113HS-267F-1 – Humanitarian Negotiation Alain Lempereur, Alan B. Slifka Professor in Coexistence and Conflict Resolution

Start and End Dates: March 17 – May 5Class Time: Spring 2017, Friday, 2:00 pm – 4:50 pmMeeting Room: Heller, 163Please consult LATTE for the most recent version of the syllabus.

Contact informationOffice Hours: Sign up on the Google Doc (in-person or online)Email: lempereur@brandeis.eduSkype ID: Alain-LempereurMobile Phone: 617-775-4530Office: Heller School Building, 106

Course DescriptionHumanitarian actors negotiate or mediate to protect the lives affected by nature- or human-made disasters. They seek the license to operate to get access to the most vulnerable and assess their needs. They engage the relevant stakeholders at all levels; they persuade them to take action and they stay engaged to alleviate suffering as long as necessary. This humanitarian diplomacy class builds on the Responsible Negotiation methods course. It analyzes 150 years of frontline negotiators’ contribution; it explores real-life cases involving organizations like ICRC, MSF, OCHA, WFP, or NRC; and it provides an inquiry-based framework to support field practice.

Learning ObjectivesExploring negotiation responsibility of humanitarian actorsBy the end of this course, you will be able to:

Identify the challenges and dilemmas of humanitarian negotiators; Assess your relational and transactional skills as a potential humanitarian negotiator; Foster a multi-layer responsibility as negotiator to engage people, to problem-solve

constructively, and to facilitate an empowering process. Effectively engage with people using guiding principles/methods that:

Put people first (humanity, the needs of the most vulnerable, impartiality, proximity, identity, benevolence, cultural components, etc.). 

Network, aim for sustainable working relationships and overcome roadblocks and difficult behaviors.

Structure instructions, organizations, coordination and coalitions. Ensure dynamic mapping of stakeholders (including the aid recipients, local

communities, principals, headquarters, implementers, other humanitarian agencies, host governments, the elders, bystanders, the non-state armed groups, commanders and soldiery, perpetrators, the press, etc.). 

Humanitarian Negotiation (2017) | Alain Lempereur, Alan B. Slifka Chair Professor 2

Constructively solve problems through negotiations so that you: Leverage humanitarian values, principles, and norm compliance (humanity,

impartiality, neutrality, etc.) beyond political/economic/religious/procedural obstacles in the search for adequate solutions (legitimate, legal, doable).

Look for broadly acceptable solutions and agreements, which best respond to operate safely in the host country, i.e. maximizes assistance and protection, while minimizing risks for all.

Achieve positive humanitarian impact of solutions on beneficiaries and make the general environment safe, protective, caring, sustainable.

Successfully facilitate negotiations through processes that: Carry on a facilitative process to have access to, and to protect the most vulnerable in

a timely fashion. Empower beneficiaries at all stages, from assessing needs to implementing

operations, reviewing them and handing them over, when appropriate. Build ownership of the solutions with all. Implement local agreements in practice and overcome possible roadblocks at all

levels (strategic, operational and ground). Ensure broad accountability for any decision (i.e. not only with principals, but beyond

the traditional two-level power structure) and provide feedback loops.

Course Materials and ResourcesReading the following books is strongly recommended for this course. Junod, M. (1982) Warrior without Weapons. Geneva, Switzerland: ICRC. Magone, C., Neuman, M. & Weissman, F. (ed.) (2011). Humanitarian Negotiations

Revealed. The MSF Experience. New York, NY: Columbia University Press. Mancini-Griffoli, D. & Picot, A. (2004). Humanitarian Negotiation. A Handbook for

Securing Access, Assistance and Protection for Civilians in Armed Conflict, Hd (Center for Humanitarian Dialogue): Geneva.

This course builds on the Responsible Negotiation semester course at the Heller School (HS244a), where the book The First Move. A Negotiator’s Companion (Lempereur, A., Colson, A. & M. Pekar, Wiley, 2010) is a required reading. As a student, you are therefore in one of the following situations:

a. You have attended the Responsible Negotiation course. Then please refresh your memory by rereading your class notes and the book before the class starts. Think of how what you learnt might apply or not to humanitarian situations and negotiations.

b. You have not attended the Responsible Negotiation course. You are then expected to catch up and read the book The First Move. A Negotiator’s Companion. You can also sign up for the online module course HS-613-F - Responsible E-Negotiation Across Cultures, which will be offered on Friday morning during the second semester.

Additional materials are available in LATTE.

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Teaching Approach Meetings and InteractionsThis course consists of 7 class sessions taught once a week for 3 hours per class. April 28 class has been cancelled and is replaced by a morning class on April 21. As participants, you are sometimes asked to meet before class in order to prepare your assignments in groups.

ActivitiesThe course features practical simulations (role plays) that involve group work. Please see Appendix A at the end of the syllabus for details. Students will also review and analyze case studies, exercises and videos.

RequirementsAttendance and Punctuality Attendance means more than just coming to class and signing the attendance list. In order to benefit from experiential learning, you are required to attend every session, barring documented illness. Please arrive on time at the beginning of every class and after each session break. If you know you will be absent or late for a legitimate reason, make sure you warn in advance your instructor, who cannot accept unexcused absences.If you cannot avoid missing one Friday class meeting, make sure you do its assigned readings, and get in contact afterwards with a student who was present in class, in order to catch up with the learning purposes of that day, of its simulation, discussion and theories. You are expected to ask the instructor for a make-up assignment.Should you miss more than one scheduled session, unfortunately, you will not qualify for the two credits of this course.

Active ParticipationIt is expected that you will actively participate in pre-class work and address specific questions or issues in each session. The instructor will be especially attentive to everyone’s participation. Enjoy complete academic freedom in the classroom, within the limits defined by mutual respect and courtesy. Students’ diversity in the course will make the conversation rich and sometimes challenging. Feel free to share your thoughts, but as in any negotiation, beware not simply of the intentions of your words, but also of their impact and unintended consequences. Humanitarian negotiations create special challenges that you must remain attentive to. The Heller School faculty and students are committed to creating a safe environment for learning. Verbal aggressions are not tolerated.

Assignments and ReadingsIn order to ensure active participation in the best possible conditions, make sure you read all materials and complete the assignments listed below and in LATTE. You should submit the required documents before the deadline. For the preparation of each class, please annotate the readings, and write down what you have learned from the simulation. Be ready to discuss the simulation process and results to allow well-informed online discussions.

Writing RequirementsThe writing assignments are intended to strengthen your negotiation skills, to encourage you to approach reading materials critically, to foster improved research and writing skills, and to serve

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as a basis for contributing to class discussion and a diversity of opinions. You are expected to devote careful attention to the quality of your written work, as well as its substance. Honesty matters in all academic work, and is strictly enforced by the instructor. All written work for this course must include appropriate citation of the sources used. Please review the University Academic Standards in Appendix B for more detail about Academic Honesty.

Individual and Group AssignmentsUnless instructed otherwise, all written assignments must have your name in the file title and be typewritten, double-spaced in 12-point font with 1-inch margins. Unless mentioned otherwise, your assignment must be uploaded to LATTE, as a Microsoft Word attachment, either before class, in class, or after class, according to the dates below. Submit your written assignments on time. Late submissions are sanctioned by half-a-grade down.

Description of Graded Activities and Assignments

10% Class Participation Sessions 1-7

Attendance, punctuality, interactions, feedback Preparation of the simulations, and participation in the role-plays Participation on LATTE (minimum one online activity each week)

10% Group Assignment 1 Due: Session 2 by Friday, March 24

Prepare the designated chapter from Warrior without Weapons. Group 1: Spain (1936), 87-110 Group 2: Spain (1936), 111-134 Group 3: Germany-Poland (1939), 137-155. Group 4: Germany-France (1940), 156-174. Group 5: Germany-England-Greece (1940), 175-206. Group 6: Germany-England-Russia (1941-44), 207-232.

The purpose is to analyze “Marcel Junod” as an ICRC humanitarian negotiator. After reading the assigned chapter individually, discuss it before class with your group members. Identify the negotiations at stake and be ready to summarize them orally in class. Use the SANITAS framework to describe the negotiations/mediations Junod faced:

S ee A ssess N egotiate I nquire and inform T rigger the humanitarian impulse A lleviate suffering S tay engaged

20% Group Assignment 2 Due: Session 3 by Friday, April 7

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Each student group should prepare a presentation and engage in the following tasks: Choose one humanitarian diplomat in the list that is provided in Appendix C,

or validate any other humanitarian negotiator with the instructor. On a Google document that will be provided, indicate the names of your group members and of the selected negotiator. Each group has to select a different negotiator.Due: Friday, March 31st.

Make research about the humanitarian negotiator you chose. Prepare 5 PowerPoint slides for your group’s oral presentation. Use the Heller

COEX PowerPoint template. After the title slide, introduce briefly the negotiator (1 slide), present and analyze one of his or her negotiations (1 slide), possibly with a movie clip you have identified, the lessons learnt (1 slide) and the book, or any further reading or web source, as to allow the class members to explore further the topic in question (1 slide).Due: Tuesday, April 4 th : Submit your PowerPoint presentation on Latte, so that all presentations can be consolidated in one document.

Deliver your 10-minute oral presentation in class. Make sure you rehearse the day before as a group, time your intervention, and synchronize it with your slides. If you can, make everyone participate. There will also be time for Q&A and feedback. Each group will be allocated a 10-minute time slot. You will also be asked to send feedback about your classmates’ presentations. Due: Friday, April 7th: Group oral presentation.

10% Group Assignment 3 Due: Session 4 by Friday, April 21

Prepare the designated chapter from Humanitarian Negotiations Revealed. The MSF Experience.

Group 1: Sri-Lanka, 15-34 Group 2: Somalia, 77-94 Group 3: Myanmar, 109-128 Group 4: Afghanistan, 39-68 Group 5: Gaza Strip, 95-108 Group 6: Nigeria, 129-146

The purpose is to analyze the MSF experience of humanitarian negotiation. After reading the assigned chapter individually, discuss it before class with your group members. Identify the key features of the MSF humanitarian negotiations in question. Use the 7P framework for analysis:

Place of intervention and negotiation (country, region, etc.) Planning of intervention (dates, sequence, length, meetings, etc.) People who were concerned (MSF, authorities, arm bearers, beneficiaries, etc.) Purpose of negotiation Process Moves and Methods Principles Product of the negotiation

40% Individual Assignment 1 Due: Friday, April 28

Write a final paper on humanitarian negotiation (6-8 pages). You should engage in

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the following tasks: Choose one key challenge or dilemma that humanitarian negotiators might

face. On a Google document that the instructor will share with you, summarize in a sentence the topic you selected. Determine which one of the three following options you will use to address it, as well as the book you plan to mobilize. Please submit your choice of option with your choice of dilemma on Google:

a. Theory Paper. Find and read at least one book or substantial text. Then show by extracting theories, concepts or tools how it helps address the humanitarian issue you chose.

b. Case Study. Find and read at least one book or substantial text containing a specific case study that contains a humanitarian negotiation. Clarify if and how the issue you chose was addressed and determine if leaders negotiated responsibly in that situation.

c. Simulation, Find and read at least one book or substantial text about theory and/or a case study. Then write the general and confidential instructions for a simulation, as well as the teaching notes (2-3 pages) that build on your book or substantive text.

Due: Friday, April 7th. Write your paper (6-8 pages, including endnotes and bibliography). Remember to

put your name and to number the pages. If English is not your native language, make sure your text is proofread and edited before submission. As your final paper is an academic writing assignment, please use the APA writing format, with appropriate references to literature, readings, and or/lectures. A bibliography of quality (and not simply Web links or URLs) is expected, as well as explicit connections to the readings of the course.

Due: Friday, April 28th: Download it on Latte

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Details of Weekly Sessions

Session 1

March 17 Humanitarian Diplomacy and The SANITAS Framework

Learning Objectives

Celebrate early humanitarian negotiation Grasp humanitarian diplomacy evolution Understand what makes a negotiation or a

mediation humanitarian: Who? For whom? With whom? About what?

Acquire an inquiry-based framework, with motivations, humanitarian trigger and adequate solutions

Systematize a framework (SANITAS) to plan, operate and withdraw from a humanitarian intervention

RequiredReadings&Assignments

Read the class syllabus. Read Régnier, P. (2011), “The emerging

concept of humanitarian diplomacy: identification of a community of practice and prospects for international recognition,” International Review of the Red Cross, Vol. 93, #884, Dec 2011, 1211-1237.

Read Lempereur, A. (2016), “Humanitarian negotiation to protect: John Rabe and the Nanking International Safety Zone (1937-1938),” Group Decision and Negotiation.

If you have never read it, discover Dunant, H. (1939), A Memory of Solferino, Geneva: ICRC.

If you have never read it, consult Lempereur, A., Colson, A. (2010), The First Move. A Negotiator’s Companion.

Class Activities

Introduction: humanitarian diplomacy from Dunant up to now

John Rabe & Nanking Safety Zone SANITAS Framework

Additional Resources Veuthey, M. (2012), Humanitarian Diplomacy: saving it when it is most needed, In: A. Vautravers & Y.

Fox (eds), Humanitarian Space. Webster University Geneva. 16th Humanitarian Conference. Geneva (Switzerland): Webster University, 195-208.

Minear, L. and Smith H., eds (2007). Humanitarian Diplomacy: Practitioners and their Craft. Tokyo: United Nations University Press.

Lempereur, A. and Herrington, R. (2016), Responsibility to protect trumps business as usual: How corporate leaders build heroism to face atrocities, In: J. Forrer & C. Seyle (eds), Business and the Responsibility to Protect. Cambridge (UK): Cambridge University Press.

Rabe, J. (1998), The Good Man of Nanking. The Diaries of John Rabe, translated by John E. Woods, New York: Vintage Books, Random House.

Watch for example the movies “Henry Dunant: Red on the Cross” (2006) or “City of War: the Story of John Rabe” (2009).

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Session 2

March 24 Humanitarian Negotiation : The ICRC Experience (1)

Learning Objectives

Explore ICRC negotiation in the field Identify the tension and necessary

cooperation between headquarters and the field

Understand the connection between humanitarian law and negotiations

Distinguish negotiating individuals, organizations and systems

RequiredReadings&Assignments

Group Assignment 1 on Junod (see above for details)

Read Grace, R. (2015), Understanding Humanitarian Negotiation: Five Analytical Approaches, ATHA White Paper Series, Humanitarian Academy at Harvard, 17 pages.

Read Mancini-Griffoli, D. & Picot, A (2004), Humanitarian Negotiation. A Handbook for Securing Access, Assistance and Protection for Civilians in Armed Conflict, Hd (Humanitarian dialogue), Geneva, 19-22.

Consult the ICRC website, as well as Peter Maurer’s page and interview: “Humanitarian diplomacy and principled humanitarian action” (the 5-minute introduction is in French, but Peter Maurer’s speech is in English).

Read Harroff-Tavel, M. (2006), “The Humanitarian Diplomacy of the International Committee of the Red Cross,” African Yearbook on International Humanitarian Law, 1-16.

Class Activities

Group presentations on Junod ICRC negotiators’ interviews

Distribution of the instructions for the Guantama simulation

Additional Resources Grace, R. (2015), Humanitarian negotiation: key challenges and lessons learnt in an emerging field,

ATHA White Paper Series, Humanitarian Academy at Harvard, 12 pages.Read (2012), Briefing: why humanitarians wary of ‘humanitarian corridors’”, IRIN

Loane, G., Barriers to Negotiating Humanitarian Access: The Experience of the ICRC, London: ICRC.

Daniel Palmeri (2014), “The International Committee of the Red Cross in the First World War”, ICRC Website

Jackson, A. & Davey, E. (2014). “From the Spanish civil war to Afghanistan: Historical and contemporary reflections on humanitarian engagement with non-state armed groups”, HPG Working paper, May 2014.

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Session 3

March 31 Humanitarian Mediation: : ICRC Experience (2)

Learning Objectives

Differentiate humanitarian mediation from political mediation

Explore ICRC mediation potential

Connect humanitarian principles and mediation principles

Practice the power of active perceiving

RequiredReadings&Assignments

Read the Guantama instructions Submit the name of the humanitarian

diplomat for your group presentation Read ICRC (2015), Analytical Report on

ICRC Negotiation and Mediation Practices, Humanitarian Negotiation Exchange (HNx), Geneva: ICRC, Oct 2015, 20 pages.

Read “ICRC’s Humanitarian mediation during WWII to relieve the famine in Greece”

Consult the following videos on humanitarian mediation and identify similarities and differences of approaches:o Yemen, 1964: André Rochat, ICRC

delegate in a prisoners’ exchange

o Israel, 1972: Francois Perez, ICRC delegate, in an hostage crisis

o Iran/Irak, 1981: Another prisoners’ exchange

o Colombia, 2014: Jordi Raich Curco, ICRC delegate

Lempereur, A. & Willer, E. (2016). “The Mediator as the Eye of the Storm: Active Perception of the Non-Verbal,” American Journal of Mediation, 2017.

Read the preparatory document and the report of the humanitarian mediation working group of the center of competence on humanitarian negotiation

Class Activities

Guantama simulation and discussion Humanitarian mediation principles

Distribution of the HCA instructions

Additional Resources Bruderlein, C., Egendal, R., Lempereur, A, & Melandri, L. (2015), “Humanitarian Negotiation in

Practice,” ATHA. Briefing: why humanitarians wary of ‘humanitarian corridors’, IRIN (2012). Consult the websites of other international humanitarian organizations, such as UNHCR, UNOCHA

and WFP, and compare their work with the ICRC. Egeland, J, Harmer, A. & and Stoddard, A. (2011), To Stay and Deliver: Good Practices for

Humanitarians in Complex Security Environments. Geneva: UNOCHA. McHugh Gerald & Bessler, M. (2006), Guidelines on Humanitarian Negotiation with Armed Groups.

New York, NY: UNICEF. McHugh Gerald & Bessler, M. (2006), Humanitarian Negotiations with Armed Groups. New York,

NY: UNOCHA.

There is no class on April 14 (spring break). Keep in mind the two sessions on April 21.

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Session 4

April 7 Humanitarian Levels of Negotiation Intervention

Learning Objectives

Exemplify humanitarian diplomacy Differentiate negotiation in humanitarian

action, administration, operation and organization

Understand the role of negotiation at different levels of intervention

Leverage the three levels of negotiation: strategic, operational and ground

RequiredReadings& Assignments

Group Assignment 2 on humanitarian diplomats (see above for details)

Watch Per Anger’s talk on “Wallenberg” at Ann Arbor University

Watch the movie “Wallenberg, a Hero’s Story” (1985)

Submit the topic for your final paper

Class Activities

Group presentations on humanitarian diplomats

Wallenberg, negotiator and organizer

Distribution of the instructions for the HCA (part 1) simulation

Additional Resources M. Paldiel. Diplomat Heroes of the Holocaust. KTAV Publishing House. Brooks, J. (2015), “For Humanitarians, Negotiating the Non-Negotiable”, ATHA. Minear, L. (2007), The craft of humanitarian diplomacy. Larry Minear, Hazel Smith (Ed.).

Humanitarian Diplomacy Tokyo: United Nations University Press, 7-35. R. Wallenberg (2012), Letters and Dispatches (1924-1944). Centennial edition. Watch the movie “Good Evening, Mr. Wallenberg” (1990)

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Session 5 (this session runs in the morning between 9.00 and 11.50)

April 21 Cultural Adaptation and Networking: The MSF Experience (1)

Learning Objectives

Distinguish the relational and transactional aspects of humanitarian negotiations

Adjust frameworks to the local context

Determine the specific humanitarian negotiation challenges of NGOs

Build sustainable relationships and networks

RequiredReadings&Assignments

Group Assignment 3 on MSF experience (see above for details)

Read the HCA simulation (part 1) Consult the website of MSF Jackson, A. (2014), “Humanitarian

negotiations with armed non-state actors: key lessons from Afghanistan, Sudan and Somalia”, Policy Brief #55, HPG, Mar 2014.

Read Avruch, K. (2004) “Culture as context, culture as communications: considerations for humanitarian negotiators,” Harvard Negotiation Law Review, Vol. 9, 391.

Watch the video by Fabrice Weissman, “Humanitarian Negotiations Unveiled: in the front line of Médecins Sans Frontières”

Class Activities

Group presentation on MSF experience HCA simulation (part 1) and discussion

Distribution of the instructions for the HCA simulation (part 2)

Additional Resources Herrero, S. (2014), “Negotiating humanitarian access: between a rock and a hard place,”

Professionals in Humanitarian Assistance and Protection (PHAP). Arafat, J., UNHCR: Access to safety? Negotiating protection in a Central Asian emergency, Geneva:

UNHCR. Watch the documentary “Triage.” Consult the Website of Global Humanitarian Assistance.

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Session 6

April 21 Host Country Agreements: The MSF Experience (2)

Learning Objectives

Identify possible redlines in humanitarian negotiations, as well as the zone of possible agreement

Overcome national and local roadblocks Help protect medical staff and facilities

Strike the balance between legal certainty and flexibility

Maximize implementation of agreements

RequiredReadings & Assignment

Read the HCA simulation – Part II Read C. Perre (2016). Shield. Evaluation

Report (2012-2015), MSF. Read Kunduz Read Galli, A. (2014), Humanitarian

negotiations: Constraints on humanitarian space and the challenges of compliance with IHL, Professionals in Humanitarian Assistance and Protection (PHAP).

Read Belliveau, J. (2015). Red lines and al-Shabaab: negotiating humanitarian access in Somalia. Clingendael, Netherlands Institute of International Relations, March 2015.

Class Activities

HCA simulation – Part 2 and discussion The Kunduz case

Distribution of the Community Conflict

Additional Resources Slim, H. and Mancine-Griffoli, D. (2007), Interpreting Violence. Anti-civilian thinking and practice

and how to argue against it more effectively, Geneva: Humanitarian Dialogue (Hd) Brooks, J. (2015), “For Humanitarians, Negotiating the Non-Negotiable”, ATHA. Cutts, M. UNHCR: The Humanitarian operation in Bosnia, 1992-1995: the dilemmas of negotiating

humanitarian access, Geneva: UNHCR. Belanger, J. & Horsey, R. (2008), “Negotiating humanitarian access to cyclone-affected areas of

Myanmar: a review,” Humanitarian Exchange Magazine, #41, Dec 2008. Lempereur, A., Colson, A. & Pekar, M. (2010), The First Move. A Negotiator’s Companion.

Chapter 2, pp. 29-58. Lempereur, A. (2015), “For Responsible Negotiation Meetings: Concocting a Vaccine against

Meetingitis.” Decision Making and Negotiations e-Journal, Vol. 6, #12, Sep 2015, SSRN.

There is no class on April 28. Do not forget to submit your individual assignment.

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Session 7

May 5 Frontline Negotiations: Talking to the Other Side

Learning Objectives

Discern the specific challenges of non-state armed groups

Overcome local roadblocks

Practice active communication and manage difficult behaviors

RequiredReadings & Assignment

Read the Community Conflict simulation, Conflict Dynamics International. Write down the motivations of both sides.

Read Bangerter, O. (2011), “Reasons why armed groups choose to respect international humanitarian law or not,” International Review of the Red Cross, Vol. 93, #882, June 2011, 353-384.

Watch the video Jackson, A. (2013). “Humanitarian Negotiations: Talking to the Other Side.”

Read Jackson, A. (2012), “Talking to the other side: Humanitarian engagements with armed non-state actors,” Policy Brief #47, HPG, June 2012.

Read Slim, H. (2003), Marketing Humanitarian Space: Argument and Method in Humanitarian Persuasion, Humanitarian Negotiators Network, Talloires: Humanitarian Dialogue (Hd).

Read CCHN (2017), Final Report of the 2016 Annual Conference

Class Activities

Community Conflict simulation and discussion

Final Q&A

Additional Resources Glaser, M. (2003), Humanitarian engagement with armed non-state actors, Car Center for Human

Rights Policy, Harvard Kennedy School of Government. Mosel, I. & Jackson, A. (2013), “Talking to the other side: Humanitarian negotiations in Southern

Kordofan and Blue Nile, Sudan,” HPG Working paper, Humanitarian Policy Group, July 2013. Jackson, A. & Aynte, A. (2013), “Talking to the other side: Humanitarian negotiations with Al-

Shabaab in Somalia,” HPG Working paper, HPG, Dec 2013. Lempereur, A., Colson, A. & Pekar, M. (2010), The First Move. A Negotiator’s Companion.

Chapters 5 and 6, 119-176. Martin, P. “Getting Physical about negotiation: Bodywork for enhanced performance, protection and

perception,” Working Paper, (2017).

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Appendix A: Negotiation SimulationsPlease make sure:

To read your instructions beforehand on Latte: Most of the time, general and confidential instructions for simulations will be available two weeks before a session and must be prepared carefully. It is crucial you read your instructions before you meet online with the designated partners in a simulation, so that you make these interactions timely and most fruitful. When teamwork is assigned, please contribute your fair share to the group; this will also be the best way to make it meaningful to you. If you feel a member of a group does not contribute a fair share, view the situation as a negotiation and help him or her work it out. As you will be assigned different roles in negotiation simulations, you are asked not to share your instruction sheets with students who are not on the same side as you in the e-negotiations.

To role-play with your classmates: You will be asked to negotiate in pairs or in teams, with designated partners by E-mail, Skype or other modes. You will work with as many diverse classmates as possible, most often before the weekly videoconference. Strive to respect deadlines, in order to report the results of your negotiations in a timely fashion, so that the instructor can share them with other students.

To debrief and discuss internally with your designated partners: Once you are done with a simulation, you will often be asked to capture its results in writing through an activity report, whatever the outcome is, whether you reach agreement or not. Separately, you will also write down the key lessons for yourself as a negotiator in your personal journal. If email negotiations are involved, you might be asked to provide the transcripts of your interactions. E-negotiations are great opportunities for you as a participant to learn from your classmates, to understand what works well and what could be done differently. Internal debriefings take place in more intimate settings and are great ways for you to know more about your strengths and challenges, i.e. to grow your e-negotiation skills throughout this course.

To discuss with the entire group in general debriefings, through exchange of good practices and awareness of bottlenecks: After each simulation, write down one or two points you might want to share weekly with the entire class. When you interact with the class through videoconference or chatting, keep your interventions short. Learn as much as you can from other students. You will often use Pigeonhole to ask or select your most important questions. The instructor will do the best to involve as many students as possible. Debriefings are rarely about what is right or wrong, but about the range of possibilities that are open to you. They are opportunities to explore the forest beyond the tree, i.e. to consider issues that might have been overlooked. You will be amazed by how much processes and results diverge for different negotiations. Sometimes you might be proud about your achievements in the simulations, sometimes disappointed, sometimes even angry or ashamed. Acknowledge these feelings as normal and as part of the learning process. Though it may be hard at times, try not to take things too personally, and do not be too hard on yourself or others. Do not be over-indulgent either. Most of all learn as much as you can from the various interactions.

To connect your experience to the theories: Each session tries to offer a set of relevant theories, concepts and tools, which hopefully you can connect to your simulation experience and to debriefings. PowerPoint presentations summarize key points. The assigned or complementary readings provide you with more details and examples in order to deepen your understanding. Make sure you annotate the readings so that you identify concepts and tools that can strengthen your practice. In a nutshell, build your personal theory, which will help you tomorrow to build on your strengths and address some challenges. The theories are cumulative and you will have several opportunities to try them on in the next sessions. If some concepts are unclear, please ask questions to instructors or fellow students. Office hours by Skype are also used for this purpose. You can sign up on the Google Doc alone or with fellow students.

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Appendix B: University Academic Standards

Learning DisabilitiesIf you have a documented disability on record at Brandeis University and require accommodations, please bring it to the instructor’s attention prior to the second meeting of the class. If you have any questions about this process, contact Marc Kiredjian, at mkiredjian@brandeis.edu.

Academic HonestyYou are expected to be honest in all your academic work. The University policy on academic honesty is distributed annually as section 5 of the Rights and Responsibilities handbook. Instances of alleged dishonesty will be forwarded to the Office of Campus Life for possible referral to the Student Judicial System. Academic honesty and student integrity are of fundamental importance at Brandeis University and we want students to understand this clearly at the start of the term. As stated in the Brandeis Rights and Responsibilities handbook, “Every member of the University Community is expected to maintain the highest standards of academic honesty.  A student shall not receive credit for work that is not the product of the student’s own effort.  A student's name on any written exercise constitutes a statement that the work is the result of the student's own thought and study, stated in the students own words, and produced without the assistance of others, except in quotes, footnotes or references with appropriate acknowledgement of the source."  In particular, students must be aware that material (including ideas, phrases, sentences, etc.) taken from the Internet and other sources MUST be appropriately cited if quoted, and footnoted in any written work turned in for this, or any, Brandeis class.  Also, students will not be allowed to collaborate on work except by the specific permission of the instructor. Failure to cite resources properly may result in a referral being made to the Office of Student Development and Judicial Education.  The outcome of this action may involve academic and disciplinary sanctions, which could include (but are not limited to) such penalties as receiving no credit for the assignment in question, receiving no credit for the related course, or suspension or dismissal from the University.A student that is in doubt about standards of academic honesty (regarding plagiarism, multiple submissions of written work, unacknowledged or unauthorized collaborative effort, false citation or false data) should consult either the course instructor or other staff of the Rabb School Graduate Professional Studies.

University CaveatThe above schedule, content, and procedures in this course are subject to change in the event of extenuating circumstances.

Graduate Program in Conflict Resolution & Coexistence | The Heller School for Social Policy and Management at Brandeis University

Humanitarian Negotiation (2017) | Alain Lempereur, Alan B. Slifka Chair Professor 16

Appendix C: List of Humanitarian Diplomats during WWII

Aracy Carvalho (1908-2011), passport section chief of the Hamburg Brazilian consulate (1938)o Watch the movie “The Angel of Hamburg” (2014)

Feng-Shan Ho (1901-1997), British passport control officer at Berlin embassy (1938-1939) Luis Martins de Souza Dantas (1876-1954), ambassador of Brazil in France (1922-1944) Aristide de Sousa Mendes (1885-1954), Portugal’s consul general in Bordeaux

o Read J.A. Fralon, A Good Man in Evil Times. The Sotory of Aristides de Sousa Mendes – the unknown hero who saved countless lives in WWII, Viking

o Watch the movie “Aristide de Sousa Mendes, the consul of Bordeaux” (2011) Chiune Sempo Sugihara (1900-1986), Japan’s consul in Lithuania (1940)

o Watch the movie “Sugihara Chinue” (2015) Jan Zwartendijk (1896-1976), Dutch consul in Lithuania (1940) Georg Ferdinand Ferdinand Duckwitz (1904-1973), Copenhagen German maritime attaché

(1943) o Watch the movie “Miracle at Midnight” (1998)

Charles Lutz (1895-1975), Swiss vice-consul in Budapest (1942-1945)o Read T. Tschuy, Dangerous diplomacy. The story of Carl Lutz. Rescuer of 62,000

Hungarian Jews. W. B Eerdmans Publishing Company.o Watch the documentary “Carl Lutz, the forgotten hero” (2015)

Raoul Wallenberg (1912-1947?), first secretary of the Swedish legation in Budapest (1944-1945) o Read R. Wallenberg, Letters and Dispatches (1924-1944).o Watch the movie “Wallenberg, a Hero’s Story” (1985), and “Good Evening, Mr.

Wallenberg” (1990) Per Anger (1913-2002), second secretary of the Swedish legation in Budapest (1942-1945) Angelo Rotta (1885-1954), apostolic nuncio in Budapest (1944) Angel Sans Briz (1910-1980), Spanish chargé d’affaires in Budapest (1944) Friedrich Born (1903-1963), ICRC delegate in Hungary (1944-45)

Graduate Program in Conflict Resolution & Coexistence | The Heller School for Social Policy and Management at Brandeis University