Jan Marie Fritz

Women, Peace and Security: An Analysis of the National Action Plans Developed in Response to UN Security Council Resolution 1325

This research analyzes the 11 national action plans that were adopted between June 2005 and October 2008 as a response to the United Nations Security Councils Resolution 1325. Resolution 1325, one of the most important UN resolutions within the field of peace and security, was adopted unanimously on 31 October 2000. The resolution highlights the consequences of violent conflict on women and girls and the important role of women in peacebuilding and post-conflict processes. In 2002 and again in 2004, UN member states were invited to prepare national action plans in order to take strong steps towards the implementation of UNSCR 1325. This study examines the similarities and differences in the plans and compares the points identified in the plans to the relevant points in UNSCR 1325.

The Emergence of American Clinical Sociology

When sociology emerged as a discipline in the United States after the Civil War and Reconstruction, the nation was struggling with issues of democracy and social justice. The era of Jim Crow was upon us, blacks were being lynched,* women were still without the vote, and there was rural and urban poverty. Farmers and workers in the late 1800s could see the centralization of economic and political power in the hands of limited groups of people. Frustration led to public protests and the development of reform organizations. In this environment, it is not surprising to find that many of the early sociologists were interested in solving or at least reducing the pressing social problems confronting their communities.

International Clinical Sociology

Selected Regional Histories.- The Basics: From Concepts to Models.- The History of Clinical Sociology in the United States.- Clinical Sociology in Quebec: When Europe Meets America.- On the Origins of Clinical Sociology in France: Some Milestones.- Clinical Sociology in Japan.- Clinical Sociology Applications.- Clinical Sociological Contributions to the Field of Mediation.- Clinical Sociology and Bereavement.- Psychosocial Interventions and the Rehabilitation of Drug Users in Greece.- The Patients Personal Experience of Schizophrenia in China: A Clinical Sociology Approach to Mental Health.- Art and Science in Italian Clinical Sociology.- Socioanalysis and Clinical Intervention.- Focus Groups in the Context of International Development: In Pursuit of the Millennium Development Goals.- Clinical Sociology and Community Mediation: Training Grassroots Leaders in Multiethnic Malaysian Communities.- Mexicos Street Children.- Building Environmental Justice in Brazil: A Preliminary Discussion of Environmental Racism.- Globalization and Community Organizing: Building Todays Local-Global Movement in the United States.

Women, Peace, Security and the National Action Plans

Twenty criteria are used to analyze sixteen national action plans that focus on women, peace, and security. United Nations Security Council Resolution 1325, a base for the national plans, highlights the terrible consequences of violent conflict on women and girls as well as the important role of women in all peacebuilding processes. Suggestions are made for those developing or revising plans and include addressing the relevant points from four UN Security Council resolutions (1325, 1820, 1888, and 1889); specifying all processes and timelines; and including civil society participation in all phases of a plans development; implementation, and assessment.

A Little Bit of Sugar: Integrated Service-Learning Courses

Approaches to integrated service learning are detailed for three courses—Organizational Theory, Land Use and Environmental Dispute Resolution, and Mediation Skills. The focus of this paper is on the process of integration rather than the specifics of the courses. A faculty member interested in developing a service-learning component in a course is advised to (1) publicly identify the course as one that includes a service-learning experience, (2) be passionate, organized, flexible, and experienced, (3) establish an excellent relationship with a community agency, (4) be flexible about course content and schedule, (5) recognize that some students may have problems with an experience-based approach to learning, and (6) conduct periodic evaluations of all stages of the service-learning experience.

Mulheres, Resolução do Conselho de Segurança das Nações Unidas 1325 e a necessidade de planos nacionais

Este artigo apresenta a historia da Resolucao do Conselho de Seguranca da ONU 1325 (Mulheres, Paz e Seguranca) e destaca a importância das Organizacoes Nao-Governamentais (ONGs) na adocao da presente resolucao. Os planos nacionais de acao da RCSNU 1325 sao brevemente discutidos, assim como a importância potencial desses planos e atividades selecionadas da RCSNU 1325 na America Latina. Na conclusao, sao apresentadas estrategias para incentivar o desenvolvimento de planos nacionais.

Improving special education mediation

This article provides background information about special education and mediation and offers some points to consider for those interested in starting, improving or analyzing a special education mediation process. This article is based on the authors experience as a mediator as well as on site visits, interviews and a review of the relevant literature. The author concludes that mediation can be a very effective method for settling special education disputes and/or improving relationships but that the process can be affected by outside factors such as politics, finances and/or the system.

The Bumpy Road to a Tobacco-Free Community: Lessons from Well City

Over 880 communities have put regulations in place to reduce or eliminate tobacco use in buildings used by the public. This study examines the experience of one such community—Well City, Ohio. The nonsmoker protection efforts in Well City help us identify and discuss eight important considerations affecting policy development and implementation: (1) anticipate community opposition, (2) identify and collaborate with a support network, (3) control the community hearing process, (4) anticipate outside interests, (5) recognize the potential for legal challenges, (6) address life with legal limbo, (7) start strong, and (8) watch the mix of politics and public health. Current clean indoor air efforts seem to focus on establishing coalitions and encouraging employers to voluntarily establish tobacco-free workplaces and restaurants. These efforts certainly need to continue but as a basic part of a comprehensive program which recognizes the importance and fosters the development of strong nonsmoker protection regulations developed at the local level by health boards, county boards of supervisors, and/or city councils.

The History of Clinical Sociology in the United States

Sociology in the United States emerged as a discipline at a time when the nation was struggling with issues of democracy, capitalism, and social justice. Sociology began to develop during the Progressive Era, a period that dates from about the mid-1890s through 1916. It was an age marked by reform and, at the same time, the emergence of corporate capitalism (Sklar, 1988). There was rural and urban poverty, a growing need for economic security, women were still without the vote, and there were lynchings. At the turn of the twentieth century, frustration led to public protests and the development of public interest groups and reform organizations (Clemens, 1997; Sanders, 1999). In this climate, it is not surprising that many of the early sociologists were scholar-practitioners interested in reducing or solving the pressing social problems that confronted their communities.

Teaching Sociological Practice: Starting with Something Special

A scholar-practitioner might want to decide what concept, value, or framework in sociological practice is particularly important for students to know at the very beginning of a course. This “special emphasis” approach is detailed using four examples: cultural competence in a course on mediation skills; humanism in courses or presentations on social theory, ethics, social planning, or intervention; participatory action research in a social science research course; and empowerment in intervention, community, social planning, or social policy courses. Clinical and applied sociologists are invited to consider an “up front and personal” approach in at least some of their courses and to choose and explicitly emphasize, in their own special way, an important value, concept, or perspective at the beginning of a course.