instructions:  Your Rough Draft must include the following components:
Abstract (250 words)
Introduction (150-250 words, less than 1 page)
Provide an overview outlining the significance of the issue related to your field of study.
Include your thesis statement (argument about your proposed solution) as the last sentence of the introduction.
Literature Review section (5-6 pages or 1,250-1,500 words)
This section must be entirely written out in body paragraphs. This is based on the literature review you submitted in Module 4. Be sure to improve it by integrating feedback from your instructor.
This section must include an evaluation of at least 2 sources that address cultural diversity and at least 2 ethical perspectives in the existing literature.
Conclude this section with a concise statement of the problem based on the literature.
Proposed Solution section (in the final draft this will be 5-7 pages or 1,250-1,750 words)
About half of this section (~2-3 pages) should be fully written in paragraph form.
The remainder can be in outline format. The outline must clearly specify what the body paragraph’s main argument will be and some supporting evidence that will be used to support that argument.
Advocate for the most equitable, ethical solution to meet the needs of humanity.
Draw on scholarly sources from the previous section to substantiate your position.
Please note that the solutions should be your own ideas in your own writing.
Conclusion (150-250 words)
Reference List in APA format
In addition, your rough draft submission must include:
A title page with a title
Headers and page numbers
Proper spelling, grammar, and syntax
In-text citations, reference list, and all paper formatting in APA format
Transitions and topic sentences between paragraphs and sections
literature review from last week assignment:
Navigating the Path to Global peace
Faiga Sompolinsky
Excelsior University
Liberal Arts Capstone
Dana Donohue
March 31, 2023
Navigating the Path to Global Peace
The issues of global war and peace will remain a problem as history
goes on. By synthesizing a few articles, this literature review aims to explore
the core influences of conflict, ways to promote peace, and the importance of
educating people on these critical issues.
The Core Influences
of Conflict
War is often driven by power struggles, cultural misunderstandings,
and historical complaints. Problems such as cognitive mistrust, stereotypes,
and the culture of war can slow the resolution of conflicts. Additionally, the
unwillingness to address controversial topics such as war and peace in
educational settings can slow down progress towards building a culture of
understanding and compromise.
The conflict in Ukraine affected the population psychologically. It
has caused its citizens trauma, anxiety, daily stressors, and parental stress.
The trauma they suffered became their identity. The anxiety levels among
Ukrainian civilians became more, with symptoms including disturbing
reexperiencing, avoidance, negative mood, cognitive distortions, and
hyperarousal. Daily stressors like health problems, financial difficulties, and
family conflicts have become worse by the conflict, affecting their mental
health. Additionally, parents were more stressed than others because they were
nervous about their children’s safety (Huțul, et al. 2023).
Ukrainians, including therapy clients, have experienced profound
feelings of guilt due to their inability to protect themselves and others from
the war and its atrocities. ​ This guilt has become a collective reaction and
has affected the therapeutic process. ​ Clients may feel uncomfortable
discussing their personal problems in therapy, as they compare it to the larger
war-related issues and see their problems as not significant ​(Dorozhkin, 2023).
War has caused many individuals to regress to more primitive states
of functioning as a survival mechanism. Some individuals may also engage in
behaviors that were previously forbidden or indulge in impulsive and
pleasure-seeking behaviors. ​​ The ego function, which oversees keeping
boundaries and organizing thoughts and behaviors, becomes overwhelmed and
exhausted. ​ The superego function, which governs moral and ethical standards,
is also diminished, leading to changes in attitudes and values (Dorozhkin, 2023).
People’s experiences during conflicts can significantly shape their
beliefs of justice. People who have experienced conflict might see justice not
so much as a form of revenge, but rather to achieve and maintain peace. This
can leave a lasting imprint on how they seek justice. War can lead to state
failure and violent conflict because the people get used to conflict
(Korostelina, et al. 2023).
Economic growth is also negatively affected. War increases competition
and fights between civilians and between states. Additionally, there is
insecurity of food because of the disruption of global supply chains and price
increase (Karabag, 2022).
Promoting Peace
Achieving peace requires everyone to work together to fix why
conflicts happen and to understand and respect each other. Peace education is
very important here. It helps by questioning who has power, fighting against
wrong ideas, and encouraging peace.
Getting peace needs everyone to work together to fix why conflicts
happen and to understand and respect each other. Peace education is key here.
It helps by questioning who has power, fighting against wrong ideas, and
encouraging peace.
The ways to promote peace in Huțul, et al. (2023) are, to acknowledge
the severe traumatic nature of conflict, creating programs to address mental
health needs, and providing psychosocial and trauma-focused interventions to make
psychological suffering easier.
Promoting post-war peace can be achieved through various
strategies. Firstly, emphasizing the concept of peace-based justice is
crucial. This means not only focusing on war and conflict experiences but also
envisioning peace. Secondly, supporting resolution between conflicting groups.
This involves truth-telling, forgiveness, trust-building, and talking. Thirdly,
strengthening the rule of law is important, which includes fair judges, fair
laws, and a constitution respecting everyone’s rights (Korostelina, et al.
2023).
Peace involves activities such as reintegrating displaced persons,
improving infrastructure, providing public services, and promoting employment
and trade. Good governance focuses on strengthening institutions. Security
institutions aim to ensure national and personal security by disarming
ex-combatants, controlling small arms, and improving security and justice
systems. A culture of truth and reconciliation promotes peaceful conflict
resolution through dialogue, healing, and justice processes. Strengthening the
rule of law and promoting education also contribute to more just and peaceful
societies (Matthew, 2012).
Peace studies and peace education are ways to promote peace through
research, practice, and educational policy aimed at transforming educational
content to address violence at all levels. Empowering teachers to include war
and peace in their curriculum content is essential for achieving this goal
(Gursel-Bilgin & Flinders, 2021)
The ways to promote peace in Aisha Ahmad’s paper (2012), include
stopping the active destruction of poor states, ending food-aid dumping in
countries with agricultural economies, and considering simpler and humbler
policy recommendations for promoting peace and human security. Additionally, peace
can be achieved through multicultural education and fostering understanding
among children (McJilton de Marquez, 2002).
The Importance
of Educating People on the Critical Issues of War and Peace
Education is a powerful tool to promote peace and understanding between
individuals and communities. By including peace education into school
curricula, educators can help students develop the knowledge, skills, and
attitudes necessary to peacefully navigate conflicts. Peace education goes
beyond simply teaching about war and peace; it involves fostering critical thinking,
empathy, and respect from diverse perspectives.
The importance of war and peace education lies in promoting resolution,
and justice in postwar settings. We see it in the Juba Peace Agreement. One
must teach citizens, citizenship rights and responsibilities, and the spiritual
perspective that justice is God’s responsibility. Peace education is very
important for addressing the cause of conflict, and how to promote sustainable
peace. (Korostelina, et al. 2023).
Schools should teach students about the causes of war and conflicts
and how to make peace. This includes learning about the effects of war, being
kind and understanding, and thinking carefully about how to solve problems
peacefully. Schools should also teach how to resolve arguments without fighting
and support peaceful protests to change things for the better (Ahmad, 2012).
Teaching about war and peace is essential for building good values
and understanding different cultures in schools. A multicultural approach in
teaching can help students learn to respect each other. This type of education
fights against stereotypes and encourages a culture of peace. Teachers can help
students learn how to solve problems without fighting by including peace
lessons in their teaching and making classrooms welcoming to all types of
students (McJilton de Marquez, 2002).
Synthesizing
the Research Arguments
The research examines how the war in Ukraine affects the anxiety
levels of Ukrainian civilians. It finds that trauma and daily stress make
anxiety worse. In addition, people with children had a higher level than those
without. Overall, the war has harmed people’s mental health. Dealing with
trauma, stress, and anxiety is vital for helping people feel better (Huțul, et
al., 2023).
The paper talks about how ideas of justice based on peace are
crucial after wars end. It says that people’s beliefs and memories of peace
affect what they think justice should be like. Healing from trauma and
restoring justice are both important. The paper uses Sudan as an example to
show how to deal with inequality and human rights issues. It suggests that
justice programs should focus on things like punishing criminals, reducing
inequality, and bringing people together. Understanding this is key for making
justice and trauma healing programs work well after wars and violence
(Korostelina, et al., 2023).
The paper discusses the impacts of the Russo-Ukrainian war on Ukrainian
economies, and the global order. The ongoing conflicts and tensions have major effects
on global economies. The article argues that the wars and rivalries may result
in a second Cold War with effects on global, regional, and national economies.
It brings out a need for new developed policies and more investment in defense.
The energy, and food sectors, and the development of new business processes in
response also are affected deeply (Karabag, 2022).
The impact of the war in Ukraine on psychoanalytic therapy is
explored in this paper. War has created a unique background for psychoanalytic
therapy, resulting in distinct therapeutic experiences. For instance,
relationships in wartime have experienced an inversion of roles, with patients
taking on a caregiving role towards their therapists. The war has also led to
an overwhelming sense of guilt among Ukrainians, both individually and
collectively. Additionally, the war has caused a regression in mental states,
with individuals displaying more primitive defense mechanisms. War has also
exhausted the ego function and led to the dominance of the unconscious.
Ukrainian psychotherapists have experienced disruptions in therapeutic power
dynamics due to the war circumstances. Overall, war affects the psyche by
fueling instincts while disrupting other psychological structures (Dorozhkin,2023).
This paper discusses a study on teacher beliefs about war and peace
using Nel Nodding’s framework. It emphasizes the importance of empowering
teachers in teaching about these topics. The arguments presented include the many
meanings of war and peace, examining social and psychological factors
supporting war. It addresses the challenges of teaching religion, gender
stereotypes regarding war and peace, and the controversy surrounding teaching
about these topics. (Gursel-Bilgin & Flinders, 2021)
The paper examines how international interventions in failed states
can unintentionally make worse the situation by empowering military leader, continuing
conflict, and undermining people who make order. It questions whether the
economic impact of intervention in Somalia serves as a catalyst for peace or as
funding for war. The research reveals that these interventions can prolong
state failure by transforming the informal economy and increasing the power of military
leader. It suggests a need for a more modest approach that involves stopping
the destruction of poor states and halting food aid dumping on agricultural
economies in failed states (Ahmad, 2012).
Multicultural education is vital for children. A teacher needs to
teach ethics, values, and citizenship. It fosters a respectful classroom
environment that reflects diverse cultures. This approach is necessary due to
the nation’s diverse demographics. The document argues that education,
particularly in early childhood, can contribute to world peace (McJilton de
Marquez, 2002).
Intersection
with Cultural Diversity
The paper discusses how the
meaning of justice is not universal and is influenced by experiences,
collective memories, and sociocultural characteristics of communities. It also brings
out the role of society’s living tradition and moralism in shaping
justice-making processes. The authors argue that justice formation is not only
based on individual experiences but is influenced by social information and the
broader social context. The document highlights that fairness is crucial for
making peace and justice happen. Giving everyone equal rights, no matter their
background, can make society more united and peaceful (Korostelina, et al.,
2023).
Different cultures have different ideas about war and peace. This
affects how people think about these concepts based on where they come from and
what they’ve been taught. Teachers should think about these differences when
talking about war and peace in class. The document suggests exploring themes
such as military service, patriotism, religion, gender, and school practices
when discussing war and peace. ​ These themes can help students understand the
complexities and vagueness surrounding these topics. ​ The document recognizes
that teaching about war and peace can be tough because it’s controversial.
Challenges include figuring out what peace really means, talking about
sensitive topics, and dealing with the politics and social issues around war
and peace. Teachers might face resistance and different opinions from students,
parents, and society. To help, it’s important to promote diversity and
inclusivity, which can foster better understanding and appreciation of
different cultures. This means we should celebrate different cultures,
religions, and traditions, and respect diversity. We can also promote countries
working together and talking peacefully to solve conflicts. Encouraging
discussions, negotiation, and peaceful solutions can help resolve international
conflicts (Gursel-Bilgin & Flinders, 2021).
The paper talks about teaching good behavior, values, and how to be
a good citizen in a classroom with many cultures. It suggests using different
languages, sharing stories from different cultures, and teaching about global
issues to help students understand different viewpoints (McJilton de Marquez,
2002).
Future Direction
for Research on War and Peace
In the future, it’s important to study how well peace education
programs work overtime. By looking at how these programs affect students’ views
on solving conflicts peacefully, researchers can learn what methods are most
effective.
To understand more about this, future studies should also look at
how daily stress affects people, explore other factors like how people deal
with stress and get support, and do studies that follow people over a long time
to see how things change. It would also be helpful to compare different groups
of people who have experienced war trauma and come up with ways to help prevent
and treat it (Huțul, et al., 2023).
In the future, researchers should do similar studies in other
places affected by war to see how people think about justice during and after
conflict. They should also see if using peace-based ideas for justice works
well after wars and look at how communities getting involved affects what
people think about justice in places with conflicts. There’s still a lot we
don’t know, like how people in different conflict areas see justice, and how to
include peace-based justice ideas in programs after wars (Korostelina, et al.,
2023).
In the future, studies will examine how the new tensions similar to
the Cold War affect globalization, economic growth, supply chains, defense
industries, and tourism. Researchers will also explore how conflicts impact
things like interest rates, prices, spending power, and the stock market
(Karabag, 2022).
Future research could focus on exploring the impact of gender
stereotypes on attitudes towards war and peace in educational settings,
investigating the role of religious beliefs in shaping perspectives on war and
peace among teachers and students, examining the effectiveness of integrating
discussions on war and peace across various subjects in the curriculum,
assessing the challenges and opportunities of teaching controversial topics
like war and peace in schools, and investigating the potential for peace education
to address societal norms related to war and peace (Gursel-Bilgin & Flinders, 2021).
In summary, achieving global peace is tough and needs many
different efforts. We can start by dealing with the root causes of war,
teaching about peace, and helping people solve problems without fighting.
Through research, talking, and taking action, we can make a world where people
understand each other, cooperate, and solve problems peacefully. Investing in
education, talking to each other, and promoting peace can lead to a better,
more peaceful future.
References:
Ahmad, A. (2012). Agenda for peace or budget for war? Evaluating the
economic impact of international intervention in Somalia. International
Journal, 67(2), 313–331. http://www.jstor.org/stable/23266009
Dorozhkin, V. (2023).
Therapeutic relationships in wartime Ukraine. Psychoanalytic
Psychology, 40(4), 247–250. https://doi.org/10.1037/pap0000482
Gursel-Bilgin, G., & Flinders, D. J.
(2021). Teachers Talk about War and Peace. Curriculum & Teaching
Dialogue, 23(1/2), 37–56. http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=153216656&site=eds-live&scope=site
Huțul, T.-D., Karner-Huțuleac, A., & Huțul, A. (2023). “The War Is
Here!” Anxiety, Trauma Centrality, and the Mediating Role of Daily Stressors in
Romanian and Ukrainian Civilians. Psychological Trauma: Theory, Research,
Practice, and Policy. Advance online publication. http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2023-98606-001&site=eds-live&scope=site
Karabag, S. F., &
Imre, Ö. (2022). The global, regional, national, sectoral, economic, and
commercial impact of the Russo-Ukrainian War and the emerging second Cold War. Journal
of Applied Economics & Business Research, 12(2), 58–70.
http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=161021283&site=eds-live&scope=site
Korostelina, K. V.,
Rothbart, D., & Gjeloshi, B. (2023). Production of the meaning of justice
in the aftermath of war in Sudan. Peace and Conflict: Journal of Peace
Psychology, 29(3), 306–316. https://doi.org/10.1037/pac0000667
Matthew, R. (2012).
Environment, conflict, and peacebuilding. In P. Dauvergne (Ed.), Handbook of
Global Environmental Politics (2nd ed.). Edward Elgar Publishing.
https://search.credoreference.com/articles/Qm9va0FydGljbGU6Mjc2NDk5NQ==?aid=240388
McJilton de Marquez, T. (2002). CREATING WORLD PEACE, One Classroom at a
Time. YC Young Children, 57(6), 90–94. http://www.jstor.org/stable/42728844
Add about four more sentences to the introduction.
Seems like you quickly jumped topics to Ukraine. Some sort of transitions would help.
Don’t wait until the end of sentences to cite. Every time you state some sort of fact or finding like this, it should be cited in APA style so it is clear from where you are getting the info.
Please try to elaborate on your thoughts. Each paragraph should be about 4-6 sentences on a cohesive topic, but there should be some sort of connection between paragraphs that are beside each other. You jump from ego function, to revenge, to food insecurity in each of these paragraphs.
What you have is a good start. It needs to have more of a cohesive structure and synthesis of the literature. It’s structured more like an annotated bibliography in its current form than as a lit review. https://libguides.xavier.edu/Bib_lit
Also, most of your literature review focuses on solutions rather than the problem. I’m also unsure what your diversity and ethics sections are.