Attached is the lab procedures and questions/datas to complete the lab report form
I.
Procedures : briefly summarize the experimental procedure as if you are describing it to a
nonscientist. Explain what you did and why ( do not list the steps)
DATA & OBSERVATIONS
II.
Calculations and results
Show all calculation with units and report results rounded to the correct number of significant
figures
Write the balanced equation : ___________________________________
Part 1
Actual yield of Carbon Dioxide Generated Calculation
Theoretical Carbon dioxide calculation for each reactant. Circle the limiting reactant
% error calculation
Limiting Reactant compound
Excess Reagent compound
Excess Reagent Calculation
Part 2
Actual yield of Carbon Dioxide Generated Calculation
Theoretical Carbon dioxide calculation for each reactant. Circle the limiting reactant
% error calculation
Limiting Reactant compound
Excess Reagent compound
Excess Reagent Calculation
Calculated results :
Part 1
Actual Yield of CO2 (g)
Theoretical Yield of CO2(g)
if NaHCO3 mass is used
Theoretical Yield of CO2(g)
if H3C6H5O7 mass is used
Part 2
Name of Limiting Reactant
(LR)
Result of Confirmation test
(Was LR prediction correct)
Percent error of Actual to
Theoretical Mass of CO2
Excess Reactant (g)
Discussions & Conclusions
State the limiting reactant and the excess mass of the remaining reactant for 1 successful
trail for part 1 and 2
Discuss the percent error between the theoretical yield your actual yield. Was your actual
yield higher or lower than your theoretical?
include three sources of error that could have led to this discrepancy. DO NOT write ” human
error”. If you know you made an error, you should have repeated the experiment! instead, give
specific examples of unavoidable error inherent in the procedure and measurements. Keep in
mind that losses of reactants or solution will actually lead to the error that you think you have
produced more carbon dioxide than you really did. What would this do to your % yield
One of the indications of Alka-Seltzer is that it will neutralize stomach acid. When the tablet is
dissolved in water before consumption, which reactant do you think is the limiting reactant in the
actual medication. Explain your answer
List at least 2 types of reactions ( i.e precipitation) that the reaction in this lab can be categorized
as and define each type
General Chemistry!
Data and Observations (1 pt):
Part 1
Part 2
(Record ALL numbers displayed on the balance)
Dry beaker (g)
49.127
49.128 g
Water (9)
9.21g
9.036g
NaHCO3 (9)
2. Allg
Weigh boat and H3C6H507, citric acid (g)
3.125g
“Empty/Dirty” weigh boat after addition of citric acid
1.5639
2.379
1.240g
1.139
61.7449
60.7999
H3C6H507, citric acid (g) Subtract the 2 lines above.
1. 210g
1. glig
62.6599
Total before the reaction
(add beaker + water + both reactants)
Gle
Total mass after the reaction
61.2669
Mass CO2 “Actual Yield”
(total before – total after)
1.3958
0.945g
Observations:
66 Page
General Chemistry
Calculations and Results: (3 pts)
Show all calculations with units and report results rounded to the correct number of
significant figures in the table.
Write the balanced equation:
Part 1
Actual Yield of Carbon Dioxide Generated Calculation
Theoretical carbon dioxide calculation for EACH reactant. Circle the limiting reactant.
% Error Calculation
Limiting Reactant Compound
Excess Reagent Compound
Excess Reagent Calculation
Part 2
Actual Yield of Carbon Dioxide Generated Calculation
67 Page
General Chemistry
Theoretical carbon dioxide calculation for EACH reactant. Circle the limiting reactant.
% Error Calculation
Limiting Reactant Compound
Excess Reagent Compound
Excess Reagent Calculation
Calculated Results:
Part 1
Part 2
Actual Yield of CO2 (g)
Theoretical Yield of CO2 (9)
if NaHCO3 mass is used
Theoretical Yield of CO2 (g)
if H3C6H507 mass is used
Name of
Limiting Reactant (LR)
Result of Confirmation Test
(was LR prediction correct?)
Percent Error of Actual to
Theoretical mass of CO2
Excess reactant (g)
68 Page
General Chemistry |
Procedure
Part 1
1. Clean and dry a 50 mL beaker. Bring the beaker, your notebook and a
graduated cylinder with 10ml purified water to the balance with you. Record the
mass of the empty beaker in your NB.
2. Tare the beaker and add 10 mL purified water. Record the mass of the water.
3. Tare the beaker and the water and add between 1 and 2 grams of sodium
bicarbonate to the beaker. Record the mass in your NB.
4. Tare the empty balance. Place a weigh boat on the pan and measure between
1 and 2 grams of citric acid. Record the mass of the total of both together)
weigh boat AND the citric acid in your NB.
5. Slowly add the citric acid to the beaker.
6. Swirl gently until the reaction is complete and record your observations.
7. Tare the SAME empty balance and record the mass of the “empty/dirty” weigh
boat. Subtract to determine the exact amount of citric acid that was added to
the beaker.
8. While waiting for the reaction to complete, in your NB, calculate which reactant
was the limiting reactant based on YOUR reactant masses. Calculate the
amount (g) of excess reactant that remains.
9. Swirl to remove bubbles and record the final mass of the beaker and its
contents.
10.DO NOT DISCARD the contents.
11. Devise an experiment to test your conclusion, (which reactant is limiting) using
only the available materials and your completed reaction.
12. Record this “confirmation procedure” in your NB. Show and get approval from
your instructor before using the procedure.
13. Perform your confirmation experiment and record your observations.
14. Before moving on, check your calculations with your instructor and repeat Part 1
with similar masses if the results of your confirmation experiment differ from
what you expected.
62 Page
istry
Part 2
15. Discard your reaction for Part 1 down the drain. Clean and DRY the beaker.
16. From your calculated results in part 1, select masses for an additional trial that
will make the other reactant limiting (not the reactant that was limiting in Part 1).
Be careful, if you choose too small of an amount of one reactant you will not
generate enough CO2 to detect a change in final mass.
17. Calculate the mass of carbon dioxide you expect to generate. This is your
theoretical yield.
18. Perform the experiment and record your data.
19. Record the mass of carbon dioxide produced as “actual yield.” This is the
difference between the beaker plus reactants and the beaker plus products.
20. Repeat all calculations to determine the limiting reactant and the mass of the
excess reactant that will remain following the reaction.
21.Perform and record observations for the confirmation procedure. (Will it be the
same? Be careful!)
22. Clean and return your glassware. All solutions may go down the drain.
23. Calculate the percent error between your actual yield of CO2 and the theoretical
yield for both trials.
% error = lactual – theoreticall * 100%
theoretical
24. NEATLY transcribe all of your data and calculations to the report form.
Complete the other portions of the report form with complete sentences.
63 Page
General Chemistry |
Procedure
Part 1
1. Clean and dry a 50 mL beaker. Bring the beaker, your notebook and a
graduated cylinder with 10ml purified water to the balance with you. Record the
mass of the empty beaker in your NB.
2. Tare the beaker and add 10 mL purified water. Record the mass of the water.
3. Tare the beaker and the water and add between 1 and 2 grams of sodium
bicarbonate to the beaker. Record the mass in your NB.
4. Tare the empty balance. Place a weigh boat on the pan and measure between
1 and 2 grams of citric acid. Record the mass of the total of both together)
weigh boat AND the citric acid in your NB.
5. Slowly add the citric acid to the beaker.
6. Swirl gently until the reaction is complete and record your observations.
7. Tare the SAME empty balance and record the mass of the “empty/dirty” weigh
boat. Subtract to determine the exact amount of citric acid that was added to
the beaker.
8. While waiting for the reaction to complete, in your NB, calculate which reactant
was the limiting reactant based on YOUR reactant masses. Calculate the
amount (g) of excess reactant that remains.
9. Swirl to remove bubbles and record the final mass of the beaker and its
contents.
10.DO NOT DISCARD the contents.
11. Devise an experiment to test your conclusion, (which reactant is limiting) using
only the available materials and your completed reaction.
12. Record this “confirmation procedure” in your NB. Show and get approval from
your instructor before using the procedure.
13. Perform your confirmation experiment and record your observations.
14. Before moving on, check your calculations with your instructor and repeat Part 1
with similar masses if the results of your confirmation experiment differ from
what you expected.
62 Page
istry
Part 2
15. Discard your reaction for Part 1 down the drain. Clean and DRY the beaker.
16. From your calculated results in part 1, select masses for an additional trial that
will make the other reactant limiting (not the reactant that was limiting in Part 1).
Be careful, if you choose too small of an amount of one reactant you will not
generate enough CO2 to detect a change in final mass.
17. Calculate the mass of carbon dioxide you expect to generate. This is your
theoretical yield.
18. Perform the experiment and record your data.
19. Record the mass of carbon dioxide produced as “actual yield.” This is the
difference between the beaker plus reactants and the beaker plus products.
20. Repeat all calculations to determine the limiting reactant and the mass of the
excess reactant that will remain following the reaction.
21.Perform and record observations for the confirmation procedure. (Will it be the
same? Be careful!)
22. Clean and return your glassware. All solutions may go down the drain.
23. Calculate the percent error between your actual yield of CO2 and the theoretical
yield for both trials.
% error = lactual – theoreticall * 100%
theoretical
24. NEATLY transcribe all of your data and calculations to the report form.
Complete the other portions of the report form with complete sentences.
63 Page
al Chemistry
Reaction Stoichiometry – Determining a
Limiting Reactant
Alka-Seltzer tablets contain sodium bicarbonate, aspirin, and citric acid. When the tablet
is dissolved in water the sodium bicarbonate reacts with the acids to form carbonic acid
which quickly decomposes into carbon dioxide and water.
In most chemical reactions, the reactants are combined in amounts that are not a
perfect ratio to all fully react to products. Therefore, one reactant “runs out” first and the
other reactants are in excess. These are called limiting reactant (or reagent) reactions.
Objective:
In this experiment, you will combine sodium bicarbonate and citric acid in varying
amounts and calculate which reactant is fully consumed and stops the reaction. In
other words, you will determine which one is the limiting reactant. You will also
determine the amount of excess reactant remaining and devise an experiment to test
your results.
The UNBALANCED reaction is given below.
NaHCO3(aq) +
H3C6H507(aq) → H2O(1) +
CO2(g) +
Na3C6H507(aq)
Since the product carbon dioxide is a gas and we will be working in an “open system,” it
will be lost to the atmosphere during the reaction. Therefore the difference in mass of
everything before the reaction and after the reaction will equal to the mass of the lost
carbon dioxide. [beaker and reactants – beaker and products = CO2 lost] You will use
this mass, the balanced equation and stoichiometry to determine the amount of each
reactant that actually reacted. Comparing these results to the masses physically
measured will enable you to determine the limiting reactant as well as the mass of the
excess reactant.
60 Page
37
#1:Program Learning Outcome: Think critically to integrate theory and practice tailored to diverse situations.
Question requiring a response: What is your understanding of this learning outcome? How have you lived this in your graduate studies? How will this impact your personal and professional development?
—————————————————————————————————————–
You’re working on the annotated bib and you’ll see that I uploaded the programs’ inventory of what’s been accomplished. After review, please ask any questions so you have a better idea on how to respond to this question which will build to other future questions and the 8-10 page papers. (all part of the syllabus I shared), Please ask any questions about me so you have a better understanding too —-THANKS!!!!!!
—-THANKS!!!!!!
Inventory of Learning
1. COM 5420 Academic Writing and Research
A. Required Reading
• Ellis, C. (2009). Revision: Autoethnographic reflections on life and
work. Walnut Creek, CA: Left Coast Press
• Graff, G. & Birkenstein, G. (2010). They Say, I Say (2nd ed.). New York, NY: W.
W. Norton.
• Hacker, D., & Sommers, N. (2011). Rules for Writers (7th ed.). New York, NY:
Bedford/St. Martin’s.
.Muncey, T. (2010). Creating Autoethnographies. Thousand Oaks, CA: Sage.
B. Objectives
Upon the successful completion of this course, you will have:
• Demonstrated your ability to situate, explain and critique the concept of the
“reflective practitioner.”
• Applied the theory of reflective practice to actual situations and developed skills
in its practice.
• Carried out searches for foundational literature and synthesized these materials
into integrated, coherent and substantive discussions that are helpful in context.
• Exhibited proficiency in academic writing skills and the proper use of APA
formats.
• Increased your understanding and appreciation of yourself in the context of
culture, your alertness to issues of cultural appropriation, and your commitment to
discovering and making the most of opportunities to create social benefit.
C. Assignments
• Weekly online Sakai postings
• 11 writing exercises from the “They say, I say” text posted into drop box
• Library/OhioLink research with annotated library research references
• 3p. Essay #1 Biography. Write about the experiences and means by which you
came to be interested in your chosen field
• 3p. Essay #2 Social Responsibility in Your Field.
• 2p. Essay #3 Reading Response paper on one of the essays/chapters in the Ellis
text
• Annotated bibliography (at least 12 APA formatted citations)
• 10p. Essay #4 Autoethnography bringing together all of the parts of the course
2. CFL 5350: Foundations in Conflict Theory & Analysis
A. Required Reading
Articles
• Botes, J. & Mitchell, C. (2013). Parents of the field. Retrieved from
http://scar.gmu.edu/parents.
• Burton, J. W., & Sandole, D. J. D. (1986). Generic theory: The basis of conflict
resolution. Negotiation Journal, 2(4), 333-344.
• Burton, J. (2001). Introducing the person into thinking about social policies.
International Journal of Peace Studies, 6 (1). Retrieved from
http://www.gmu.edu/programs/icar/ijps/vol6_1/Burton3.htm
• Burton, J. W. (1998). Conflict resolution: The human dimension. International
Journal of Peace Studies, 3(1) [page numbers not available.]. Available from
http://www.gmu.edu/programs/icar/ijps/vol3_1/burton.htm
• Bryant, L.G. & Poitras, L. (2003). Flag wars. [Motion picture documentary].
United States: Zeitgeist Films. (First viewing).
• Bryant, L.G. & Poitras, L. (2003). Flag wars. [Motion picture documentary].
United States: Zeitgeist Films. (Second viewing).
• Bright, L.S. (n.d.). The conflict mapping chart. Available from
http://www.cmsupport.org/conflictmapping/conflictmappingchart_shaybright.pdf
• Conflict Information Consortium. (n.d.). Conflict assessment: Comprehensive
assessment guides. Retrieved from http://conflict.colorado.edu/hocker-wilmotconflict-mapping.html
• Coser, L. (2011). The functions of social conflict. In P. Kivisto, (Ed.), Social
theory: Roots and branches (4th ed.) (pp. 216-219). New York: Oxford University
Press.
• Czyz, M. A. (2006). Applying the ABC Conflict Triangle to the protection of
children’s human rights and the fulfillment of the basic needs: A case study
approach. Retrieved from http://epu.ac.at/fileadmin/downloads/research/Czyz.pdf
• Donnelly, T. (Producer), Friedkin, W. (Director). (1997). 12 Angry Men (TV
movie). USA:MGM Television. Available on Amazon.com Instant Video
• Follett, M. P. (1926). Constructive conflict. In H. C. Metcalf (Ed.), Scientific
Foundations of Business Administration, (pp. 30-49). Baltimore: The Williams
and Wilkins Company. Retrieved from
http://api.ning.com/files/x3oxnhTk*uZMsOq*OZejk4Y*8JlefM*IQqgucGbOj864
W010mF9ADBxstfJh4WzyyyCaRs5ATTwlgAGZ9LFDHy2nghMNjmh/DynamicAdmin.doc (Posted in Sakai Resources and linked from
Lessons)
• Galtung, J. (1958). Part I, Section 1. From general sociological theory (pp. 1-2). A
framework for analysis of social conflict. [Unpublished manuscript].
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Galtung, J. (1958). Part I, Section 4. Fundamental concepts in the theory of
conflict (p. 7 to the top half of p. 9). A framework for analysis of social conflict.
[Unpublished manuscript].
Galtung, J. (1958). Part II, Section 5. Underdog and top dog. A framework for
analysis of social conflict (pp. 15-28). [Unpublished manuscript].
Galtung, J. (1958). Part II, Section 6. Dynamics of an intra-group conflict. (pp.
29-37). A framework for analysis of social conflict. [Unpublished manuscript].
Galtung, J. (1958). Part III, Sections 7-10. Propositions about social conflict (pp.
38-47). A framework for analysis of social conflict. [Unpublished manuscript].
Galtung, J. (1958). Part III (Propositions 7-10). Propositions about social conflict
(actual pages 41-50. Listed as 38-47 in the document’s pp#s). A framework for
analysis of social conflict. [Unpublished manuscript].
https://www.transcend.org/files/Galtung_Book_unpub_A_Framework_for_the_A
nalysis_of_Social_Conflict_1958_v2.pdf (Posted in Sakai Resources and linked
from Lessons)
Gandy, M. (2007). Liquid City. UK:UCL. Access via:
http:www.//youtu.be/u2UPPjlgb9k
Glasl, F. (1997). Stage of Conflict (chart) Konfliktmanagement. Ein Handbuch
fuer Fuehrungskraefte, Beraterinnen und Berater, 5., erweiterte Auflage, Bern:
Verlag Paul Haupt.
Hammond, R., Cheney, P., & Pearsey, R. (2014). Social theories in Introduction
to Sociology Textbook, (Chapter 3). Retrieved from
http://freesociologybooks.com/Introduction_To_Sociology/03_Social_Theories.p
hp
Jolibert, C., Max-Neef, M., Rauschmayer, F., Paavola, J. (July/August 2011).
Should we care about the needs of non-humans? Needs assessment: A tool for
environmental conflict resolution and sustainable organization of living beings.
Environmental Policy and Governance. 21 (4), 259-269. doi: 10.1002/eet.578.
Jordan, T. (2000). Glasl’s Nine Stage Model of Conflict Escalation. Retrieved
from http://www.mediate.com/articles/jordan.cfm
Kok, H. (n.d.). Reducing violence: Applying the human needs theory to the
conflict in Chechnya. Retrieved from
http://www.turkishweekly.net/article/264/reducing-violence-applying-the-humanneeds-theory-to-the-conflict-in-chechnya.html
Menkel Meadow, C. (2013). The historical contingencies of conflict resolution.
International Journal of Conflict Engagement and Resolution 1 (1), 32-55.
Retrieved from http://ssrn.com/abstract=2337189
Menkel-Meadow, C. (2000). Mothers and fathers of invention: The intellectual
founders of ADR. Ohio State Journal on Dispute Resolution, 16 (1), 1-37.
Marker, S. (2003). Unmet human needs. [Introductory level article]. Available
from http://www.beyondintractability.org/essay/human-needs
•
Mitchell, C. (2011). Conflict, change and conflict resolution, Berghof Foundation
Handbook. retrieved from http://www.berghoffoundation.org/fileadmin/redaktion/Publications/Handbook/Articles/mitchell_han
dbookII.pdf
• (n.d.). Retrieved from http://www.pbs.org/pov/flagwars
• Rothman, J. & Albertstein, M. (2013). Individuals, groups and intergroups:
Theorizing about the role of identity in conflict and its creative engagement. Ohio
State Journal on Dispute Resolution. 28 (3). 631. Available at Social Science
Research Network: http://ssrn.com/abstract=2273330 or
http://dx.doi.org/10.2139/ssrn.2273330
• Rubenstein, R. (2001). Basic human needs, Next steps in theory development.
International Journal of Peace Studies, 6 (1). [page numbers not available.].
Available from http://www.gmu.edu/programs/icar/ijps/vol6_1/Rubenstein.htm
• Sandole, D. J. D. (1998). A comprehensive mapping of conflict and conflict
resolution: A three pillar approach. Retrieved from
http://www.gmu.edu/programs/icar/pcs/sandole.htm#N_1_
• Society and culture | MCAT | Test prep. (n.d.). Retrieved from
http://www.khanacademy.org/test-prep/mcat/society-and-culture
• Stets, J.E., Burke, P. J. (2000). Identity theory and social identity theory. Social
Psychology Quarterly 63(3). 224-237.
• Water Policy Institute. (2009). Water wars: Conflicts over shared waters.
Retrieved from
http://www.huntonfiles.com/files/webupload/WPI_Water_Wars_White_Paper.pdf
B. Objectives
Upon the successful completion of this course, you will have:
• Think critically about how well some theories of conflict seem to account for
historical or currently-observed processes of conflict.
• Experiment with using single or combined theories to analyze multiple facets of
conflicts.
• Reflect critically on the challenges of using theories and models to analyze
conflicts.
• Demonstrate personal habits of analyzing conflicts and reflecting on learning in
the course of daily life.
C. Assignments
• Complete weekly Sakai post, respond to fellow students and update post to
original posts.
• 1p. Reflection paper on “the two Read & Study” from Galtung.
• 3p. Critical reflection paper on a recent conflict using two or three theories.
• 4-6p. Analyze a conflict using the models of conflict mapping tools.
• Outline of the conflict analyzing and the theories and concepts/models.
• 6-8p. Theoretical conflict analysis from a personal conflict or a case.
3. COM 5253-01: Theory and Practice Action Inquiry
A. Required Readings
Manual
• Skills Workshop Manual associated with this course.
B. Objectives
Upon the successful completion of this course, you will:
• Use theory to explain why one chooses certain tactics in small group process
settings.
• Critically compare how one’s field practices align or diverge from common
models, and why.
• Use knowledge of theory, models, and methods to evaluate one’s progress in
developing applied skills.
C. Individual Assignments
• Complete weekly Sakai post, respond to fellow students and update post to
original posts
• 1p. Skills inventory list
• Short paper on Priority Skill(s) and Theory-Practice Explanations
• Short paper on Priority Skill(s) and Theory-Practice Explanations
• Short paper on Priority Skill(s) and Theory-Practice Explanations
• Short paper on Priority Skill(s) and Theory-Practice Explanations
• Critical reflection paper on prioritized skills
• Critical reflection paper on prioritized skills
• Critical reflection paper on prioritized skills
• Critical reflection paper on prioritized skills
• 5-7p. Summative Integration of Theory, Practice, and Skills Evaluation
4. CFL 6035: Identity, Conflict, and Development
A. Required Readings
Books
• Heifetz, R. A., & Linsky, M. (2002). Leadership on the line: Staying alive
through the dangers of leading. Boston, Mass: Harvard Business School Press.
• Joiner, B., & Josephs, S. (2007). Leadership agility: Five levels of mastery for
anticipating and initiating change. San Francisco: Jossey-Bass.
• Kegan, R. (2000). In over our heads: The mental demands of modern living.
Cambridge, Mass: Harvard University Press. erry, T. (2006). The dream of the
earth. San Francisco, CA: Sierra Club.
Articles
• Beyers, W., & Seiffge-Krenke, I. (2010). Does Identity Precede Intimacy? Testing
Erikson’s Theory on Romantic Development in Emerging Adults of the 21st
Century. Journal of Adolescent Research, 25(3), 387-415.
doi:10.1177/0743558410361370
• Burke, P. J. & Stets, J. E. (1998), Identity theory and social identity theory.
Available at http://wat2146.ucr.edu/papers/00a-alt.pdf
• Description of Transactional Analysis and Games by Dr. Eric Berne MD. (n.d.).
•
•
•
Retrieved from http://www.ericberne.com/transactional-analysis/
Hoare, C. (2013), Three missing dimensions in contemporary studies identity:
The unconscious, negative attributes, and society. Journal of Theoretical and
Philosophical Psychology, 33(1), 51-67.
Kegan, R. (1980), Making Meaning: The constructive-developmental approach to
persons and practice. The Personnel and Guidance Journal, 58, 373-380.
Marcia, J. E. (2006). Ego identity and personality disorders. Journal of
Personality Disorders, 20(6), 577-596. doi: 10.1521/pedi.2006.20.6.577.
B. Objectives
Upon the successful completion of this course, you will have:
• Think critically to integrate theory and practice tailored to diverse situations.
• Analyze conflicted situations with critical assessment of their multiple complex
causes.
• Predict or anticipate diverse behavioral responses to conflicts, and their
motivations.
• Design interventions that incorporate multiple perspectives and styles of engaging
conflict.
• Communicate ethically and strategically to conduct effective inquiry and
interventions.
• Continuously improve their social effectiveness through critical reflective
practices that strengthen personal development.
C. Assignments
•
•
4 weekly Sakai postings
6-8p. Non-forum short paper with theme: Positioning ourselves for agility and
Expert level
• Outline of final paper
• 13-15p.Final paper
5. CFL 5650-01 Conflict Intervention Methods
A. Required Readings
Books
• Furlong, G.T.(2005). The conflict resolution toolbox: Models & maps for
analyzing, diagnosing, and resolving conflict. Mississauga, Ontario: John Wiley
& Sons.
Articles
• Ashley.faoliu@colorado.edu. (2017, February 14). Consensus Building. Retrieved
from http://www.beyondintractability.org/audiodisplay/consensus-building-audio
• Bowling & Hoffman (2000): Bringing Peace into the Room: The Personal
Qualities of the Mediator and Their Impact on the Mediation. Negotiation
Journal, 16(1), 5-28). Access through OhioLink.
• Brand, M. (2003). Consensus Building and “Smart Growth.” Conflict Resolution
Quarterly, 21(2), pp. 189-209
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Brinkert, R. (2006). Conflict Coaching: Advancing the Conflict Resolution Field
by Developing an Individual Disputant Process. Conflict Resolution Quarterly,
23(4), pp. 517-528 DOI: 10.1002/crq.153.
Conflict Coaching. (n.d.). Retrieved from
http://www.mediate.com/articles/AmadeiR1.cfm
Conflict Coaching: (n.d.). Retrieved from
http://www.acresolutiondigital.org/acresolutionmag/summer2014#pg22
Conflict Resolution Quarterly, 23(1) (Autumn/Fall 2005), pp. 99-122, Authors:
Robert A. Baruch Bush & Lisa Blomgren Bingham, Title: “The Knowledge Gap
Study: Unfinished Work, Open Questions”
Conflict Resolution Quarterly, 24(2), pp. 241-248 (Winter 2006), Author: Julian
Portilla: “What Exists Is Possible: Stories from Conflict Resolution Professionals”
DOI: 10.1002/crq.172
Conflict Resolution Quarterly, 25(2), 221-238 (Winter 2007), Authors: Richard
McGuigan & Nancy Popp: “The Self in Conflict: The Evolution of Mediation”
Conflict Resolution Quarterly, 26(1), pp. 97-123 (Autumn/Fall 2008), Author:
Nadja Alexander: “The Mediator Metamodel: Understanding Practice” (26 pgs)
Conflict Resolution Quarterly, 26(4), pp. 405-431 (Summer 2009), Author:
Rachel M. Goldberg, “How Our Worldviews Shape Our Practice”
Conflict Resolution Quarterly, 31(1), pp. 79-97 (Fall 2013), Author: Susan S.
Raines, Sunil Kumar Pokhrel, & Jean Poitras: “Mediation as a Profession:
Challenges That Professional Mediators Face.” DOI: 10.1002/crq.21080
Conflict Resolution Quarterly, 32(3), pp. 233-276 (Spring 2015), Author: Lorig
Charkoudian & Michal Bilick: “State of Knowledge: Community Mediation at a
Crossroads.” DOI: 10.1002/crq.21112
Corporate Decision-making By Consensus: . (n.d.). Retrieved from
http://entrepreneurs.about.com/od/managingpeople/a/How-Corporate-DecisionMaking-By-Consensus-Can-Work.htm
Erickson, S.K., & Johnson, M.E. (2010). “ADR Techniques and Procedures
Flowing Through Porous Boundaries: Flooding the ADR Landscape and
Confusing the Public” http://www.natlctr4adr.org/docs/MJ-SE-Article-ExecutiveSummary-REV-9-2010.pdf
GMUTelevision. (2013, July 31). Conflict Analysis and Resolution: An
Introduction. Retrieved from
How to Use Talking Circles for Deep Communication. (n.d.). Retrieved from
http://facilitatoru.com/facilitation/how-to-use-talking-circles-for-deepcommunication
Maises, Michelle. (2003). What Is Negotiation? .(n.d.). Retrieved from
http://www.beyondintractability.org/essay/negotiation
•
Negotiation Skills . (n.d.). Retrieved from
http://www.exeter.ac.uk/media/universityofexeter/careersandemployability/pdfs/r
esources/NegotiationSkills2_.pdf
•
Susskind, L.E., McKearnen, S., & Thomas-Lamar, J. (1999). The Consensus
building handbook: A comprehensive guide to reaching agreement. Thousand
Oaks, CA: Sage Publications. ISBN: 0-7619-0844-7.
The “Fear Factor” and Conflict (Cinnie Noble) (n.d.). Retrieved from
http://www.mediate.com/pfriendly.cfm?id=10212
The Dispute Resolution Continuum. (n.d.). Retrieved from
http://www.newgrowthventures.com/adrfall06.pdf
What Are Dialogue & Deliberation? (n.d.). Retrieved from
http://ncdd.org/rc/what-are-dd
What is Negotiation? – The Five Steps of the Negotiation Process”. (n.d.).
Retrieved from http://education-portal.com/academy/lesson/what-is-negotiationthe-five-steps-of-the-negotiation-process.html#lesson (video)
•
•
•
•
•
What Is Consensus?. (n.d.). Retrieved from
http://www.nica.ic.org/Process/Consensusbasics.php
• Restorative Justice: https://www.youtube.com/watch?v=wcLuVeHlrSs
• What Type of Facilitator Will Help Most:
http://www.extension.umn.edu/community/civic-engagement/tip-sheets/typefacilitator/
B. Objectives
Upon the successful completion of this course, you will:
• Compare similarities and differences of types of conflicts and their implications
for choosing intervention methods.
• Compare the underlying assumptions of various intervention methods, including
human and other resources they require.
• Apply criteria for selecting intervention methods in given situations.
• Describe and justify methods recommended for different conflicted situations.
• Use reflective practice to inform and evaluate personal and professional
development.
C. Assignments
• Complete weekly Sakai post, respond to fellow students and update post to
original posts.
• Complete Circle of Conflict Worksheet
• Complete Triangle of Satisfaction Worksheet
• 8-10p. Conflict Intervention Case Study
• 3p. Reflective paper on Assessing my Conflict Competence
6. CAE 6150-01 Structures and Systems of Conflict
A. Required Readings
Books
•
McGuigan, R.J. & Popp, N. (2016). Integral Conflict: The New Science of
Conflict. Albany: SUNY Press.
Articles
• Coser, L. (2011). The functions of social conflict. In P. Kivisto, (Ed.), Social theory:
Roots and branches (4th ed.)(pp. 216-219). New York: Oxford University Press.
• Ferguson: A Report from Occupied Territory. (2015).
https://www.youtube.com/watch?v=gq9pHONmaLc
• Harro, B. (2000). The Cycle of Socialization. In M. Adams, W. Blumenfeld, R.
Castaneda, H. Hackman, M. Peters, & X. Zuniga (Eds.), Readings for diversity and
social justice, (pp. 16-21). New York: Routledge
• Jones, W. (2003). Complex Adaptive Systems. In G. Burgess & H. Burgess (Eds.),
Beyond Intractability. Conflict Research Consortium, University of Colorado,
Boulder. Posted: October 2003
.
•
Marker, Sandra. Unmet Human Needs. In G. Burgess & H. Burgess (Eds.), Beyond
Intractability. Conflict Research Consortium, University of Colorado, Boulder.
Posted: August 2003 .
•
Parsons, T. (2011). The subsystems of society. In P. Kivisto, (Ed.), Social theory:
Roots and branches (4th ed.), (pp. 195-200). New York: Oxford University Press.
•
Promised Land. (2012). https://www.youtube.com/watch?v=aUV81-C3y4&oref=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DaUV81-C3y4&has_verified=1
B. Objectives
Upon the successful completion of this course, you will:
• Demonstrate empathic intimacy with accounts of people trapped in as well as
contributing to particular social situations.
• Apply appropriate course concepts to the analysis of structures and systems of
conflict in a variety of situations and case analyses
• Critically reflect on one’s positioning toward actors involved in or contributing to
conflicts.
C. Assignments
• 2 original posts with 2 response posts weekly
• 10-12p. Analysis of Conflict Dynamics
7. COM 5252 Theory & Practice in Group Facilitation
A. Required Readings
Manual
• Essential Skills for Group Facilitation Workshop Manual associated with this
course.
B. Objectives
Upon completion of the Conflict Analysis & Resolution program, each student will
effectively demonstrate the following competencies, as articulated in our syllabi:
• Think critically to integrate theory and practice tailored to diverse situations.
• Analyze conflicted situations with critical assessment of their multiple complex
causes.
• Predict or anticipate diverse behavioral responses to conflicts and their
motivations.
• Design interventions that incorporate multiple perspectives and styles of engaging
conflict.
• Communicate ethically and strategically to conduct effective inquiry and
interventions.
• Continuously improve their social effectiveness through critical reflective
practices that strengthen personal development.
C. Assignments
• Complete weekly Sakai post, respond to fellow students and update post to
original posts.
8. CAE 6200-01 Culture and Conflict
A. Required Readings
Books
• Cotton, G. (2013). Say Anything to Anyone, Anywhere: 5 Keys to Successful
Cross-Cultural Communication. Wiley, Hoboken, New Jersey.
• Redekop, V. N. (2002). From violence to blessing. Novalis, Saint Paul University,
Ottawa, ON, Canada.
• Ting-Toomey, S., & Oetzel, J. G. (2001). Managing intercultural conflict
effectively. Sage.
B. Objectives
At the end of the course, students will be able to:
• Demonstrate relevant critical systems thinking skills in analyzing conflicts.
• Apply key concepts in cultural conflict theory across multiple cases.
• Explain how specific concepts foster thorough case analysis.
• Evaluate the cross-cutting applicability of concepts from one case to another.
• Evaluate progressive changes in learning while analyzing cultural conflicts.
B. Assignments
• Complete weekly Sakai post, respond to fellow students and update post to
original posts.
• 10-12p. Final paper on Culture and Conflict.
9. 5100 Research Methods
A. Required Reading
Books
• Babbie, E. (2014/2017). The basics of social research (7th ed.). Boston, MA:
Cengage Learning.
• Reinharz, S. (1992). Feminist methods in social research. New York, NY: Oxford
University Press.
B. Objectives
Learning outcomes are to:
• Apply the assumptions of qualitative, quantitative, and mixed methods to research
and knowledge creation.
• Explain how biases, critical thinking skills, and ethics influence the research
process and data interpretation.
• Evaluate research questions.
• Justify the “goodness of fit” of research questions, scope, and methods used to
investigate them.
• Implement the key elements of performing modest research projects.
C. Assignments
• Weekly Sakai post, respond to fellow students and update post to original posts.
• Review research guidelines and create a draft letter of consent and application
Institutional Review Board review.
• Write 8 survey questions for proposed research project.
• Choose area of interest for a qualitive research study. Identify paradigms and
explain differences in how these approaches would work in the study. Address
potential issues and how you would manage them.
• Choose 10 sources and complete an annotated bibliology.
• 4-6p. Create research proposal paper.
• 4p. Final reflection paper on Research Methods
10. COM 5251 Theory & Practice of Negotiation and Mediation
A. Required Readings
Manual
• Introduction to Negotiation-Mediation Manual.
B. Objectives
Upon the successful completion of this course, you will have:
• Use theory to explain why one chooses certain tactics in small group process
settings.
• Critically compare how one’s field practices align or diverge from common
models, and why.
• Use knowledge of theory, models, and methods to evaluate one’s progress in
developing applied skills.
C. Assignments
• Student profile
• Complete weekly Sakai post, respond to fellow students and update post to
original posts.
11. SYS 6200-CFL Deliberation & Complex Decision-Making
A. Required Readings
Books
• Blackwell Handbook of Judgment and Decision Making 1st Edition. Edited by
Derek J. Koehler and Nigel Harvey.
• How to Make Collaboration Work: Powerful Ways to Build Consensus, Solve
Problems, and Make Decisions. (2002) By David Straus. Berrett-Koehler
Publishers, Inc.
Articles
• Critical Theory. By Christian Fuchs.
• Critical Theory. By Douglas Kellner
• Making a Start. Chapter 1 of Solving Complex Problems. By Alexander de Haan
and Pauline de Heer. (Available via Course Website)
• Legitimation Crisis. Chapters 1&2. By Jürgen Habermas.
• Nicomachean Ethics. Book 3 chapters 2 & 3. Book 6 Chapters 1-13. By Aristotle
Moral Judgment and Decision Making. By Daniel W. Bartels et al.
• The Basics. Chapter One of Thinking in Systems: a Primer. By Donella H.
Meadows. Pages 1-34.
• The Theory of Communicative Action Vol. 2. Chapter VI.
• The Theory of Communicative Action Vol. 2. Chapter VII Part 2: The
Development of Systems Theory.
• Traditional and Critical Theory by Max Horkheimer.
B. Objectives
Upon the successful completion of this course, you will have:
• Use course concepts and models to become aware of and critically reflect on
one’s own decision processes.
• Explain the complexity of competing perspectives that occur within as well as
among individuals and groups.
• Analyze situations and issues methodically to select appropriate decision-making
approaches.
• Employ systematic methods to frame issues and deliberate decisions.
• Use methods learned in the course in professional communications about plans,
conflicts, and/or problem-solving.
C. Assignments
• Complete weekly Sakai post, respond to fellow students and update post to
original posts.
• 2-3p. Weekly Critical Summary (10 out of 12 weeks)
• 8-9p. Final paper: The Legacy of Aristotle in Thinking about Deliberation
12. SYS 5850-01 Systems Thinking for a Complex World
A. Required Readings
Books
• Fritjof Capra and Pier Luigi Luisi (2014). The Systems View of Life: A Unifying
Vision. Cambridge University Press.
• Niklas Luhmann (2013). Introduction to Systems Theory. Polity Press.
Articles
• Legitimation Crisis. Chapters 1&2. By Jürgen Habermas
• Perspectives on General Systems. Chapter 12: The History and Development of
General Systems Theory. Ludwig Von Bertalanffy.
• Systems Thinking For Social Change. Chapter 1: Why Good Intentions Are Not
Enough. David Peter Stroh.
• Thinking in Systems: a Primer. Chapter One: The Basics. Donella H. Meadows.
Pages 1-34.
• The Social System. Chapter 1: The Action Frame of Reference and the General
Theory of Action Systems: Culture, Personality and The Place of Social Systems.
Talcott Parsons.
• The Theory of Communicative Action Vol. 2. Chapter VI.
• The Theory of Communicative Action Vol. 2. Chapter VII Part 2: The
Development of Systems Theory.
• What is a Systems Approach? Alex Ryan.
B. Objectives
Students will be able to:
• Articulate principles of systems thinking.
• Identify and explain the connections among mental models and diverse patterns of
behavior
• Apply systems thinking to the analysis of complex real-life problems.
C. Assignments
• Complete original post (300-500 words, 10 out of 13 weeks)
• Critically engage in response to students (250-400 words, 10-13 weeks)
• 2-3p. Critical Summary (5 out of 13 weeks)
• 8-9p. Final paper
13. CAE 6950-01 Integrated Professional Seminar
A. Objectives:
Upon the successful completion of this course, you will have:
• Critically evaluate one’s areas of knowledge and skill and the professional
implications thereof.
• Apply knowledge from across the curriculum to evaluate analyze situations
professionally and comprehensively.
• Evaluate changes in one’s capacities as a critical thinker and reflective practitioner.
• Strategize about acquiring additional knowledge and skills to achieve professional
goals.
B. Assignments
• 2p. Essay responding to Sakai questions posted (5 times)
• Response to students posting
• 8-10p. Summary review with respect to learning outcomes 1-3
• 8-10p. Summary review with respect to learning outcomes 4-6
• Create Integrative Portfolio to include:
o Summary of Learning Papers
o Inventory of Learning Artifacts: Course Syllabi and Major Papers
o Annotated Bibliography
o Sustainability Manifesto
o Professional Development Plan
o Updated Resume
•
o 7-10p. Narrative Self-evaluation
Completed portfolio with table of contents
