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21 Conflict Resol. Q. 1 (2003-2004)

handle is hein.journals/cfltrq21 and id is 1 raw text is: 

O ver the   past month,  as I finalized the contents of this issue, I have had
     the opportunity to participate in several meetings concerning conflict
resolution education and the future policy and research agendas for this
portion of our field. I have been heartened by the consensus of support for
CRE   and reinforced in my belief that one of the major contributions of
Conflict Resolution Quarterly is to promote and  report research on the
efficacy of CRE  and related efforts. I have been alarmed by the sense of
urgency  and the evaporating opportunity to share research proven prac-
tices with the educational community in a timely manner so they can use
this information to secure rapidly dwindling resources from  the federal
government.  I have been comforted by the new and renewed commitment
to partnership among major  organizations in the field, walking their talk
of collaboration with each other rather than competing against the other. I
have also been profoundly saddened by the challenge to several institutions
that have been  leaders in this field. Mostly, I have been emboldened to
assertively pursue what I perceive to be the most important next step for
conflict resolution education: the development  of preservice education
initiatives for elementary and secondary school teachers in conjunction
with mentoring  structures supported by solid in-service work.
    Although  it is highly unusual, and certainly precedent-setting in my
editorship, I would like to dedicate this issue to Jennifer Batton, director of
the schools programs at the Ohio Commission  for Dispute Resolution and
Conflict Management.   This past year, faced with serious financial short-
falls, the Ohio legislature proposed cutting the commission's funding. As
June proceeds quickly to a close, it appears that all efforts (some of which
were almost heroic) to save the school programs of the commission and get
funding  restored by the legislature have failed. With this decision, Ohio
and the nation have lost the leading CRE state institution in the country.
    Established by the Ohio legislature in 1989, the commission provided
dispute resolution programs  and services throughout the state, working
with schools, courts, communities, and state and local government. Since
the early 1990s, the commission and the Ohio  Department  of Education

               CONFLICT RESOLUTION QUARTERLY, vol. 21, no. 1, Fall 2003 @ Wiley Periodicals, Inc., 1
                                        and the Association for Conflict Resolution

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