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%ACADEMIC COURSE CONFLICT MITIGATION RESOURCES KNOW 080626
        %HOW HELP MITIGATE CONFLICT FOCUS KNOWLEDGE 080626

When any academic course seeks to prepare the students who
participate in the  course ---  to  become  able  to  help
MITIGATE conflicts ---  it is reasonable to focus upon the
resources listed below --- in order to  help all concerned
citizens   to   work  cooperatively  in   protecting   the
INTEGRITIES  of  the:   Course,   Students,   Instructors,
Teachers,  Professors, Administrators and their:  Studies,
Research,     Explorations,     Records,     Descriptions,
Conversations,   Interviews,   Dialogues,   Report-Drafts,
Final-Drafts,  Published-Reports and Communal-Responses to
them.

The  above  people need to be aware of the  best  ways  to
access and understand the following resources:

 1.  The "Joint Statement on Students' Rights" of the AAUP.
 2.  The Constitution of the U.S.A. with the Bill-of-Rights
 3.  Each U.S.A. State's Constitution.
 4.  The Universal Declaration of Human Rights of the U.N.
 5.  The Millennium Development Goals of the United Nations
 6.  The major affirmations/declarations of religions.
 7.  The American Civil Liberties Union's State-Chapters.
 8.  The Human-Rights affirmed by the European-Union.
 9.  The Human-Rights affirmed by each Sovereign-Nation.
11.  The Human-Rights affirmed by each Nation's-Military.
12.  The Relevant-Essay-Texts here in www.essayz.com.
13.  The histories of the evolutions of each of the above.

The  nature  of true conflict-MITIGATION depends upon  the
realities  noted  in  the  above  resources,   how  people
interpret  the texts  found therein,  and upon  how  True-
Lovers  affirm  and  authentically  demonstrate  the  most
helpful: ideals, ideas,  values,  visions,  dreams, hopes,
aspirations,   principles,   and virtues ---  that can  be
found, conceived and created.

             True-Conflict-MITIGATIONS cannot:

 1.  Be helpfully-imposed in the  absence of authentic and
extensive interest in the above kinds of resources ---  by
both the most vulnerable and  the most powerful people who
are involved.

 2.  Be  helpfully-given  to students unilaterally by  any
superiors and/or more powerful people.

 3.  Take place reliably within any community that is:

     a.  Under the control of: Domineering-Bullies,

     b.  Playing Collusive-Games-of-Mutual-Self-Deception.

     c.  Divided by loyalties to Conflicted-Military-
         Industrial-Complexes.

     d.  Divided by loyalties to Profitable-Corporations
         that are providing profits to their investors.

     e.  Insensitive-to and indifferent to the Net-
         Communal-Costs of each form of alienation.

     f.  Insensitive-to and indifferent to the Net-
         Communal-Costs  of  the  ABSENCE   of:   Empathy,
         Sympathy,  Generosity,   Hospitality,   Conflict-
         MITIGATION, Dialogue, Listening, Kindness, Love,
         Intimacies, Healthy-Sexuality, etc.

     g.  Demonstrating an Economic-System which misleads
         its economists to undermine community in thinking
         like economists maximizing economic-gain and the
         concentrations of Wealth-and-Power into the hands
         of Successful-Domineering-Bullies.

     Be-Together in the Many-Gracious Ways of Shalom.

                         (c) 2008 by Paul A. Smith in
                      "Search for Honesty and Integrity"
                    (On Being Yourself Whole and Healthy)

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