Chapter 4: Peaceful Conflict Transformation

Lesson 2: Challenging Prejudice and Building Tolerance

Definition of Terms
1. Prejudice – negative feeling or attitude towards a person or a group
even if it lacks basis.
- refers to an attitude or belief that one group is in some way, inferior to
others.
- comes from the latin rots “prae” (in advance), and “judicum”
(judgement), essentially means “to judge before”.
- When we “pre judge” someone, we make up our minds about who they
are before we actually get to know them

2. Stereotype – a negative opinion about a person or a group based

on incomplete knowledge.
- is an attitude towards a person or group based on some characteristic
or physical fact.
- A stereotype is an example of an implicit personality theory. Such
theories attribute internal properties to a person, such as character
traits, on the basis of external properties.

3. Discrimination – negative actions towards members of a specific

social group that may be manifested in avoidance, aversion or even
violence.
• Difference between Prejudice and Discrimination
- A prejudiced person may not act according to their attitude. Therefore,
someone can be prejudiced towards a certain group but not
discriminate against them. Also, prejudice includes all three
components of an attitude (affective, behavioral, and cognitive),
whereas discrimination only involves behavior.

Types of Prejudice

The act of prejudice is a pervasive problem in society which can

negatively impact lives, sometimes in deadly ways. Prejudice is often born
of stereotypes and forms the fertile soil of discrimination. Different kinds of
prejudice lead to different forms of discrimination.

Prejudice can be based on several factors including sex, race, age, sexual
orientation, nationality, socioeconomic status, and religion. Some of the most
well-known types of prejudice include:

1. Racism - the belief that one’s own cultural or racial heritage is innately
superior to that of others, hence, the lack of respect or appreciation for
those who belong to a “different race”.
2. Sexism - a system of attitudes, actions and structures that
subordinates others on the basis of their sex where the usual victims
are women.
3. Heterosexism - negative attitudes towards lesbian and gay men.
4. Classism - Distancing from and perceiving the poor as “the other” (Lott,
1995)
5. Looksism - prejudice against those who do not measure up to set
standards of beauty. - - The usual victims are the over- weight, the
undersized, and the dark-skinned. (Nario-Galace, 2003)
6. Ageism - negative attitudes held against the young or the elderly.
7. Linguicism - negative attitudes which members of dominant language
groups hold against non-dominant language group. (Chen-Hayes,
Chen & Athar, n.d)
8. Religious Intolerance - prejudice against those who are followers of
religions other that one’s own.

Prejudice and Stereotype

Social perception involves the development of an attitude towards

another person or group of persons. A stereotype is an attitude towards a
person or group based on some physical characteristic or physical fact. A
stereotype is an example of an implicit personality theory. Such theories
attribute internal properties to a person, such as character traits, based on
external properties.

2 categories of stereotypes

a. Individual Stereotype - – attitudes towards individual people

 1. Attributions based on people’s names.
2. Physical appearance.

b. Group Stereotype – attitudes based on whether the person is a

member of an in/out group.
(1) a cognitive component, which comprises a set of beliefs about the group
or individual;
(2) an affective component, which is a feeling towards the group or individual;
(3) a behavioural component, which is a set of behaviours or actions directed
towards the group or individual based on the other two components.

A prejudice is an extreme stereotype

- Cognitive components is the stereotype
- Affective component is feeling of liking or disliking
- Behavioural component is the various types of discriminatory action

Existence of prejudice does not need much demonstration.

Prejudice and Discrimination (by Saul McLeod, published 2008)

As mentioned earlier “Prejudice is an unjustified or incorrect attitude

(usually negative) towards an individual based solely on the individual’s
membership of a social group. For example, a person may hold prejudiced
views towards a certain race or gender etc. (e.g. sexist).

Discrimination, on the other hand, is the behavior or actions, usually

negative, towards an individual or group of people, especially based on
sex/race/social class, etc.

Effects of Prejudice in School

1. Victims are more likely to drop out school. (Kistner, et al., 1993)
2. It negatively influences the psychological health of the victims because of
feelings of isolation and alienation. (Neville et Al, 1997)
3. Negative effects on physical health.
4. Victims internalize the very negative views on their abilities that others
hold of them and do not live up to their potentials.
5. Victims are normally excluded, taunted, or physically harmed
Education for Tolerance and Respect
AIMS to:
a. Counter influences that lead to fear, discrimination, and exclusion of
others.
b. Tolerance recognizes that others have the right to be who they are.
c. Educating for tolerance is a practical alternative.

Tolerance recognizes that others have the right to be who they are.
Educating for tolerance is a practical alternative.

Prejudice may be challenged by teaching tolerance. Tolerance is the

respect, acceptance, and appreciation of the rich diversity of cultures and
various forms of human expression (UNESCO, 1995). It is the foundation of
democracy and human rights.

• Education for tolerance aims to counter influences that lead to fear,

aversion towards and exclusion of others.
• Tolerance recognizes that others have the right to be who they are.

Why teach tolerance?

1. UNESCO asserts that education is the most effective means of
preventing intolerance. There is a need for schools to educate citizens
who are appreciative of other cultures, respectful of human dignity and
differences, and able to prevent or resolve conflicts amicably.
2. Discrediting hateful propaganda towards the different other through
education is an imperative. Major religious traditions call on their flock
to treat others with the same respect and dignity they give themselves.
More so, the call to challenge prejudice is enshrined in various human
rights instruments.
3. Nations, through international agreements and treaties, have affirmed
their commitment to the protection and promotion of human rights such
as the right to freedom of thought, conscience, religion, opinion, and
expression. Article 1.2 of the “Declaration on Race and Racial
Prejudice” stipulates that “all individuals and groups have the right to
be different” (http://www. unesco.org).
4. In addition, educating for tolerance is a practical alternative.
Intolerance has given rise to violence, terrorism and discrimination
within societies.
Sources:
Castro, L. & J.Galace (2010) Peace Education: A Patheway to a Culture of Peace.
Centre for Peace Education, Meriam College, Quezon City, Philippines

Cherry, K. (2020). How People's Prejudices Develop LCSW. Retrieved from

https://www.ceap.org.ph/upload/download/20135/3115313479_1.pdf. June 17, 2020

McLeod, S. A. (2008). Prejudice and discrimination. Simply Psychology.

https://www.simplypsychology.org/prejudice.html.

Prejudice https://open.lib.umn.edu/sociology/chapter/10-3-prejudice/
Psychological Theories of Prejudice and Discrimination (2005) Blacksacademy – April
2005 https://www.simplypsychology.org/Prejudice%20and%20Discrimination.pdf

United Nations. Retrieved from https://www.un.org/en/sections/issues-depth/human-

rights/ (January 20, 2019)
Lesson 3: Cultivating Inner Peace

Inner and Outer Transformations

Patricia Mische (2000) explains that the transformation that we should

seek should not only be the transformation of our society, but also the
transformation of our spirit because the inner transformation inspires the
outer work. Mische concludes that the “inner and outer transformations are
inseparable parts of one whole”.

This perspective is repeated many times over in both the secular and
faith-based peace literature. There is a growing consensus that, indeed,
there is an intimate connection between our inner state and what we do in
our outer spheres. This consistency is the foundation of being a fully
integrated person.

What Inner Peace Entails

Having inner peace is characterized by self-respect and a recognition

of one’s own dignity as a human being. This enables a person to face life’s
challenges with an inner equilibrium, because despite adversities s/he is
convinced of his or her intrinsic worth and purpose. Hence, s/he does not
easily succumb to addictions, psychological illnesses, and other forms of
inner disharmony, but rather s/he meets challenges with a sense of hope
and confidence in his/ her own capacities.

Personal peace also suggests that we respond to negative actions

directed to us in positive ways. For example, when we forgive rather than
take revenge, and continue to do “good” to others, despite the hurts that the
others may have inflicted on us, then we can feel a better sense of wellness.
Jing Lin (2006) says that forgiveness is a key to achieving inner peace.
Forgiveness frees our hearts and puts a stop to the exchange of negative
energies and intentions. Thich Nhat Hanh, a Zen Buddhist master, reminds
us that “obsessing about our wounds” keeps many of us from experiencing
the fullness of the present (Kessler, 2001).
Ideas of Inner Peace

Thich Nhat Hanh - holds that a key to

world peace is the practice of “being
peace”.
- He says that people of the modern world try
to fill in the vacuum inside all of us with
overworking. However, these do not fill in the
emptiness that we feel nor give us a sense of
security and well-being.
- He further says that each one of us have both the
seeds of peace and violence inside us and it is up to us which one we will
cultivate.
- He says that if we cultivate the seeds of compassion, we nourish peace
within us and around us.
- He advocates compassionate, calm, and deep listening, which, he says,
can restore harmony.

Dalai Lama (2001), leader of the

Tibetan people, and Nobel Peace Prize
Awardee in 1989
- Explains that a calm and wholesome state
of mind has beneficial effects on our
health and physical well-being. Conversely,
feelings of fear and anger can be destructive
to our health.
- Learn to reduce the influence of negative emotions so we can have a
happier and more satisfying life.
- When people are caught up with the idea of acquiring more and being
rich, without making room for anything else in their lives, it can result into
losing the “dream of happiness”.
- Encourages people to be something more than their titles, incomes, and
possessions.
- He asks people to recognize that it is not their social position or looks that
are important but rather what they do to promote lasting happiness in their
heart and in their society.
- Finally, he says peace is not just the absence of violence but involves
satisfaction, happiness and tranquillity; it is an expression of compassion and
caring, a life without fear.

World Religions
– The essential message is that we do to others what we want them to do
to us.
- A source of peaceable relationships which, in turn, brings personal peace.
This indicates to us that indeed there is a link between social and personal
peace. Similarly, as people pursue the goal of personal peace, this will
contribute to a more peaceful community.

How to Cultivate Inner Peace

1. Focus on the Present Moment

• Take a few deep breaths with your eyes closed, focusing on the air
moving through you
• Put your hand over your heart and count each breath you take or
simply listen within
• Bring mindfulness to your movements and what is around you — feel
and watch every detail.
• Designate something as an anchor to your peaceful present
moments, like the face of your watch, veins in your wrist, or anything
you can focus on quickly and easily to bring you back to a feeling of
peace.

2. Create Daily Peace Practices

When you start and end your day with activities that calm and center
you, the time in between will become peaceful as well. There are unlimited
ways to do this and it is important to choose what feels right and you are
willing to commit to. Here are some ideas to get you started:
• Journaling
• Write daily gratitude
• Meditation
• Prayer
• Pay attention to the beauty and magic in each day
• Looking for heart shapes around you
• Walking in nature
 • Reading meaningful or uplifting material

3. Live Simply
Inner and outer clutter are distracting and complicate our lives. On
some level they keep us on edge all the time. Creating a physical
environment that is peaceful and calm will nurture the same within you. Take
a careful look at your space, calendar, and the people in your life. It may be
time to let some things go.

4. Don’t Marinate in Your Upsets

• Give it a minute or two — let the feeling
dissipate on its own
• Any of the tools above for returning to the
present moment
• Ask yourself if being upset is serving you and
if not, let it go
• Move into neutrality by observing yourself in
the situation
• Imagine you are watching what is happening
on a movie screen
• Bring compassion and understanding to all
involved, knowing everyone is doing the best
they are capable of in that moment

Cultivating inner peace is a gift to yourself and those around you. It is from this grounded
space that you can evolve into your best self and create your best life.
And, it feels so good.

Reference:
This part of the module is mostly extracted from the book “Peace Education: A
Pathway to Culture of Peace - 3rd Edition (March 2019) by Loreta Navarro-Castro &
Jasmin Nario-Galace

Luke, Linda (2018, April 6). “How to Cultivate Inner Peace”. https://medium.com/the-
positopian/how-to-cultivate-inner-peace-b4e2c755c209
Lesson 4: Promoting Non- Violence

Introduction

Nonviolence is the refusal to do harm to other humans as life is

sacred and is an absolute value. It is anchored on the belief that humans
have potential to change.

Nonviolence is both a principle and a practice. The principle of

nonviolence affirms the active use of non-coercive and non-aggressive
means to create a more peaceful context. It assumes that justice will
eventually prevail, that choices should be made from a place of love rather
than hate, that the hurtful action, not the person, should be subdued and that
voluntary suffering has value as an important facet of life.

In practice, nonviolence involves ACTIVELY peaceful behaviour

during conflict, becoming an example of consideration to those around us
and breaking the destructive cycle of retaliation when we believe we have
been wronged. It also means awareness of our own inner violence and
eliminating its negative effects upon our own intentions. Applying these
principles of non-violence can reduce conflict, anger, and violence on
personal, local, national and global levels.

Different beliefs about nonviolence

Mohandas Gandhi (October 2, 1869 – January 30, 1948)

The man who led the people of India out of British subjugation held the
following beliefs about non-violence:
1. As long as people accept exploitation, both exploiter and exploited will be
entangled in injustice but once the exploited refuse to accept the relationship,
refuse to cooperate with it, they are already free.
2. Nonviolence and cowardice do not go together. Possession of arms
implies an element of fear, if not cowardice.
3. A person and his/her deeds are two distinct things. Hate the sin but not
the sinner.
4. If we fight back (in a violent way), we will become the vandal and they
(oppressors) will become the law.
5. An eye for an eye makes the whole world blind.
6. Nonviolence is more powerful for converting the opponent and opening
his ears which are otherwise shut to the voice of reason.
7. Nonviolence demands that the means used should be as pure as the ends
sought.

Martin Luther King Jr. (January 15, 1929 – April 4, 1968)

Believe in the same principles of Gandhi held on to. Below are

additional beliefs of MLK, Jr. held regarding non-violence:
1. Nonviolence does not seek to defeat or humiliate the opponent but to win
friendship and understanding.
2. Nonviolence seeks to defeat injustice, not people.
3. Nonviolence thrives on love rather than hatred.
4. Nonviolence requires willingness to suffer and amazing discipline in the
midst of provocation.
5. Nonviolence holds that suffering can educate and transform.

Why Nonviolence?
1. It is both an ethical and moral choice.
- Major religious and philosophical traditions teach about respect for life.
• Jainism- it is taught that a wise person “does not kill, nor cause others
to kill, nor consent to the killings by others.”

• Lao Tzu, founder of Taoism taught that “weapons are instrument of evil
and not of a good ruler.”

• In Buddhism, the precept “not to kill” is the foundation for all Buddhist
action. Everyone is believed to have been born with a Buddha nature
so “no one has the right to take the life of another”.

2. Destruction is not the law of humans

• Theory of Bandura & Ross – aggression is not inherent but it is
learned in the process of socialization and thus, may be unlearned.

3. Nonviolence is a practical choice.

Tools and effects of violence are costly - examples: Large amount of
money buying war crafts and different fire arms.

4. Nonviolence works
examples: EDSA People Power and the Speech of Martin Luther King Jr.
about equality between white and black Americans.

Nonviolent Direct Action

Gene Sharp (2005) identified 198 methods of nonviolent action.
Nonviolent action refers to efforts to persuade with action via methods of
protests, non-cooperation, and intervention without using physical violence.

Nonviolent Struggles:
1. Nonviolent Protest and Persuasion - seeks to produce awareness of the
dissent. - Examples: Petitions, banners, posters, lobbying, singing, marches,
Prayer rallies, mock funerals and vigils.

2. Nonviolent Non-cooperation - presents the opponent with difficulties in

maintaining the normal operation of a system. - Example: consumer’s
boycott, general strike, and civil disobedience.

3. Nonviolent Intervention - challenges the opponent more directly. -

Examples: sit- ins and fasts.

Goals of Nonviolent Actions

According to Martin Luther King Jr:

• Nonviolent actions seek to dramatize the issue and to put pressure on
the adversary to confront the issue.
• Nonviolent direct actions seek to create tension/crisis that would force
the adversary to open the door to negotiation.
• Nonviolent direct actions seek to create a situation that would liberate
victims from silence and hopelessness.
• Nonviolent direct actions also seek to gain attention, and consequently,
support from the larger community.

Reference:
UN.org (2019, September 21). Non-violence. Day of Peace. Retrieved from
https://internationaldayofpeace.org/get-involved/nonviolence/. July 18, 2020.

Paras, LiezelH. (2019). Non-Violence. Powerpoint Presentation.

Lesson 5: Resolving and Transforming Conflicts

The Reality of Conflicts

Human beings come from different walks of life. Their upbringing or

backgrounds, their cultures and beliefs may differ even if they live in the
same community. Because of this, we could say that conflicts are
inescapable. If improperly handled, they can have undesirable results.

In the interpersonal ground, conflicts have caused anguish and stress

among disputants. Unmanaged conflicts have also caused relationships to
break apart.

Fortunately, conflicts can be managed and resolved constructively. If

handled well, parties in dispute may find opportunities to improve their
relationship and grow from experience. Resolving conflicts constructively is
a skill that can be taught and learned. It is our belief that if humans are trained
how to handle their interpersonal conflicts positively, such skills may be
carried on to higher levels of human interaction.

What Is Conflict?
In the earlier part of this course, we have discussed that conflicts arise
when one’s actions or beliefs are unacceptable to — and, are, hence resisted
by the other (Forsyth, 1990).
The word conflict came from the Latin word ‘conflictus’ which means
striking together with force. Conflicts may come in dyads to larger societal
conflicts as mentioned earlier.

Why Do Conflicts Arise?

National and Global Levels Immediate Settings

- Territorial disputes - Misunderstanding, Misperception
- Ethnic and religious animosities Miscommunication
- Ideological and power struggles - Different behaviors; Unmet
- Social injustice expectations
- Search for statehood
- Trade and market competitions
 - Contests over economic - Incompatibility of ideas, opinions
resources and beliefs, values, goals and
(Wehr, 1979) interests
- Distrust; Competition over
material resources; Coercion;
defense of honor; desire for
revenge
- Need for attention and
appreciation
- Intolerance; a lack of empathy
- Power struggles in group
situations

What Prevents Us from Resolving Our Conflicts?

There are many factors that may prevent us from resolving conflicts:

• The experience of strong emotions such as fear, pride, anger and

desire for revenge.
- When these powerful emotions are present, it is difficult to process
information objectively.
• Indifference or apathy is another obstacle to conflict resolution.
- People sometimes show a lack of concern or interest, whether deliberately
or not, for the situation.
• Others feel helpless or hopeless, perhaps, because the situation is
discouraging, or the other party is a person of authority.
• The lack of communication between disputants, or the absence of it,
may also be a hindering factor in conflict resolution.
• There are also situations when conflicts are not resolved because of
provocations from sympathizers who, with or without meaning to, “fan
the fire” and aggravate the situation.
• There are also situations when people perceive the problem-solving
process tedious and stressful and hence shun it.
• Dialoguing with an adversary also requires a great amount of courage
and often we find ourselves lacking in audacity to face the “enemy”.

What Is Anger and Its Effects?

1. Anger is one of the more commonly experienced emotions when
parties are in conflict. It is not merely irritation or disappointment but
 a combined feeling of disappointment, anxiety and indignation that
signal our body to prepare for a fight.
2. It may take the form of verbal or physical attack, rage or animosity
and can be destructive when we express it in a way that will create
harm, hatred or alienation. It is not uncommon to hear stories of
people getting killed or hurt after an angry exchange.

Anger may also cause adverse effects on our health. Anger sets of the
surge of stress hormones which can damage arteries and heart muscles
that lead to irregular heartbeats.

Unexpressed anger drives our blood pressure up when our muscles

are tightened (Spielberger, as cited by FoltzGray, 2002). Anger turned
inward may also cause hypertension or depression (http://www.apa.org).

Anger can also be destructive when we can no longer function

normally. Our routine is disrupted, or we become less productive. Our
ability to think clearly is compromised. This destroys our ability to
positively continue on with our work or studies putting our careers or goals
in peril.

How Do We Manage Our Anger?

• Recognize that you are angry. Awareness of the emotion that you are
currently feeling can help cool it down.

• Distance yourself from the situation. Leave the anger scene. Changing
environment, albeit temporarily, will help calm you down.

• Release anger physically in indirect forms:

- Shout and let it out in a place where no one can hear you
- Hit a pillow, a punching bag, a mattress or anything soft to reduce
adrenaline level in the hands
- Draw or paint your anger out. Release the stress hormones by using
forceful strokes
- Walk, run, and swim vigorously
- Hit the gym. Exercise. Under pressure, people who exercise have lower
levels of stress hormones and small increases in heart rate and blood
pressure (Reyes, 2006).

• Relaxation Techniques
- Breathe deeply many times while saying a calming word or phrase like
“relax”
- Paint pictures in your mind of happy thoughts and experiences
- Go for a massage
- Do meditation techniques

• Calm Your Mind

- Talk to yourself. Think of alternatives to your anger as well as
consequences if you explode. Instruct your energy hormones “adrenaline”
and “noradrenalin” which rushed into your bloodstream in excess to “keep
cool”. Convince yourself that yes, you are angry, but you can handle it.
Another simple tool is to instruct yourself to stop being angry, whether aloud
or silently.

• Therapeutic Techniques
- Multi-media fax: Turn on the TV and watch an entertaining show. Go to the
movies. Listen to music.
- Play a musical instrument
- Sing or dance
- Take a shower or a long bath
- Take a cold drink
- Stroll in the park or in the mall
- Tinker with your PC. Blog, chat online, or download an entertaining video
clip.

• Spiritual Aids
- Lift it up. Pray for patience, understanding and the will to forgive. For
example, the Bible tells us to forgive “seventy-times seven”. Forgiveness,
according to the Center for Dispute Resolution, does not mean condoning
the act. Rather, it is an act of releasing ourselves from the pain we have
experienced at the hands of others.
- Visit your place of worship. Offer your anger.
 • Social Support
- Talk to a family member or a friend
- Get a hug from a loved one
- Cuddle your pet

• Redirect Energy. Clean your room or house, redecorate your place or

tend to your garden.

• When applicable, turn your anger into humor. Instead of exploding,

crack a joke or endeavor to turn the edgy situation into something light.

• Cry it out. Crying is therapeutic. It allows the body to eliminate

damaging stress hormones.

What Are the Main Options in Dealing with Conflicts?

There are two variables that are normally considered by disputants in

dealing with conflicts. One is the relationship with the adversary. The other
one is the importance of the issue at hand.

1. Move away. Avoid the situation or withdraw. This option is normally

chosen when the issue is trivial or when the person in conflict believes that
s/he has no power to change the situation. (FLIGHT)

2. Move against. Win the battle. Tis option is taken when the issue is
important, the party thinks that s/he is right and is bent to prove that, or s/he
has the power to achieve his/her goals. (FIGHT)

3. Give up or give in. Tis option is taken when goal is to preserve harmony
in the relationship. It is also taken when the other party recognizes the validity
of the other’s viewpoint. (ACCOMMODATE)

4. Give half. Meet in the middle. Tis option is reached when both parties
cannot get what they want fully and are willing to give up part of their goals.
(COMPROMISE)

5. Move towards. Dialogue or collaborate with your adversary. Tis option is

taken when both issue and relationship are important to the parties; hence,
a mutually acceptable solution is sought. (FACE/COLLABORATE)
What Are the Steps in the Collaborative Problem-Solving Approach?

Surveys made by the Center for Peace Education among its workshop
participants, mostly students and teachers, revealed that the path normally
taken is avoidance. Responses gathered from the question “What option do
you usually take when you get into a conflict,” 37% of responses point to
“moving way” from the adversary as a strategy, 9% opted for aggression,
17% claimed that they would talk to their adversary and 36% would give up,
give in or do coping techniques such as talking to a friend. If both issue
and relationship are important to the disputants, moving towards the
adversary or problem-solving is the ideal option.

What is mediation?

This is where an impartial third party can come in to help disputants

reach an agreement that is mutually beneficial and workable. The mediator
can use the problem-solving approach described above in mediating
conflicts.

What is Conflict Transformation?

Conflict transformation is a higher goal compared to conflict resolution

(CR). Lederach (2003) that conflict transformation involves changing the way
parties look at issues, behaviors, and people or groups. Transformation must
take place at both the internal and structural levels. It emphasizes the
importance of building right relationships and social structures.

At the personal or internal level, Lederach explains that the recognition

of feelings such as fear, anger, grief, and bitterness on the part of the parties
in conflict will help them to understand, grow, and commit to change. These
emotions must be dealt with, for effective conflict transformation to occur.
Transformation of the person and of personal relationships makes possible
the transformation of structures. Structural changes, in turn, facilitate
personal transformation. Goals in settling disputes should go beyond
resolving the issue. The target should be the building of creative solutions
that improve relationships. Applying this in the school setting, schools’
discipline programs should go beyond sanctions. Constructive strategies to
resolve conflicts among students (“ending something not desired”) and to
transform disputants’ relationships (“building something desired)” are options
that are doable and more peaceful.

Reference:
This part of the module is mostly extracted from the book “Peace Education: A Pathway
to Culture of Peace - 3rd Edition (March 2019) by Loreta Navarro-Castro & Jasmin
Nario-Galace