Worlds in a Small Room

In the lead article of this symposium, Marc Galanter points out that steeply declining trial rates hold true across a variety of trial genres, including state and federal courts, criminal and civil matters, and even federal administrative agencies\u27 own trial equivalents. This brief essay will explore a new setting in which to examine Galanter\u27s thesis

Patterns of Bias in Mediation

The last few years\u27 discussion of mediation is imbued with a certain born again quality. The enthusiasm is understandable in view of the attractive features of this process; but it has obscured the facts that no process works well for everyone, and that for some people, mediation is worse than useless. In view of the general tide of professional opinion that mediation is a better process for resolving disputes, qualifications and reservations are easily enough overlooked, and better for whom? is not a particularly popular questio

Assessing Our Students, Assessing Ourselves: Volume 3 in the Rethinking Negotiation Teaching Series

In 2011 more than 60 of the world’s leading negotiation scholars gathered in Beijing for the Rethinking Negotiation Teaching project’s third and final international conference. The event, like the preceding conferences in Rome and Istanbul, was designed to inspire a diverse and energetic group of scholars to push forward their thinking on what is taught and how it is taught in contemporary negotiation courses. The resulting productivity required two volumes. This one is devoted to the challenge of assessment. The choice and application of assessment methods can have a tangible effect on student learning, and this is translated here into an operational principle: that intentional use of adroitly chosen assessment methods can lead to more precise, more practical and even “deeper” learning. This volume’s chapters suggest how, in a variety of ways. The collection is presented not as a closed list of evaluation methods, but as a half-filled toolbox. Teachers are invited to consider and try out a mixture of these methods - and to view the creativity they involve as an invitation to create (and share) their own new, and we hope, increasingly sophisticated tools.https://open.mitchellhamline.edu/dri_press/1002/thumbnail.jp

Assessing Our Students, Assessing Ourselves: Volume 3 in the Rethinking Negotiation Teaching Series

In 2011 more than 60 of the world’s leading negotiation scholars gathered in Beijing for the Rethinking Negotiation Teaching project’s third and final international conference. The event, like the preceding conferences in Rome and Istanbul, was designed to inspire a diverse and energetic group of scholars to push forward their thinking on what is taught and how it is taught in contemporary negotiation courses. The resulting productivity required two volumes. This one is devoted to the challenge of assessment. The choice and application of assessment methods can have a tangible effect on student learning, and this is translated here into an operational principle: that intentional use of adroitly chosen assessment methods can lead to more precise, more practical and even “deeper” learning. This volume’s chapters suggest how, in a variety of ways. The collection is presented not as a closed list of evaluation methods, but as a half-filled toolbox. Teachers are invited to consider and try out a mixture of these methods - and to view the creativity they involve as an invitation to create (and share) their own new, and we hope, increasingly sophisticated tools.https://open.mitchellhamline.edu/dri_press/1002/thumbnail.jp

Transcriptional analysis of the bglP gene from Streptococcus mutans

BACKGROUND: An open reading frame encoding a putative antiterminator protein, LicT, was identified in the genomic sequence of Streptococcus mutans. A potential ribonucleic antitermination (RAT) site to which the LicT protein would potentially bind has been identified immediately adjacent to this open reading frame. The licT gene and RAT site are both located 5' to a beta-glucoside PTS regulon previously described in S. mutans that is responsible for esculin utilization in the presence of glucose. It was hypothesized that antitermination is the regulatory mechanism that is responsible for the control of the bglP gene expression, which encodes an esculin-specific PTS enzyme II. RESULTS: To localize the promoter activity associated with the bglP locus, a series of transcriptional lacZ gene fusions was formed on a reporter shuttle vector using various DNA fragments from the bglP promoter region. Subsequent beta-galactosidase assays in S. mutans localized the bglP promoter region and identified putative -35 and -10 promoter elements. Primer extension analysis identified the bglP transcriptional start site. In addition, a terminated bglP transcript formed by transcriptional termination was identified via transcript mapping experiments. CONCLUSION: The physical location of these genetic elements, the RAT site and the promoter regions, and the identification of a short terminated mRNA support the hypothesis that antitermination regulates the bglP transcript

Assessing Our Students, Assessing Ourselves: Volume 3 in the Rethinking Negotiation Teaching Series

In May 2010, more than 50 of the world\u27s leading negotiation scholars gathered in Beijing, China for the Rethinking Negotiation Teaching project’s third international conference designed to critically examine what is taught in contemporary negotiation courses and how we teach them, with special emphasis on how best to translate teaching methodology to succeed with diverse, global audiences. We chose China is the ideal venue to conclude our project’s inquiry, not only because of its own long history with negotiation, internal and external to the country, but because it is a nation with which, tensions or no tensions, every other nation must negotiate in the future. Yet, China has been almost unrepresented in the modern literature – at least, in the literature that is expressly about “negotiation.” Chinese scholars and practitioners also have yet to assert much influence in the global negotiation training market. Our hope was that the conference would serve as a springboard for the entry into this field, at a sophisticated level, of Chinese and other Asian scholars whose deep experience in many related subjects has yet to be fully felt in their implications for the field of negotiation. The contents of this volume, as well as the fourth and final volume in this teaching series – Educating Negotiators for a Connected World (Honeyman, Coben, and Lee 2012), suggest we may have succeeded in that particular goal

Educating Negotiators for a Connected World: Volume 4 in the Rethinking Negotiation Teaching Series

In 2011 more than 60 of the world\u27s leading negotiation scholars gathered in Beijing for the Rethinking Negotiation Teaching project’s third and final international conference. The event, like the preceding conferences in Rome and Istanbul, was designed to inspire a diverse and energetic group of scholars to push forward their thinking on what is taught and how it is taught in contemporary negotiation courses. The resulting productivity required two volumes. This one wraps up the project as a whole. Multi-disciplinary and multi-national teams address the challenges of teaching negotiation in the face of profound cultural difference; move forward a project special focus on “wicked problems” (those ill-defined, ambiguous challenges for which even defining “the problem” is elusive, let alone attaining a “solution”); design innovative and concrete teaching tools for use both in and outside of the classroom; and introduce an array of new topics for the field, ranging from the possibilities of “informal” education to the role of physical movement in negotiation instruction.https://open.mitchellhamline.edu/dri_press/1003/thumbnail.jp

Educating Negotiators for a Connected World: Volume 4 in the Rethinking Negotiation Teaching Series

In 2011 more than 60 of the world\u27s leading negotiation scholars gathered in Beijing for the Rethinking Negotiation Teaching project’s third and final international conference. The event, like the preceding conferences in Rome and Istanbul, was designed to inspire a diverse and energetic group of scholars to push forward their thinking on what is taught and how it is taught in contemporary negotiation courses. The resulting productivity required two volumes. This one wraps up the project as a whole. Multi-disciplinary and multi-national teams address the challenges of teaching negotiation in the face of profound cultural difference; move forward a project special focus on “wicked problems” (those ill-defined, ambiguous challenges for which even defining “the problem” is elusive, let alone attaining a “solution”); design innovative and concrete teaching tools for use both in and outside of the classroom; and introduce an array of new topics for the field, ranging from the possibilities of “informal” education to the role of physical movement in negotiation instruction

Educating Negotiators for a Connected World: Volume 4 in the Rethinking Negotiation Teaching Series

In 2011 more than 60 of the world\u27s leading negotiation scholars gathered in Beijing for the Rethinking Negotiation Teaching project’s third and final international conference. The event, like the preceding conferences in Rome and Istanbul, was designed to inspire a diverse and energetic group of scholars to push forward their thinking on what is taught and how it is taught in contemporary negotiation courses. The resulting productivity required two volumes. This one wraps up the project as a whole. Multi-disciplinary and multi-national teams address the challenges of teaching negotiation in the face of profound cultural difference; move forward a project special focus on “wicked problems” (those ill-defined, ambiguous challenges for which even defining “the problem” is elusive, let alone attaining a “solution”); design innovative and concrete teaching tools for use both in and outside of the classroom; and introduce an array of new topics for the field, ranging from the possibilities of “informal” education to the role of physical movement in negotiation instruction.https://open.mitchellhamline.edu/dri_press/1003/thumbnail.jp