Negotiation and compromise is evaluating and selecting beneficial solutions for all parties involved in a relationship or agreement. Students will learn these skills by simulating potential relationships, and making decisions about how to interact with the people they work with when making a deal or solving a problem.

This lesson will introduce middle school students to assertive behavior as a tool for dealing with disagreements or conflicts with others.

Examines the causes of war, with a focus on practical measures to prevent and control war. Topics covered include: causes and consequences of national misperception; military strategy and policy as cause of war; US foreign policy as a cause of war and peace; and the likelihood and possible nature of another world war. Historical cases are examined, including World War I, World War II, Korea, and Indochina. Course topic: the causes and prevention of interstate war. Course goal: discovering and assessing means to prevent or control war. Hence we focus on manipulable or controllable war-causes. Covered topics include the dilemmas, misperceptions, crimes and blunders that caused wars of the past; the origins of these and other war-causes; the possible causes of wars of the future; and possible means to prevent such wars, including short-term policy steps and more utopian schemes. Covered historical cases include World War I, World War II, Korea, Indochina, and the Peloponnesian, Crimean and Seven Years wars.

In an increasingly interconnected world, communicating across cultures is a crucial skill in the international networks of business, science, and technology. Subject examines a range of communication styles and techniques resulting from different cultural norms and traditions. It begins with a general theoretical framework and then moves into case studies. Topics include understanding the relationship between communication and culture, differences in verbal and non-verbal communication styles, barriers to intercultural communication, modes of specific cross-cultural communication activities (e.g. argumentation, negotiation, conflict resolution) and intercultural adjustment. Case studies explore specific ways of communicating in Asian and European cultures. Graduate students are expected to complete additional assignments. Taught in English.It has become commonplace knowledge that globalization is one of the major forces shaping our world. If we look at the spread of information, ideas, capital, media, cultural artifacts--or for that matter, people--we can see the boundaries and borders that have historically separated one country or one group from another are becoming more and more permeable. For proof of this close to home, you need only to look at the composition of the MIT student body: 8 percent of the undergraduates and 37 percent of the graduate students are from 109 different countries. "Communicating Across Cultures" is designed to help you meet the challenges of living in a world in which, increasingly, you will be asked to interact with people who may not be like you in fundamental ways. Its primary goals are to help you become more sensitive to intercultural communication differences, and to provide you with the knowledge and skills that will help you interact successfully with people from cultures other than your own. We hope the course will accomplish those goals by exposing you to some of the best writers and scholars on the subject of intercultural communication, and by giving you a variety of opportunities to practice intercultural communication yourself. As you read the syllabus for this course, we hope you get a sense of our commitment to making this course a rewarding experience for you.

This initial section introduces the concepts of conflict and resolution. The pre-visit activity, Introducing Conflict and Resolution, asks students to analyze information, reflect on ideas, consider others' opinions, identify and define problems, and determine criteria for successful solutions. Visit www.pageatatime.org to see more about this collection.

This "Back Home Action Planning" unit offers an opportunity for individuals to plan how they will apply their new Cooperative Problem Solving skills in their back-home environment.

This unit explores the "Best Alternative to a Negotiated Agreement" or BATNA.

Cooperative Problem Solving is sometimes the best way to deal with a problem. However, sometimes other strategies are desirable. This unit looks at how it is possible to assess a situation and choose an appropriate approach.

Handout and trainers' guide on Cooperative Problem Solving.

The message of this unit that by understanding the difference between positions and interests, you greatly increase your ability to find common ground.

The message of this unit is that once we have discovered the interests of the parties to a conflict, it is often useful to generate options before developing an agreement.

An introduction to the concept of and issues involved in Cooperative Problem Solving.

The message of this unit is that it is only by listening to understand that we create the possibility of then being understood.

The way we raise an issue has a significant effect on the entire problem-solving process. By raising an issue in a constructive way, we set the stage early for resolving the conflict productively. The purpose of this unit is to give participants an opportunity to practice and explore this type of problem solving.

The message of this unit is that emotions are normal in a conflict situation, and they can contribute to problem solving if you learn how to manage them.

The message of this unit is that there are certain techniques available that can make it easier to develop agreements: one of them is using standards.

This unit deals with one of the "non-linear" dimensions of cooperative problem solving - perceptions. If we understand that each of us experiences the world differently, then we can use our different perceptions as sources of creativity and understanding, rather than as sources of dissent.

Students brainstorm in small groups about the things that make them feel angry. These are discussed and the idea of the "feeling thermometer" is introduced.

Core subject for students majoring in management science. Surveys individual and social psychology and organization theory interpreted in the context of the managerial environment. Laboratory involves projects of an applied nature in behavioral science. Emphasizes use of behavioral science research methods to test hypotheses concerning organizational behavior. Instruction and practice in communication include report writing, team decision-making, and oral and visual presentation.