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In this paper, I discuss the question of partiality and impartiality in the application of triage. Triage is a process in medical research which recommends that patients should be sorted for treatment according to the degree or severity of their injury. In employing the triage protocol, however, the question of partiality arises because socially vulnerable groups will be neglected since there is the likelihood that the social determinants of a patient's health may diminish her chance of survival. As a process that is based on the severity of a patient's injury, triage will be unfair, and hence negatively partial, to socially vulnerable people. Thus, I aim in this paper to show that the triage protocol fails as an impartial evaluative process because its only aim is to maximize survivability. I contend that: (i) triage would lead to the neglect of the social condition of patients or victims, and (ii) it will only serve the utilitarian purpose of maximization of outcomes which may not be justified in some cases. [ABSTRACT FROM AUTHOR]

Ife and Modakeke communities in Southwestern Nigeria have engaged in protracted communal violence. The conflict has grown and matured to the extent that it is no longer a physical battle alone. Its psychological dimension has reached the extent that both parties are in cold war. Efforts of informal social networks and formal community institutions put in place to address the conflict have not produced lasting peace. Education is an instrument of achieving social change by identifying sources of conflict and resolving them. Thus, this paper examines the intensity of the crisis, strategies to curb the violence and why these strategies have failed. It therefore proposes an integrated education premised on contact theory to resolve Ife-Modakeke conflict. It is argued that integrated school as it operates in USA, Northern Ireland, and Israel is a peace initiative. It involves educating children from communities that have suffered from prolonged communal conflict in an integrated school environment to enhance better cross-community relations. It therefore concludes that contact between communities within an educational setting would reduce intolerant attitudes and lead to better intergroup relations. [ABSTRACT FROM AUTHOR]