Wide-ranging essays engaging with all aspects of medieval romance, from textual studies to historical sources. The essays in this volume reflect the range and diversity of approach and of critical stance which have characterised romance studies in recent years. Amongst the areas of interest addressed are those of generic definition; the role of romance in relation to emergent ideas of nationalism; the complex associations between gender and genre, and between historical events and their expression in literature. Other issues explored are the transmission and reception of texts; the nature of the audiences; and the implications of critical theory for the reading of medieval romance. Contributors: MALDWYN MILLS, J.A. BURROW, DONNA CRAWFORD, A.S.G. EDWARDS, ARLYN DIAMOND, JOCELYN WOGAN-BROWNE, JOHN J. THOMPSON, THORLAC TURVILLE-PETRE, DIANA SPEED, JOHN SCATTERGOOD, COLIN RICHMOND, CAROL M. MEALE.

Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings was developed for educators, juvenile justice practitioners, and others in youth-serving organizations to heighten awareness of conflict resolution education and its potential to help settle disputes peacefully in a variety of settings. A joint project of the U.S. Department of Justice and the U.S. Department of Education, this Guide provides background information on conflict resolution education; an overview of four widely used, promising, and effective approaches; and guidance on how to initiate and implement conflict resolution education programs in various settings. As adults, we cannot solve young people's problems for them. We can, however, provide them with the knowledge, skills, and encouragement to resolve conflicts in a nonviolent manner, using words instead of fists or weapons. Conflict resolution education includes negotiation, mediation, and consensus decisionmaking, which allow all parties involved to explore peaceful solutions to a conflict. When these problem-solving processes to conflict and strife become a way of life, young people begin to value getting along instead of getting even or getting their way.