcance todos los potenciales que tiene como nación. Esperamos que los aportes académicos aquí depositados alimenten la reflexión nacional e internacional, de modo que trasciendan no solo a las aulas de clase de nuestra alma mater, sino más allá de ellas, e impacten así constructivamente en el logro de cumplir el interés nacional del Estado colombiano. Por último, la Universidad agradece de manera especial a nuestro rector, el señor brigadier general Ph. D. Luis Fernando Puentes Torres; al director del Instituto de Estudios Geoestratégicos y Asuntos Políticos, señor mayor general Gustavo Adolfo Ocampo Nahar, por sus incontables aportes a la consecución y el direccionamiento del presente documento; así como a todos aquellos funcionarios y asesores del IEGAP que abnegadamente contribuyeron, de diversas maneras, para que valiosos conocimientos se materializaran en un libro a disposición de todo aquel que considere su contenido de interés.
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