2.  (1) For AIPR alumni to have space to share the work they have done – both the successes and failures – in efforts of prevention, including national, regional, and international cooperative mechanisms.  (2) For AIPR alumni to extend and continue the learning from their inaugural seminars in Poland with a particular focus on upstream prevention and the historical and contemporary role of forced concentrations in the persecution and destruction of civilian populations.

3.  Participant-Focused Meetings  Respect for Other Participants, Staff, and Instructors  Adherence to Expectation of Being Fully Present  Attendance at Instructional Modules  Professional Courtesy of Arriving On-Time for Instructional Modules (at beginning of modules as well as after coffee and meal breaks)  Turn Off or Silence Cell Phones

4. Dr. James Waller Cohen Professor of Holocaust & Genocide Studies, Keene State College (NH) Academic Programs Director, Auschwitz Institute for Peace and Reconciliation e-mail: jwaller@keene.edu 2016 AIPR Alumni Meeting

5.  (1) What is the continuum of genocide prevention strategies?  (2) What are the components of an early warning system for violent or genocidal conflict?  (3) What are the methodological approaches to risk assessment for violent or genocidal conflict?  (4) What are the most commonly cited risk factors from the most widely utilized early warning systems for violent or genocidal conflict?

7.  Primary Prevention  Upstream Prevention  “Before” Analysis of Structural Risk Factors  Secondary Prevention  Midstream Prevention  Immediate, Real-Time Relief Efforts During Crisis  Tertiary Prevention  Downstream Prevention  “After” Efforts to Foster Resiliency in Post-Genocide Society

8.  Human Costs  Protection/Preservation of Human Life & Security  Instability Costs  Contributes to National & Regional Peace  Economic Costs  Prevention Less Costly Than Intervention or Rebuilding  Diplomatic Costs  Reinforces State Sovereignty

12.  Quantitative = Systematic Empirical Data Collection or Use of Pre-Existing Large Data Banks  University of Maryland’s Minorities at Risk Project  University of Michigan’s Conflict and Peace Data Bank  Qualitative = Field-Based Reports or Special Envoys Privileging Local Sources on the Ground  Human Rights Watch, Amnesty International, International Crisis Group  Blended = Build Networks on both Quantitative and Qualitative Date  Forum on Early Warning and Early Response

15.  Regime Type  Anocratic = High Risk  State Legitimacy Deficit  Corruption, Disregarding of Constitutional Norms, Mass Protests  Weakness of State Structures  Poor Provision of Basic Services, Restrictions to the Rule of Law, Lack of Civilian Protection Mechanisms  Identity-Based Polar Factionalism  Politically Contentious Along Identity Lines, Exclusionary Ideology  Systematic State-Led Discrimination

16.  Divide into five small groups of 3 or 4 people.  Make up a name for your country and design a national flag or motto.  Task: Using your assigned governance risk factor, take a prevention lens toward statebuilding in your country. For your risk factor, develop one specific, clear, and concrete policy or practice for your governance strcuture that would inoculate your country against that specific risk factor. Be creative, but realistic, in your examples.

17.  History of Identity-Related Tension  Ideologies of Antagonism  Legacies of Colonialism  Prior Genocides or Politicides  Past Cultural Trauma  Enters into Core of Social Group’s Sense of Identity  Legacy of Vengeance or Group Grievance  Record of Serious Violations of International Human Rights and Law

18.  Task: Using your assigned conflict history risk factor, take a prevention lens toward statebuilding in your postconflict country. For your risk factor, develop one specific, clear, and concrete policy or practice that would inoculate your country against that specific risk factor. Be creative, but realistic, in your examples.

19.  Low Level of Economic Development  Low Opportunity Cost for Mass Violence  Economic Discrimination  Horizontal Economic Inequalities  Lack of Macroeconomic Stability  Deficiency in Economic Diversity and Interdependence  Economic Deterioration  Large Foreign Debt Burden  Growth of Informal Economies and Black Markets

20.  Task: Using your assigned economic risk factor, take a prevention lens toward statebuilding in your country. For your risk factor, develop one specific, clear, and concrete economic policy or practice that would inoculate your country against that specific risk factor. Be creative, but realistic, in your examples.