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THIS ARTICLE ATTEMPTS TO CONTRIBUTE TO PEACE ZONE THEORY AND ALSO HAVE A PRACTICAL USE FOR PEOPLE IN CURRENT AND FUTURE ZONES OF PEACE. INITIATORS AND SUPPORTERS CREATE ZONES OF PEACE, FOR CERTAIN PURPOSES, IN DISTINCT CONTEXTS. THE ARTICLE EXPANDS THE UNDERSTANDING OF CONFLICT-LIMITING MECHANISMS AND, USING FACTORS, WHICH IT OUTLINES, AS A FRAMEWORK OF KEY VARIABLES FOR ESTABLISHING ZONES OF PEACE IT OFFERS IDEAS FOR PUSHING KNOWLEDGE FURTHER AND TO HELP ORGANIZERS BETTER NEGOTIATE THE PRACTICALITIES OF THEIR CREATION.

Abstract
This paper studies an environment in which a decision maker choosing between acts may initially be unaware of certain consequences. We follow the approach of Karni and Vierø (2013) to modeling increasing awareness, which allows for the decision maker's state space to expand as she becomes aware of new possible consequences. We generalize the main result in Karni and Vierø (2013) by allowing the discovery of new consequences to nullify some states that were non-null before the discovery. We also provide alternative assumptions which strengthen the predictions of the belief updating model.

In our earlier work on generalizing from qualitative research (GQR) we identified our two-decade struggle to have qualitative research outcomes formally "listened to" by policy personnel and bureaucratic systems in general, with mixed success. The policy sector often seems reluctant to acknowledge that qualitative research findings can be generalized, so impacts tend to be informal or simply ignored. The "official" methodological literature on generalizing from qualitative research is epitomized by Lincoln and Guba's (1985) still oft quoted, "The only generalization is: there is no generalization" (p. 110). We now understand there are many alternative possibilities for generalizing. In this paper we hope to provide a platform for discussion on GQR. We suggest Normative Truth Statements (NTS) as a foundation. NTSs, used in our proposed generalizability cycle, are a potential key to ensuring designated qualitative research methodology provides a capacity for generalization—and therefore be considered as a valid form of evidence in policy decisions. In other words, we need a platform to articulate how to design qualitative research to maximize the type and scope of generalizability outcomes, referred to here as Designed Generalization from Qualitative Research (DGQR). Five steps of DGQR, using progressive NTSs in the generalizability cycle, are proposed as a way forward in understanding how generalizing from qualitative research may be made more transparent, accountable, and useful. The five steps are illustrated by reference to two example studies.

This article argues that the teaching of generalizations in today's social studies classrooms is seldom done well, if at all, and that it is time to reestablish this strategy as part of the everyday practice of social studies teachers. The authors review the history and value of generalizations in the classroom and provide some practical applications and examples of their use. The case is made that such practice will not only enhance the vibrancy of social studies classes and increase student interest, but will also enhance understanding of the content and improve the development of citizenship skills.

This study is part of a broader study on algebraic reasoning in elementary education. The research objective of the present survey, namely to describe generalization among second grade (7- to 8-year-old) students, was pursued through semi-structured interviews with six children in connection with a contextualized generalization task involving the function y = x + 3. Particular attention was paid to the structures recognized and the type of generalization expressed by these students as they reasoned. In all six, we observed three phases of inductive reasoning: (a) abductive, (b) inductive and (c) generalization. The students correctly recognized the structure at least once during the interview and expressed generalization in three ways. ; Spanish National Research Agency (AEI) ; European Fund for Regional Development (FEDER) ; Government of Spain - BES-2017-080124