From the course syllabus: This project combines aspects of a “traditional” research paper with a problem solving task. Students will develop a context-specific proposal for a project or program that is designed to create and/or consolidate the prospects for durable peace. The project will pay specific attention to the gendered aspects of peace building.
The assignment will be completed in two installments that each have a distinct purpose as part of the overall project.
Part 1: Research on Recent/Current Conflict
Choose a recent or current conflict and investigate how this conflict has affected women and men in different ways.Pay specific attention to the status and role(s) of women before, during, and after the conflict.Pay attention to the multifaceted impacts of conflict:Did women serve as combatants or in supporting roles to combatants?How did the conflict affect civilian women?Was there widespread sexual violence? Did women (and children) experience displacement?How did the conflict affect women’s economic situation?How did it affect their role in governance?
This portion of the paper must demonstrate thorough research into the gendered aspects of the chosen conflict.Learn as much as you can through a variety of sources and become an expert on the gendered aspects of the conflict.
The final section of this paper indicates an initial outline for three possible programs/projects to facilitate peacebuilding.The instructor will use these options to create pairs or small groups that will brainstorm on project design together.
You may use books, journal articles, newspapers, and various web-based sources, including those of international organizations and NGOs.However, you must be careful to evaluate sources for bias and may not use columns or opinion pieces, whether printed or on blogs.
Cite your sources. Make careful distinctions between your own assessments, and ideas and assessments from your sources. If you summarize or paraphrase material from a source, include a source citation (author’s last name and year of publication).If you quote the exact words from a source (i.e. use a phrase, sentence fragment, full sentence, or longer passage), then include the author’s last name, year of publication, and page(s) on which the quote can be found.
Part 2: Design Peace Building Project/Program
Now that you have become an expert on the gendered aspects of the chosen conflict, use your knowledge to formulate a project or program that is designed to foster peace.You are encouraged to pay particular attention to possibilities to improve the condition of women and/or improve gender relations.
You will work on the design of the project/program in pairs, but each write an independent paper that shows the common aims as well as the adaptation to the local situation.
You will need to specify:
What does the program aim to do? In what way does this contribute to peace?
Who is the target audience?Does the program serve women/men, adults/children, a specific age group or other specific target group (e.g. mothers/widows, ex-combatants, victims of sexual violence, etc.)?
What will be the duration of the program?Will it be a short term intervention or an ongoing endeavor?And why is the proposed duration appropriate to the program’s objectives?
Who will implement the program?Why are these individuals qualified to successfully implement the program?How will these implementers be located?
How will the success (or failure) of the program be evaluated?What will be the criteria for evaluation?
Format and length:
The final paper, including both part 1 and part 2, should be about 15 pages (or about 5000 words) long.Write for content, not to fill the requisite number of pages or meet the word count.You may want to aim for the two parts to be about equal in length. You will have an opportunity to improve upon part 1 after the graded version is returned to you.As you design you program, you may also discover you need additional information about some aspect(s) of the conflict.Although part 1 will have received a grade on its own, the final paper is judged not only in terms of the quality of the proposed project (although part 2 will weigh heavily in the evaluation of the final paper), but also in terms of its coherence and logic as a single, unified paper.
Use the template for the title page that is included at the end of this syllabus.The title page must include the paper’s title, your name, the course for which the paper was written, and the semester you wrote it. The title page must also include the signed and dated statement (in the box) that pledges the paper is your own, original work.Papers that do not include this statement and your signature will be considered to not have been submitted and will not be graded!
Use subheadings.At a minimum, it must be clear what portion of the paper is part 1 and what is part 2.
Another (very detailed) resource on APA style that’s readily accessible is online is: http://owl.english.purdue.edu/owl/resource/560/01/ (There is no need to provide an abstract, but the title page format example may be useful.)
Start your bibliography on a new page.Bibliographies should contain only those works actually cited or referenced in the text.In this case, your bibliography is likely to consist only of the two articles reviewed in the paper.
Number your pages.
Edit your paper.Check for any spelling or grammatical errors.Do not rely exclusively on your software’s built-in spell checker to catch your errors!
Double space the text.Use an acceptable font size, such as Times New Roman 12 pt.Use reasonable margins, such as 1 inch on all sides.
Staple your paper in the upper left-hand corner.No folders, plastic covers, paper clips, etc.
Turn in both a paper and an electronic version in MS Word. E-mail the electronic version to me at email@example.com and make sure the file name is in the following format:
Part 1: lastname-Part1
Part 2: lastname-Final
Organizations and Websites (from your course syllabus):
CodePink Women for Peace, see: http://www.codepink4peace.org/
Days for Girls, see http://www.daysforgirls.org/
FEMNET, see: http://femnet.co/
Gendercide Awareness Project, see: http://www.gendap.org/
The Girl Effect, see: http://www.girleffect.org/
Girl Rising, see: http://girlrising.com/
Human Rights Watch, see: http://www.hrw.org/
International Peace Institute, section on Women, Peace, and Security, see: http://www.ipinst.org/women-peace-a-security/programslist.html
No Women, No Peace, see: http://www.nowomennopeace.org/
Peacebuilders, see: http://www.peacebuilders.com/
PeaceMakers Incorporated, see: http://www.peacemakersincorporated.org/
PeaceWomen, see: http://www.peacewomen.org/
PeaceWomen Across the Globe, see: http://www.1000peacewomen.org/eng/aktuell.php
Room to Read, see: http://www.roomtoread.org
Silence Speaks, see: http://silencespeaks.org/
UN Action Against Sexual Violence in Conflict, see: http://www.stoprapenow.org/
UNGEI (Girls’ Education Initiative), see: http://www.ungei.org/
UN Women, see: http://www.unwomen.org/
United States Institute of Peace (USIP), see: http://www.usip.org/
Wilson Center’s Environmental Change and Security Program (includes gender equity issues), see: http://www.newsecuritybeat.org/
Women for Women International, see: http://www.womenforwomen.org/
Women’s International League for Peace and Freedom (WILPF), see: http://www.wilpfinternational.org/
Women Peacemakers Program, see: https://www.womenpeacemakersprogram.org/
Women’s Refugee Commission, see: http://womensrefugeecommission.org/
Women’s Rights Worldwide, see: http://womensrightsworldwide.org/organizations.html
WomenStats Project and Database, see: http://www.womanstats.org/
WomenWatch, see: http://www.un.org/womenwatch/
Women Without Borders, see: http://www.women-without-borders.org/