Theses presented by students seeking the Master of Arts Degree in Peacemaking and Conflict Studies from Fresno Pacific University

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1 Theses presented by students seeking the Master of Arts Degree in Peacemaking and Conflict Studies from Fresno Pacific University

2 Abebe, Fekadu Nigussie (2010). Peacemaking and Conflict Resolution: A Curriculum for the Meserete Kristos College (MKC) Addis Ababa Ethiopia. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Asheervadam (Lurdhamani), Christina (2009). Peacemaking and Conflict Resolution: A Curriculum for the Mennonite Brethren Centenary Bible College (MBCBC) in Shamshabad, India. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Assegued, Vicki L. (2009). Applying Positive Communication Skills to Restorative Justice Practices. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Baez Rojas, Sandra Esperanza (2011). An Alternative Model for Parental Discipline in Colombia. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA... 6 Bernard, Richard E. (2008). My Ultimate Conflict and Peacemaking Resolution. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Boogaert, Allison B. (2010). A Narrative Approach to Transforming Environmental Justice Based Conflict: A Case Study in Kettleman City, California. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Brassington, Darren Glen (2004). A Handbook for Restorative Community Justice Practice in the Juvenile Justice Setting. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA.9 Clark, Andrica M. (2004). How Has Participating in a Peer Mediation Program Made an Impact in the Lives of Peer Mediators? (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Claassen, Roxanne (2003). School Discipline Retributive or Restorative. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Compton, Heather Jeannine (1997). The Victim Offender Program, Recidivism, and the Juvenile Offender Participant. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Davis, Barry M. (2004). The Very Brief Workshop: Challenges and Possibilities. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Demanett, Paula E. (2001). Teacher, Coach, Mentor, Mediator: Weaving New Perspectives. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Gadeikyte, Giedre (2002). Social and Cultural Factors in the Lithuanian Nonviolent Independence Movement. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. 15 Hendricks, Jana K. (2010). Reverse Faith: American Christian Support for the War in Iraq. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Hinton, Alicia L. (2008). Integrating Victims Voices Into Circles of Support and Accountability. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA

3 Janzen, Ernst W. (2004). Building Peace: A Teaching Curriculum. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Kilabi, Eleonore (2009). Juvenile Justice System in the Democratic Republic of Congo: Implementing Restorative Justice Schemes. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Kliewer, Rebecca Steele (2005). Listening to Stories of Entry Level Nurses: An Experience in Narrative Negotiation. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Kulungu, Pascal T. (1998). Leadership Challenges in Health Care Systems: The Case of the Democratic Republic of Congo. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Nganga, Donald K. (2003). The Non-Governmental Organizations Involvement in Peacebuilding: Case Study of the African Great Lakes Region. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Nocella, Anthony J. (2003). Using the Critical Pedagogy Approach for Peacemaking with Revolutionaries. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Noll, Douglas E. (2001). Peacemaking. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Oda, Girma Kelecha (2006). A Proposal for Church Discipline. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Pistoresi, Patty (2000). School Violence Prevention. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Redfern, Bonnie Jean (2003). Experiencing Peace with Loss: Looking at Grief Through the Lens of Peacemaking. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Schellenberg, Jill S. (2003). Public Opinion on Implementing Restorative Justice Principles in Fresno, California. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Smith-Derksen, Kathryn Marie Lesedi (1998). Democracy as Conflict Management in Northern Ireland: A Test of Democratic Peace Theory. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Vu, Hien Thi Mai (2007). Vietnamese Christians Perceptions and Attitudes on Conflict and Peacemaking. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Wiedenhoefer, Sheri Plett (2004). Mennonite Peacebuilding in San Joaquin Valley Communities. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA Youngdale, Ronald A. (2009). Transforming Conflict for Good; A Ministry for Peacemaking in Communities. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA

4 Abebe, Fekadu Nigussie (2010). Peacemaking and Conflict Resolution: A Curriculum for the Meserete Kristos College (MKC) Addis Ababa Ethiopia. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. This teaching curriculum is designed to introduce Conflict Studies and Peacemaking Field to Ethiopian setting. The theories, models and strategies developed in North America culture are excellent eye openers for Ethiopians to develop the field in culturally effective ways. The curriculum contains four courses that focus on explaining the basic characteristics of conflict, restorative Justice, conflict resolution strategies and introducing Major personalities who developed and practiced nonviolent resistance of evil. The curriculum is mainly planned for Meserete Kristos College (MKC), Ethiopia. The college gives training mainly for Christian leaders who will serve their churches and the community. As part of the Anabaptist tradition, Meserete Kristos College envisions to inculcate peacemaking values in the society through MKC academic programs. Historical Peacemakers course which introduces the idea of nonviolence resistance and the responsibility of Christians in fully embracing the teaching of Jesus would be one of the new ideas the curriculum will introduce. The four courses area chapter of the thesis; the courses are divided in sections and topics. The sections contain similar topics. Each topic is designed for one week discussion. The curriculum also has a pedagogical methodology chapter which explains the approach that would be used to teach the courses. The methodology is more of students centered. Students will be evaluated progressively; most of the evaluation is subjective. Students will be asked to write papers instead of taking objective tests. 3

5 Asheervadam (Lurdhamani), Christina (2009). Peacemaking and Conflict Resolution: A Curriculum for the Mennonite Brethren Centenary Bible College (MBCBC) in Shamshabad, India. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. Ever since Cain killed his brother Abel, we see conflict in the world. Everyone will experience conflict. No nation, family, or individual can escape from it. But at the same time, there will be also an opportunity to bring peace. In this world of never-ending conflict, Christians as God s people are called to be peacemakers-not peace breakers. The Mennonite Brethren Church, along with the Quakers, the Brethren in Christ, and other churches, is a historic peace church. India is very complex, with multi-religious and multi-cultural contexts with caste conflicts, etc. Therefore the main objective of the MBCBC is to promote reconciliation and build peace at all levels of society. Hence, I felt it is important to develop a Curriculum in Peacemaking and Conflict Resolution for MBCBC as there is a popular saying that, If one women is educated, it is equal to five people being educated. Therefore, there will be similar advantages if one pastor/theologian is equipped as a peacemaker. As a result, the whole congregation, and the community as well, will benefit from him/her. The MBCBC is affiliated with the Senate of Serampore University. The Senate of Serampore University is encouraging its 60 affiliated seminaries in South Asia to introduce subjects on peacemaking studies in our MBC Bible College and the other seminaries in our Senate of Serampore University. The three courses developed through this thesis are as follows. The first course, Introduction to Conflict Resolution, introduces questions such as how to prevent or decrease conflict, and addresses conflict between persons and in the family, church, society, and so on. The second course, Biblical Theology of Peacemaking, is focused more resolving conflicts in biblical ways. The third course, History of non-violence and Peacemaking, focuses on individuals and groups who lived and practiced non-violence in their contexts of violence and demonstrated that though peacemaking is not easy, it is possible. These three courses are designed to be offered in three different levels during the four years of the B.D. program. Role plays, videos, maps and biographies complementing the usual teaching and reading will engage students to participate and interact actively in the classes. My goal is to help students gain knowledge to confront conflict with peacemaking skills and strategies. I hope the process and content will equip our students to promote peace in India. 4

6 Assegued, Vicki L. (2009). Applying Positive Communication Skills to Restorative Justice Practices. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. INTRODUCTION: The goal of this thesis was to research and define the philosophies and practices of various positive communication methodologies and determine how restorative justice practitioners can use them in Victim Offender Dialogue. The diverse human communication fields of conflict resolution, motivational interviewing, appreciative inquiry, solutions focus, and similar areas of study that can be applied to restorative justice dialogue processes were explored. Communications techniques such as reframing, understanding the needs underlying positions, and reflective listening were also explored. There was a postulation that these types of deeper understanding of human communication can lead to more effective skills for the restorative justice practitioner, yet there is little research exploring their application in the process and outcome for victims and offenders. 5

7 Baez Rojas, Sandra Esperanza (2011). An Alternative Model for Parental Discipline in Colombia. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. ABSTRACT In parenting we find a continuum between punitive systems and permissive systems. However, from a restorative perspective there is not too much work done in its application to parenting. This thesis emphasizes restorative discipline and is oriented to prevent and eliminate cases of family violence within a context of suffering and violence such as Colombia. The thesis of this work is that in the context of violence, oppression and suffering, the practice of restorative discipline as a church responsibility could provide an alternative model of parental discipline. The focus is on developing a parenting curriculum founded on an integration of the principles and approach of restorative discipline with a theological framework. Therefore, this discipline must be based on taking responsibility, repairing the damage caused by the offense and restoring broken relationships. This restorative approach encourages the Colombian family and churches to be places where people care about each other, experience good relationships, mutual respect and a sense of belonging while enjoying the benefits of expressing their thoughts and feelings and the overall impact about what has happened to them. 6

8 Bernard, Richard E. (2008). My Ultimate Conflict and Peacemaking Resolution. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. I have tried to share my personal understanding of the journey of being placed on an organ donor waiting list, through the actual process, and correlate it with my study of Peacemaking and Conflict. I have shared the near-death experiences, the multiple comas, and the dreams that preceded the surgery of a full liver transplant. I have tried to simply relay my story as accurately as possible. This journey is one of an extreme test of faith and the questions that arose because of this. This questions the reality of one s preconceived ideas of good and evil, of God, and what spiritually actually means. This comes about through the venue of fighting a chronic disease, discovering what it means to be powerless, and having only the strength of our loved ones and your personal belief in God to rely on. This is a story of a miracle come to life. This is a story of the ultimate conflict and resolution and making peace with oneself. 7

9 Boogaert, Allison B. (2010). A Narrative Approach to Transforming Environmental Justice Based Conflict: A Case Study in Kettleman City, California. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. INTRODUCTION: During the course of Boogaert & Noll s five-month involvement in the Kettleman City case study, major transformation occurred within multiple levels and dimensions of the community-wide conflict. As we entered the project we encountered a community led by uncooperative opposition groups, a county resigned to their inability to engage their constituents, and a waste company willing to invest in the surrounding community at superficial level. Boogaert & Noll served as a catalyst for changing the relational narrative between these three groups, however the end of our involvement only marks the beginning of the journey of healing for all parties involved. Throughout the analysis of this case study, multiple questions were asked and addressed. This chapter will revisit the three initial research questions and explore the developments of the project in relations to each question. These three questions included: (1) How can the narrative model of mediation be adapted into peacemaking processes for large-scale multi-group conflict? (2) How do differing styles of leadership influence the escalation and de-escalation of conflict? (3) In what ways to collective group identities centered on experiences of trauma become transformed through conflict? 8

10 Brassington, Darren Glen (2004). A Handbook for Restorative Community Justice Practice in the Juvenile Justice Setting. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. INTRODUCTION: This project is an endeavor to develop a handbook intended to assist in the development and implementation of a restorative community justice practice in the juvenile setting. The handbook will serve as a training tool to ground juvenile justice workers in the core values and principles of restorative community justice, and to equip them with practical skills that will engender the necessary competence for engaging in the hands-on activities of restorative juvenile justice practice. Selected community justice, restorative justice, conflict management, positive discipline, and asset development literature will serve to provide grounding in historical and current theory and practice. The handbook will be presented as the project product in the appendix of the thesis which describes the theoretical basis on which the project is built. 9

11 Clark, Andrica M. (2004). How Has Participating in a Peer Mediation Program Made an Impact in the Lives of Peer Mediators? (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. There are many schools in today s society that are being plagued by violence. Students are no longer using their fists to settle dispute. They are bringing guns and other forms of weapons to schools. The question we would ask ourselves is what is being done to deter such violence and conflict in our schools? There are many alternatives to deal with conflicts that are rising up in schools. One such alternative is mediation. Mediation programs are helping students resolve their conflicts in a more constructive way. Mediation programs are making more mature students. This thesis sought after information about what can happen to a student after their involvement in a mediation program. It also went after information about how students were before ever being involved in a mediation program. The results were outstanding. Students, parents and teachers shared their experience about what they believed had changed in the students as a result of participating in a peer mediation program. Significant changes were shared that support the effectiveness of mediation programs. Lives were changed as a result. 10

12 Claassen, Roxanne (2003). School Discipline Retributive or Restorative. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. Misbehavior can be the occasion where adults and students connect at a deep level. The approach to misbehavior used by that adult can stigmatize or ostracize a student. This is the confessional story of an approach that connects and inspires students. It describes the pedagogy needed to encourage better behavior, and improved relationships while valuing responsibility and accountability. It includes reflection on the contribution restorative justice has made to what is done in a restorative classroom, how is it done, and concludes with a step by step model of how to institute restorative discipline in the classroom setting. Discipline that restores increases corporation, decreases stress, and increases effectiveness of both the teacher and the student. 11

13 Compton, Heather Jeannine (1997). The Victim Offender Program, Recidivism, and the Juvenile Offender Participant. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. This study examined the question of whether the Victim Offender Reconciliation Program (VORP) is effective in decreasing the occurrence or rate of crimes committed by the juvenile offender upon completion of the VORP process. This researcher looked at the offenders who participated and successfully completed VORP and whether, within a 3-year time span, the rate of crime(s) and delinquent behavior(s) had declined or disappeared. A self-report survey, four pages in length, was designed to assess the rate of recidivism of an offender who has successfully completed all phases of VORP. From the 1993 VORP calendar year, ninety-five surveys were mailed to those offenders who had successfully completed the program. Fifteen of the ninety-five respondents mailed back completed surveys. The results found that majority of respondents have in fact participated in numerous amounts of behavior considered to be criminal or delinquent in nature. However, the VORP program and process is very important in meeting many needs of the victim and the offender that are not met by juvenile justice system. The researcher generally concluded and subsequently recommends that several alternative steps could be taken in an effort to further the study if both the Victim Offender Reconciliation Program and juvenile offenders. These include a comparison study with focus on the types and severity of crimes committed by the juvenile both prior to and after completion of the VORP process and a study focusing on opinion and recommendations taken from offenders who have completed the VORP process in an effort to determine ways in which the VORP can better serve the juvenile client population. 12

14 Davis, Barry M. (2004). The Very Brief Workshop: Challenges and Possibilities. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. The purpose of this project was the development of an effective, but basic workshop in conflict management. Specifically, this conflict management workshop was geared towards those who have had very limited exposure to conflict management models, strategies and techniques. The perceived need that drove the development of this project was the need for a greater percentage of the population to be exposed to the basics of conflict management. This conclusion was drawn based largely on two factors: (a) A belief, that appears to be shared by a larger and larger percentage of the population based on recent events, that conflict is a very significant aspect of our society and the world we live in; and (b) that some basic information and a relatively simple understanding of the fundamentals of how conflict works and how it can be effectively managed can have a very profound impact on individuals as well as groups, communities and organizations. The actual workshop was developed utilizing an ongoing process of presenting the workshop to gain feedback, experience and insight in order to revise and improve it for the next presentation. The public health model as well as adult learning theory were the major theories behind the presentation style, while the social science and mainstream business literature provided the foundations for the workshop content. 13

15 Demanett, Paula E. (2001). Teacher, Coach, Mentor, Mediator: Weaving New Perspectives. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. PREFACE: Mediation participants often come to mediation without knowledge of the process of the possible outcomes of the process. It is the responsibility of the mediator to educate mediation participants in the mediation process and how to perform effectively within this process. How a mediator approaches the education of mediation participants may help or hinder the mediation process. Many behaviors and techniques are available for use by the mediator in the education process. It is believed that the blending and weaving of other techniques and behaviors associated with other disciplines into a mediator s repertoire will allow him to become more proficient as a transformative mediator. The thesis will identify mentoring and coaching techniques that have proven to be effective in the fields of leadership and supervision, and show how these techniques could be adapted to help the mediator educate disputants in the mediation process. The mentoring and coaching techniques defined will be limited to those used with adults in mediation, not children or teenagers. Although a mediator should process other skills and aptitudes in order to practice mediation, this thesis will be limited only to those skills and aptitudes associated with mentoring and coaching. 14

16 Gadeikyte, Giedre (2002). Social and Cultural Factors in the Lithuanian Nonviolent Independence Movement. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. Practice and theory of nonviolence are phenomenal in the twentieth century. This Thesis Paper looks deeper into nonviolence through an academic lens, attempting to bridge theory with practice and experience. The work examines the thesis that unique sociostructural and psychocultural factors shape the level of nonviolence in how society deals with broad-scope social conflict. The thesis statement is addressed in two ways: though building an integrated theoretical framework and through a case study of the Lithuanian independence movement of The theoretical framework is constructed from theory pertinent to nonviolent movement in numerous fields: sociology, history, group dynamics, culture and conflict studies. The framework is applied to the historical case study to highlight the sociostructural and psychocultural factors at work. The case study itself is preceded by a historical cultural context of the independence movement. The conclusion of the paper deals with two points. The first part deals with findings of the thesis paper and reviews the unique social structural and cultural factors of the Lithuanian nonviolent independence movement. The second part discusses the implications of the work and its potential contributions. 15

17 Hendricks, Jana K. (2010). Reverse Faith: American Christian Support for the War in Iraq. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. The purpose of this project was to determine how Christians in America biblically and theologically support the war in Iraq, and the role of secular culture in the formation of their beliefs about war. Large numbers of Christians in America endorsed the United States 2003 invasion in Iraq, often claiming justification for the war is rooted in religious faith. In an attempt to understand how Christians reconcile the compassion and healing of Christ with the death and destruction of war, fifteen interviews were conducted with Christians in Hanford, California. This study concludes that Christianity s long history of involvement in war has played a critical role in shaping current attitudes about warfare. For Christians in this project, the context of the September 11 attacks and Saddam s Hussein alleged involvement, coupled with the ominous implications of non-action, were viewed through the lens of America s socio-political culture. American Christians framed the war in religious language, justifying military action as a national and international necessity that favored the cultural context over being faithful to the biblical Jesus. This indicates a reverse faith, implying allegiance runs first with American cultural values, while allegiance to religious faith remains secondary. 16

18 Hinton, Alicia L. (2008). Integrating Victims Voices Into Circles of Support and Accountability. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. This thesis addresses the question in what ways it is appropriate for sexual assault victims-survivors to volunteer in high-risk sex offender-focused programs, namely, Circles of Support and Accountability (COSA). Further, this thesis identifies the inherent risks of such participation and how those risks can be minimized. For the purpose of this thesis, an offender-focused program is an inpatient program for the treatment, rehabilitation, or reentry of sex offender s. The thesis research is limited to sexual assault victim-volunteers may operate in any capacity that exposes the victimvolunteer to offender-focused discussions or program materials. This thesis reflects on relevant literature, field research, and personal experience in addressing the thesis question. Literature research focuses on sex-offender re-entry programs (primarily COSA), restorative justice principles, and victim-advocacy concerns about the application of restorative justice to intimate violence. Field research was performed by conducting nine interviews across victim-advocacy and sex offender treatment group. Personal experience is based on having spent just over a year as a victimvolunteer in COSA. When victim-survivors face offenders in crimes of violence, they can experience deep and meaningful healing. Offenders can experience deep and meaningful change in their lives, as well. With much needed caution, COSA as a self-identified restorative justice program is in a position to create such an opportunity for both victim-survivors and offenders. However, such offender-focused programs should not represent themselves as restorative without incorporating the voice of victimsurvivors and victim-advocates at both the policy and practical levels. The program must clearly delineate its limitations. This requires a deep understanding of victim-survivor issues and diligence to incorporate policies and procedures to minimize the risks to them as victim-volunteers. A booklet is included as an appendix to help victim-survivors consider their readiness to volunteer for COSA or other similar program. 17

19 Janzen, Ernst W. (2004). Building Peace: A Teaching Curriculum. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. This project/thesis is a teaching curriculum founded on the field of peacemaking and conflict studies. The objective of this curriculum is to offer specific training and Biblical material for church leaders/pastors and students in our college in the theology program in Brazil. It is a field not explored in our country. Four approaches with different pedagogic perspectives are discussed in connection with teaching peacemaking and conflict studies cross-culturally. A Biblical and Anabaptist theological perspective gives the direction for the courses. This project presents a teaching curriculum with four courses: intrapersonal conflict, interpersonal conflict, intragroup conflict, and intergroup conflict. Each chapter comprises one course and is divided into seven topics. Specific teaching notes for all topics are developed, including objectives, exercises, activities, and readings. Furthermore, the pedagogical structure is presented for every topic, including the discussion of three issues: the course subject, the specific pedagogy structure, and cross-cultural reflection and application focused on the Brazilian cultural context. Finally, an Appendix is included that consists of translations from English to Portuguese. The Appendix represents a rich additional resource for students and offers support to the teaching curriculum. 18

20 Kilabi, Eleonore (2009). Juvenile Justice System in the Democratic Republic of Congo: Implementing Restorative Justice Schemes. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. This study explored the experience of victims, offenders, and community members in juvenile crime situations in Kinshasa, Democratic Republic of Congo. A research team surveyed 20 victims, 20 offenders, 10 community members, and 20 juvenile justice professionals. They found that the needs of these stakeholders were not addressed and they were not given central roles in the justice process. Recommendations were made for reforming the country s juvenile justice system on the basis of a combination of traditional Congolese society law and restorative justice principles. 19

21 Kliewer, Rebecca Steele (2005). Listening to Stories of Entry Level Nurses: An Experience in Narrative Negotiation. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. This thesis is the culmination of an exploration. The exploration looks into the nuances of human experience, using storytelling to elucidate the circumstances. The storytelling experience itself opens the storyteller up to a dialogue of opportunity. This is an opportunity to actually connect under a mutual understanding and then possibly renegotiate the experience into a mutually beneficial encounter for both listener and teller. The storytelling bridges the author s two pursuits, nursing and peacemaking. It allows for an upclose and personal disclosure, as a women, nurse, and peacemaker. Three new registered nurses volunteered to share their transition from student to leader in the world of health care. They answered the thesis question: What is voiced by entry level women RNs when given an opportunity to tell their stories during the transition from student to RN? The reader will encounter fascinating tales of triumph and defeat, both declarative and definitive stories that possibly transform the moment into something greater than the encounter itself. The information and findings are confined to their experiences. Still they offer a fertile bed for more investigations into how women negotiate life, especially problem-solving through a storytelling agenda that elucidates and clarifies meaning in their lives and the life any women touches in health care and peacemaking. 20

22 Kulungu, Pascal T. (1998). Leadership Challenges in Health Care Systems: The Case of the Democratic Republic of Congo. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. It is not by accident this thesis reaches its end as it began. The study has focused on Congolese struggles to improve its leadership in meeting the challenges of developing an effective health care system. The Democratic Republic of Congo has gone through many changes during the decades of traditional, colonial and post-colonial direction. Currently, the country is in need of financial, technical, intellectual and moral support, and social and political security. In the past thirty-two years the Democratic Republic of Congo has had the dictator leadership system. Selfishness was seen in every social and political surrounding. Today, the need for good leaders is very significant. It is assumed that the new leaders will move forward on with new technical skills to boost the drowning medical system. Certainly, a better understanding of the system and the socio-cultural life of the Congolese will help to establish effective health care management in the Congo for the future. The basic leadership challenge in health care now focuses on creating a new and dynamic vision based upon the needs of the people and equitable government policies. The vision must be appropriate. In this study, a comparative analysis of other health care systems was conducted to determine if they could provide a model for restructuring the Democratic Republic of Congo s system. While each of the other systems studied had strengths, none proved to be an adequate model, in and of itself, for Congo. Rather it was discerned that the emerging Congo leadership will need to pioneer its own path to improvement. What follows, therefore, are conclusion and recommendations for the type of pioneering leadership and the paths that leadership should consider. To pioneer change, the emerging health care leadership in Congo should have a good reputation as well as good communication with the communities where they live and work. They should be servant-leaders who see others needs first rather than their own. The leader should also be a good role model for his workers and the community to follow. However, leading people is not only guiding them, but also knowing them and understanding their social, economic, cultural, intellectual and religious needs. 21

23 Nganga, Donald K. (2003). The Non Governmental Organizations Involvement in Peacebuilding: Case Study of the African Great Lakes Region. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. INTRODUCTION: The purpose of this thesis is to examine the processes used by the non-governmental organizations (NGOs) in their efforts to build peace in the African Great Lakes region. These processes will be determines through an analysis of various projects operated or supported by these organizations in the field of peacebuilding. The initial intention of this study was to evaluate the efforts developed by NGOs in peacebuilding for the African Great Lakes crisis during the period Such evaluation would be possible through the examination of field reports and other unpublished materials from the NGOs involved in this crisis, coupled with field research. Four organizations were targeted for analysis of the project study; the Doctors Without Borders Association, World Vision, the United Nations High Commissioner for Refugees (UNHCR), and the Mennonite Central Committee (MCC). Contacts established with the first three organizations seemed to be unhelpful since the only access to their materials would be through Internet. For the UNHCR particularly their archives access policy is that documents not publicly disclosed should be made available only when they are 20 years old. This study has used two sets of lenses: the protracted social conflict analysis, and Lederach s approach to peacebuilding. The first approach has widened the possibility of avoiding an analysis of the African Great Lakes conflict on a basis of an ethnic framework only. By doing so, the protracted social conflict analysis has opened the way to a multi-track approach to the conflict, thus confirming NGOs in their new role in the field of peacebuilding which, consequently, is no longer a field exclusively owned by (official) diplomacy. The second approach, suggested by Lederach, has highlighted the important potential role played by the leadership in the search for peace in Burundi. Using this approach, it was observed that activities set up by one of the analyzed NGOs are aimed to transform the Burundi society through activities organized at the grassroots level. This attention directed toward the grassroots responds to the bottom-up approach, which presupposes that a transformation of the grassroots will lead to that of the rest of the society. 22

24 Nocella, Anthony J. (2003). Using the Critical Pedagogy Approach for Peacemaking with Revolutionaries. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. Anthony J. Nocella s project thesis, Using the Critical Pedagogy Approach to Peacemaking with Revolutionaries, lays the foundation for the approach that is found in the handbook, A Peacemaker s Guide for Building Peace with a Revolutionary Group. While most project theses focus on the project as a whole, Nocella puts his emphasis on the approach (one section of the handbook) the peacemaker takes in developing relations with the revolutionary group. The thesis not only integrates contrasting theoretical approaches, but also reflects contrasting styles of writing which mirror these different theoretical orientations. This thesis begins in Chapter 1 by informally telling about the history of the author s personal transformation from radical activist (found at times to be an extremist) into a peacemaker. This personal experience as a radical activist enabled him to better understand political extremists, particularly revolutionaries. Through his personal experience he developed a new approach to peacemaking with revolutionaries, which he believes is a more effective approach, i.e., critical pedagogy. In Chapter 2, Nocella defines the critical pedagogy approach and compares it to critical analysis. In Chapter 3, he examines four theories that are crucial in understanding the critical pedagogy approach with revolutionaries. In Chapter 4, through a number of interviews that include a specialist in critical pedagogy, a peacemaker, a radical activist, a supportive of revolutionaries, and two types of revolutionaries, Nocella s approach is strongly endorsed and explained further. Finally, the Appendix provides the handbook, A Peacemaker s Guide for Building Peace with a Revolutionary Group. 23

25 Noll, Douglas E. (2001). Peacemaking. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. PREFACE: This project began with two related questions. The first question was one I posed to myself. I asked, What material would I need and want to teach law students and lawyers how to become peacemakers? The second question was posed to me by a number of lawyers and judges attending my mediation training courses; What do you recommend for further reading on all of this? The answers to these questions could not be found in the existing literature. From my perspective, the literature was fragmented between practice and theory. The law literature focused on process, but not on technique and underlying human conflict. The negotiation and social psychology literature developed some theoretical perspectives, but did not attend to practice or process. The conflict resolution literature was either theoretical, but not practical, or practical, but not theoretical. In short, no single, integrated source of information was available for teaching principles of peacemaking to law students and lawyers. Thus, I developed the idea of an integrated textbook on peacemaking. Pedagogically, this book may be used as a principle text in a two or three unit law school, graduate psychology, and graduate level or upper division undergraduate conflict resolution course. In some ways it is introductory, but in others it is quite advanced. I also wish to note the inherent dilemma in a multi-disciplinary approach such as this. On the one hand, I have attempted to weave together strands of intellectual, scientific, and academic thought from a vast range of disciplines. On the other hand, I have explicitly generalized in ways that experts in any given field might take issue. My purpose is not to explain the nuances and details of each academic discipline, but to give the reader more of a gestalt about human conflict, its relationship to law and legal disputing, and my view of the knowledge necessary to engage in peacemaking. I am certain I would lose an academic debate on fine points and distinctions in any of the disciplines I borrow from (except from perhaps my own professional field of law). I therefore do not pretend that this book is the final word in any of the disciplines that have considered it. 24

26 Oda, Girma Kelecha (2006). A Proposal for Church Discipline. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. The increasing challenge of church discipline in the contemporary church led me to this research in Meserete Kristos Church (MKC). The purpose of this research is to identify the problems the church faces in this regard and present an alternative to the existing approach. To grasp the problem the church faces in practicing biblical discipline and to be acquainted with the researchers suggestions, I primarily focused on investigating the existing literature of church discipline. Biblical principles of church discipline were also examined, particularly emphasizing identified discipline texts. Punitive and restorative approaches to justice were compared to see their relevance in exercising discipline. The bible-based restorative justice principles were also examined, assuming that they might contribute an approach that would help to preserve church discipline practice. In addition, church polities in general and Meserete Kristos Church s polities in particular were explored. The research instrument was a qualitative survey conducted among church members and leaders. Follow-up was done via and telephone. The results indicated that church members have diverse opinions and understandings about discipline practice. They showed also how the respondents view the existing practice of church discipline and their options to it. I can conclude from this study that biblical church discipline in collaboration with restorative discipline would help the church in the effort it makes to maintain healthy church discipline. 25

27 Pistoresi, Patty (2000). School Violence Prevention. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. PREFACE: There are many more instances of school violence that could be highlighted along with the preceding incidents. The point is that violence has invaded our schools. It has been suggested over and over in my research that our educational system mirrors the dynamics of our society; the more violent the area surrounding the school, the more violent the school itself tends to be because violence does not respectfully stop at the school house gate. This book is divided into three sections. Part One discusses the problem of school violence and the contributing factors. Chapter One briefly discusses the evolution of school violence from the 1960s to the present. Chapter Two identifies the nature and severity of the problem and the trends over the past few years by presenting three surveys conducted on a variety of school stakeholders: teachers, students, principals and school social workers. Chapter Three focuses on the contributory factors of violence so that appropriate solutions can be found which effectively combat it. Part Two provides the strategies for preventing school violence. There is a chapter devoted to each of the following stakeholders: parents, schools, the district office and the community. It is my firm belief that school violence is best handled and diminished when all the stakeholders take an active part in the issue. Thus, I have presented this four-prong approach. These chapters provide information and the tips specific to each stakeholder and, more importantly, the information can be realistically implemented because it is within the power of each group. Once again, I will remind the reader that much of this information is derived from my observations and not necessarily from theoretical references on the subject. 26

28 Redfern, Bonnie Jean (2003). Experiencing Peace with Loss: Looking at Grief Through the Lens of Peacemaking. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. Can peace, which individuals experience in the midst of conflict, be brought to the realm of grief and loss? This question emerged from my personal experience with loss. As a student of peacemaking and conflict studies, the death of my sixteen year old son shaped in me a desire to focus the lens of peacemaking on grief. Believing that commonalities of conflict and loss exist, this thesis proposes that it is possible to experience peace with loss, just as one experience peace in the midst of conflict. The commonalities of conflict and loss, as well as new perspectives of looking at conflict and loss, are illuminated when grief is viewed through the lens of peacemaking. Peacemaking brings to light the effect of conflict and loss upon relationships, and underscores the value of peace in conflict and loss. Peacemaking in conflict and loss embraces the notions of shalom and eirene, and reflects the notion of positive peace. The processes of forgiveness and reconciliation become pathways to experiencing peace in conflict and loss. The new model, Experiencing Peace with Loss, brings the hope of experiencing peace to the realm of grief and loss. 27

29 Schellenberg, Jill S. (2003). Public Opinion on Implementing Restorative Justice Principles in Fresno, California. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. The criminal justice system in California is fraught with many problems. Victims are often left out of the criminal justice process and feel re-victimized by the system. Offenders are not being held accountable for restoration of the damaged they have caused, both monetary and emotional. Laws that would change the system to be more restorative, rather than retributive and that include the community in the criminal justice process are not in place. This thesis reports the result of people surveyed in Fresno, California to find out their opinions regarding the roles of victims, offenders and restorative measures. The thesis research revealed that public opinion in Fresno, California was supportive of restorative justice principles. Analysis of the data revealed that statistical significance was reached regarding how people answered depending on their involvement in the criminal justice, their age, gender and ethnicity. Changing the current criminal justice system to include more restorative measures will be challenging. Moving the system toward authentic reconciliation between victims, offenders and the community will satisfy the public s desire to implement restorative justice in Fresno, California. 28

30 Smith Derksen, Kathryn Marie Lesedi (1998). Democracy as Conflict Management in Northern Ireland: A Test of Democratic Peace Theory. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. In 1795 Immanuel Kant wrote the treatise Perpetual Peace which described how a world system could eliminate war based on the implementation of democracy. Political theorists searching for a systematic approach to world peace have developed Kant s ideas into what is now called democratic peace theory. Variations of this theory exist, but all involve the assumption that there is a casual relationship between the existence of a democratic system and the non-violent management of conflict. Within that system there are three main explanations as to how democracy leads to peace. The structure implemented within that system, the processes that sustain the system, and the societal norms of behavior all contribute to the management of conflict. Most research has focused on the international implications of democratic peace theory, overlooking or misunderstanding the role of democracy in internal or intra-national peacemaking. This project tests whether there is casual relationship between a democratic system and conflict management. It looks closely at the three explanations democratic peace theory provides for the expectation of internal conflict management, and examines those explanations through a case study of Northern Ireland. Northern Ireland, split by two feuding communities and a history of violence, provides an ideal case for studying conflict within a democracy. In testing the aforementioned explanations for internal peace, Northern Ireland s political structures, processes, and civil society are reviewed and discussed. Analysis of these elements reveals that the implementation of democracy at the formation of the state increased tension, and that as democratic structures and processes developed, polarization between the two groups intensified. Northern Ireland s civil society has not built common ground for resolving conflicts or moderating extreme views. Instead, coupled with quasi-legitimation of violence, its civil society perpetuates conflict. The polarization there has debilitated and even manipulated both democracy and attempts at conflict management. Political science has not been adequately equipped to address or prescribe a method for the management of conflict, and literature connecting the two fields is sparse. The complex nature of conflict defies systematic panaceas; acting in ignorance of those complexities is dangerous and counterproductive for the pursuance of world peace. 29

31 Vu, Hien Thi Mai (2007). Vietnamese Christians Perceptions and Attitudes on Conflict and Peacemaking. (Unpublished MA thesis). Fresno Pacific University, Fresno, CA. This thesis examines attitudes and perceptions of Vietnamese Christians about personal and congregational conflict and peacemaking. Vietnamese Christians ways of handling conflict mainly reflect values of Vietnamese collectivistic culture, which includes orientation towards relationship, indirect and non-confrontational communication between disputants, and face-saving. However, Vietnamese Christians also see the values of directness and constructive confrontation, with the presence of a third party facilitating a peacemaking process. Thus, Vietnamese Christians are open to an invitation by a third party to facilitate a biblically-based mediation as an option to handle conflict. With qualitative research methodology and a focus on Vietnamese cultural influence in conflict situation, this thesis explores the possibility of building a peacemaking culture and practice in Vietnamese churches and concludes that the opportunity for peacemaking work in Vietnamese churches is wide open. 30