Winsor, Jerry L. (1987). Peace with Justice: What We in Communication Can Offer for the Future of Higher Education. Because increased technology too often is an inappropriate means to deal with contemporary social and educational needs, there is a need for academics to stress ethical and ecological values to students who may otherwise expect to seek a "quick fix" for societal ills through "high tech" solutions without sensitivity to the longer range implications and costs for other persons living on the same planet now and in the future. Many departments of communication are positioned to offer a series of courses that could serve as a core for peace studies. For example, courses in intrapersonal, interpersonal, and public communication can be joined with a course in conflict management, audience analysis, and communication ethics to form such a core. Courses outside the Department, in areas such as negotiation, management, and psychology, could extend the minor to a viable major. Finally, Western higher educators must make sharing wisdom as well as technology with developing… [PDF]

Klein, Kim, Ed.; Mulvaney, Mary Kay, Ed. (2013). Preparing Tomorrow's Global Leaders: Honors International Education. National Collegiate Honors Council Monograph Series. National Collegiate Honors Council In our diverse and interconnected world, expanding students' horizons beyond the classrooms and laboratories of home campuses is increasingly important. Even some of the brightest honors students remain na√Øve to the causes and ramifications of current world events and lack the necessary intercultural skills to become effective ethical leaders with a global consciousness. They function extremely well in a generational zone of instant technology via iPhones, YouTube, and Facebook, but much of that merely contextualizes the ordinary, the bizarre, and the local, or momentarily provides glimpses into the often unreal world of pop culture. Developing the academic as well as intercultural competence of students is no longer a luxury: it is an obligation. Because the issues are broad and the models and the expertise of National Collegiate Honors Council members are widely and creatively varied, this monograph is an edited collection of scholarly essays highlighting critical components of… [PDF]

Brace, Judith; And Others (1977). Teaching Conservation in Developing Nations. This manual is designed to provide Peace Corps volunteers and other field workers with ideas, activities, and resources for incorporating conservation education into their day-to-day community activities. It begins with a chapter dealing with a self-contained conservation center. Other chapters tell of ways in which a conservation education program can be incorporated into a school, a health center, an agricultural center, or other community services. The appendices provide information on exhibit and study materials; nature trails; landscaping; signs, labels, and guides; public facilities; live animals; and endangered species. (BB)…

(1967). HIGHER ADULT EDUCATION, NUMBER 1. CURRENT INFORMATION SOURCES. THE FORTY-ONE ITEMS INDEXED AND ABSTRACTED IN THIS BIBLIOGRAPHY DEAL LARGELY WITH FINE ARTS EDUCATION, URBAN EXTENSION, COMMUNITY DEVELOPMENT, LEADERSHIP TRAINING (INCLUDING CIVIL RIGHTS), MANAGERIAL AND PROFESSIONAL EDUCATION, VOCATIONAL TRAINING, PUBLIC TELEVISION, AND PARTICIPANT CHARACTERISTICS, TOGETHER WITH SUCH CONCERNS AS EDUCATIONAL NEEDS AND ATTITUDES, TESTING, PROGRAM DEVELOPMENT, AND THE USE OF EVENING CLASSES, CORRESPONDENCE STUDY, AND THE RESIDENTIAL METHOD. ALSO NOTED ARE HISTORICAL REVIEWS OF EXTENSION WORK AT RUTGERS, THE UNIVERSITY OF TEXAS, AND THE UNIVERSITY OF CHICAGO, AND A PEACE CORPS PROGRAM OF FIELD TRAINING. (LY)… [PDF]

Benson, Howard O.; And Others (1970). Texas Law Enforcement Inservice Training: A Survey and Manual for Improvement of Inservice Training. This document is both a survey of inservice training practices for police officers in the State of Texas and a manual for use in the training and education of police officers. The survey indicates that continuous training for Texas peace officers is far from sufficient while the manual provides information on developing and improving inservice training programs. Specific chapters are: (1) Police Training in Texas, (2) Police Training and Education, (3) Planning Inservice Training, (4) Departmental Police Training, and (5) Conclusions and Recommendations. Supplemental data are appended. (JS)… [PDF]

Hoff, David J. (2005). Winning Ways. Education Week, v24 n16 p27-30 Jan. Michael A. Rebell, a 61-year-old former Peace Corps volunteer, is one of a small band of lawyers whose legal efforts are changing the way many states pay for their public schools. He was among many lawyers of the era who had been inspired by landmark cases such as \Brown v. Board of Education.\ In the late 1980s, he noticed education cases would win in court, but that the final resolution wouldn't actually solve the problems. This article reports on how he made a difference through social involvement and as a lawyer…. [Direct]

(1972). Report of the Programme and External Relations Commission. Part II. This document presents a summary of the activities of the Program and External Relations Commission of the United Nations in one session. The topics considered by the Commission in this paper include: (1) the possibility of the establishment of an International University; (2) possible international regulation on education for international understanding, cooperation, and peace; (3) possibilities of setting up a voluntary fund for the promotion of research and of the application of modern technology to education in developing countries; (4) possible international regulation on the status of scientific research workers; and (5) possible revision of the recommendation concerning technical and vocational education. (HS)… [PDF]

(1999). Adapting Environmental Education Materials. This publication provides Peace Corps volunteers and others who conduct environmental education activities in schools, environmental education centers, parks, and communities with the tools to adapt existing environmental education resources to local environmental issues, cultures, and audiences. Sections include: (1) the process of adapting materials, which includes review, evaluation, and steps for adapting; (2) specific examples in which good materials were adapted to be relevant to diverse settings; (3) a training design and several training plans that can be used to introduce and practice adaptation techniques in workshops for educators; and (4) selected readings and resources for further investigation of the topic. (CCM)… [PDF]

Dangwal, Ritu; Kapur, Preeti (2009). Social Networking Effect at \HiWEL\ Kiosks amongst Children. Multicultural Education & Technology Journal, v3 n4 p290-305. Purpose: The purpose of this paper is to study the values of children using Minimally Invasive Education (MIE) kiosks and identify any changes in these values as a result of using the kiosks. Design/methodology/approach: The sample consists of 85 children residing at the Vivekananda Camp. There are 44 boys with an average age of 11.62 years and 41 girls with an average of 11.75 years. Average education level of these children is up to the 8th class. Girls generally stop going to school after the 8th class as they are expected to prepare for marriage. The evaluation is based on the 12 key universal values specified (for children between 8 and 14 years) by the Living Values Educational Program, which are: peace, respect, cooperation, freedom, happiness, honesty, humility, love, responsibility, simplicity, tolerance, and unity. A questionnaire based on the above values is developed. Originally, the questionnaire consisted of 30 situational-based questions with multiple choices. In the… [Direct]

Merryfield, Merry, Ed.; Remy, Richard C., Ed. (1995). Teaching about International Conflict and Peace. This book is designed to help social studies educators better understand international conflict management as they learn about instructional methods and begin to teach. The book brings together current scholarship on major topics in the management of international conflict and methods for teaching that are especially important in globally-oriented social studies education. International topics and instructional methods have been selected that are critical for preparing secondary social studies teachers for globally-oriented curriculum innovations in an era of school reform and restructuring. Divided into two parts, part 1, \Linking Content, Methods, and Educational Goals,\ explains the relationships between substantive content about international conflict management and exemplary teaching practice in secondary social studies classrooms. Chapters in part 1 include: (1) \Choosing Content and Methods for Teaching about International Conflict and Peace\ (Merry M. Merryfield; Richard C….

Hughes, Teresa P. (1997). Who Is Guarding Our Children? Training Requirements for School Police and School Security. This document is a transcript of a public review held by California's Senate to examine the adequacy of existing training requirements and the selection standards for school police. The various speakers for this hearing focused on: (1) existing standards; (2) how school districts currently meet their safety personnel needs; and (3) what changes, if any, need to be made at school sites to ensure everyone' safety. The committee met primarily to determine if the current law governing school-security personnel, regardless of the minimum requirements for school police and school security, are adequate. The two overriding issues were the statewide disparities in training requirements for school police and the lack of professional standards and thorough background checks for school-security officers. The hearing featured an overview of the State Department of Education's analysis of school security, which included an informal survey of the largest 50 school districts regarding their…

Powell, Joan, Ed. (2001). Education for Action: Undergraduate and Graduate Programs That Focus on Social Change. Fourth Edition. This book provides graduates and undergraduates with detailed information about progressive programs for current and future activities in a variety of fields. Each entry contains a description of the program with faculty and program contact information. Listings include programs in agriculture, anthropology, area studies, development studies, economics, education, environmental studies, ethnic studies, geography, history, human rights, international studies/international relations, labor studies, law, peace studies, political science, public health/nutrition, sociology, urban and community planning, and women's studies. (SLD)…

HARRISON, ROGER; HOPKINS, RICHARD L. (1966). THE DESIGN OF CROSS-CULTURAL TRAINING, WITH EXAMPLES FROM THE PEACE CORPS. IN THREE ARTICLES ON THE DESIGN OF CROSS-CULTURAL TRAINING WITH EXAMPLES FROM THE PEACE CORPS, HARRISON POINTED OUT THE INAPPLICABILITY OF THE CURRENT TRAINING FOR OVERSEAS SERVICE, DISSENTING THE RELATIONSHIP BETWEEN ITS ENDS AND MEANS. HE ARGUES THAT THE METHODS OF HIGHER EDUCATION ARE NOT APPLICABLE TO THE SITUATION WHICH REQUIRES THE ABILITY TO ADAPT TO UNFAMILIAR AND AMBIGUOUS SOCIAL SITUATIONS. TRAINING DESIGNED ONLY FOR UNDERSTANDING IS NOT ENOUGH. IT MUST REQUIRE THE PERSON TO EXPERIENCE EMOTIONAL IMPACT OF PHENOMENA WITH WHICH HE IS TO DEAL AND TO TRANSLATE IDEAS AND VALUES INTO DIRECT ACTION, WITH RISKS. HOPKINS STATES THAT THE TRAINEE HAS NOT REALLY BEEN TRAINED FOR THE LIFE IN THE PEACE CORPS AND THEN SUGGESTS THAT IT IS NECESSARY TO WORK TOWARD THE CREATION OF AN ENVIRONMENT WHICH WILL REWARD CREATIVITY. IN HIS SECOND PAPER, HOPKINS DESCRIBES A SUCCESSFUL TRAINING PROGRAM AT CAMP CROZIER, PUERTO RICO, IN WHICH THE EFFORTS OF THE TEACHERS WERE DIRECTED TOWARD ACTIVATING… [PDF]

Cates, Kip A.; Jacobs, George (2006). Global Issues Projects in the English Language Classroom. Online Submission This chapter will focus on the design and implementation of content-based classroom ESL/EFL projects built around "global issue" topics linked to themes such as peace, human rights and the environment. It will explain how second language project work designed from a global education perspective aims both at the development of language skills and at the promotion of global awareness, international understanding and social responsibility. The chapter will outline the features of a global education approach to foreign language teaching, discuss key factors to consider in designing ESL/EFL project work around world problems and social issues, and describe examples from different parts of the world of global issues project work by second language students. This content was published in: G. H. Beckett & P. C. Miller (Eds.), "Project-based second and foreign language education: Past, present, and future" (pp. 167-180). Greenwich, CN: Information Age Publishing, 2006.]… [PDF]

Byrne, Richard; Monastersky, Richard (2007). Gore's Nobel May Bring Even More Attention on Campuses to Environmental Issues: Award for Combating Climate Change Implicitly Honors the Work of Academic Scientists. Chronicle of Higher Education, v54 n9 pA14 Oct. When the Norwegian Nobel Committee announced that the 2007 Nobel Peace Prize would be shared by Al Gore, the former U.S. vice president, and the Intergovernmental Panel on Climate Change, the award implicitly celebrated a third party–academic institutions. Much of the research on global warming has come from university scientists, and higher education has provided one of the biggest audiences for Mr. Gore's message on the topic. In its announcement, the committee cited the work by both the politician and the panel \to build up and disseminate greater knowledge about man-made climate change, and to lay the foundations for the measures that are needed to counteract such change.\ In recognizing the climate-change panel, commonly known as the IPCC, the Nobel committee also honored the work of thousands of university scientists who have contributed to the panel's reports since 1988. For its most recent assessments, released this year, the panel involved more than 2,000 scientists and… [Direct]

Perelman, Phyllis F. (1982). Special Education in the Americas: Contrasts, Needs, and Possible Solutions. The author describes differences in the number and quality of special education programs available in Latin America and suggests directions for improved delivery of special education services. The relatively high level of services provided in Costa Rica are contrasted with the minimal services available in Honduras. The training-based model in which generic educational specialists provide inservice training to teachers is suggested to increase the number of trained personnel. Linkages between ministries of education and teacher training institutions are also encouraged. Latin American activities in special education of organizations such as the Council for Exceptional Children, the Partners of the Americas, and the Peace Corps are noted. (DB)…

Cesareo, Francesco C. (2007). Can a Catholic College Exist Today?: Challenges to Religious Identity in the Midst of Pluralism. New England Journal of Higher Education, v22 n2 p17-18 Fall. One of the most significant and important challenges facing any president of a Catholic college or university is maintaining and enhancing the religious identity and mission of the institution in the midst of the pluralism that exists on every Catholic campus in the United States. Catholic colleges and universities are at an important crossroad, a place where they have never been before. The shape of Catholic higher education is a picture that is being painted, in part by the different ways in which institutions of Catholic higher education express their Catholicity. Some express it with a progressive approach focusing on service and issues of peace and justice, others with a traditional approach focusing on reviving the Catholic intellectual tradition. Is one form of expression better than another? This is essentially a subjective question. But this expression of Catholic identity should be based in honesty. If an institution claims to be Catholic, then it should be so in more than… [PDF] [Direct]

Johnston, Linda M. (2012). The Senesh Fellows. Journal of Peace Education, v9 n2 p139-150. Dr Elise Boulding served for five years as the Director of the International Peace Research Association Foundation. During that time, she worked tirelessly to promote peace research. One of the projects she was most instrumental in starting was the Senesh Fellowship. The Senesh Fellowship Program was begun in 1990 with a generous donation from Dr Larry Senesh in honor of his wife, Dorothy Marchus Senesh, a life-long peace activist. This fund provides a biennial fellowship awarded to a woman from the developing world for studies in the fields of peace and development. Dr Boulding headed the selection committee for this Fellowship for many years. During her tenure on the committee, she had the opportunity to use this Fellowship to promote and highlight the role of women in peace research and to highlight their many academic accomplishments. In this issue honoring Dr Boulding, the continuation of the Senesh Fellowship is just one more way in which the mark that Dr Boulding left on the… [Direct]

Kruger, Frans (2012). The Role of TESOL in Educating for Peace. Journal of Peace Education, v9 n1 p17-30. As communication specialists, teaching English to speakers of other languages (TESOL) professionals should be at the forefront of promoting peaceful interaction. Yet, at present they only play a peripheral role in educating for peace. The present article investigates the interplay between English, as expressed in terms of being a global language, and the social responsibility of TESOL teachers. It will focus on the ways in which TESOL teachers can engage with, and contribute to, the establishment of sustainable peaceful communities. The current teaching paradigm, in which communicative language teaching and content-based approaches are dominant, offers TESOL teachers the possibility to engage learners with issues surrounding peace and the creation of a peaceful future. However, teachers should not only provide learners with the opportunity to consider, understand, and appreciate global issues and peace-related content, but should also provide them with the necessary skills to address… [Direct]

O'Connor, Una (2012). Schools Together: Enhancing the Citizenship Curriculum through a Non-Formal Education Programme. Journal of Peace Education, v9 n1 p31-48. In divided societies education for diversity, often introduced via the combined approaches of civic education, citizenship education and community-relations activity, is advocated as a core element of the school curriculum. Its delivery, through formal and non-formal educational approaches, has been routinely recognised as an opportunity for interactive learning, offering intellectual, social and emotional advantages to all involved. From its roots in the non-formal youth sector, the work of the Spirit of Enniskillen (SOE) Trust now encompasses formal partnerships with schools through a "dealing with difference together" programme involving groups of sixth-form students (17-18 years) in a programme for citizenship education as a complementary and/or supplementary option to the subject area of Local and Global Citizenship. Based on a developmental evaluation of the "Schools Together" programme, this paper presents a case study of a collaborative schools-based… [Direct]

Yablon, Yaacov B. (2012). Are We Preaching to the Converted? The Role of Motivation in Understanding the Contribution of Intergroup Encounters. Journal of Peace Education, v9 n3 p249-263. The role of motivation to participate in peace encounters was examined against the popular claim that such programs mainly benefit those who already espouse peace-movement ideas. The self-determination theory served as the theoretical framework for the study. Jewish and Arab high-school students (N = 330) were randomly assigned to research and control groups based on their motivation to participate in peace encounters. The findings revealed that those who benefited most and whose social relationships were significantly enhanced by participation in the program were participants who were extrinsically motivated. Those who were amotivated gained nothing but did not deteriorate, whereas their counterparts in the control group deteriorated. Those who were intrinsically motivated did not gain much from their participation but did not deteriorate, even without the encounters (in the control group). Theoretical and pedagogical implications of the findings are discussed. (Contains 3 tables… [Direct]

Nebel, Jacob (2012). The Nuclear Disarmament Movement: Politics, Potential, and Strategy. Journal of Peace Education, v9 n3 p225-247. Nuclear disarmament is a global ambition and requires collaboration, but who is collaborating, and what are their roles? This paper discusses the role of the American people in the path towards zero. Scholars have discussed at length the historical lessons of the global disarmament movement, and activists have worked to rekindle the movement after its doldrums in the 1990s. But the movement's forward-looking strategy, in terms of its overarching role, deserves–and perhaps needs–more analytical clarity than it has received. My aim is to provide an overview that sheds light on the disarmament movement's function and direction. More specifically, I argue that the disarmament movement can have a significant impact on nuclear-weapons policy in the USA, and to that end, I provide strategic recommendations for anti-nuclear-weapon organizations to help activate the public. My analysis is both predictive (about the potential success of the disarmament movement in affecting policy) and… [Direct]

Blakey, Elaine; Maguire, Gerry; Steward, Kaye (1991). Global Education Entry Points into the Curriculum: A Guide for Teacher – Librarians. This information packet is useful to teacher-librarians and teachers who would like to integrate global education concepts into existing curricula. The techniques outlined in this document provide strategies for implementing global education integration. The central ideas of the global education package include: (1) interrelatedness; (2) peace; (3) global community; (4) cooperation; (5) distribution and sustainable development; (6) multicultural understanding; (7) human rights; (8) stewardship; (9) empowerment; and (10) social justice. Throughout the packet, ideas are offered for inclusion of global perspectives in language arts, science, mathematics, and social studies. Recommendations are included for purchases of resource materials and cross reference charts for concepts across grades and curriculum areas. (EH)… [PDF]

Feldman, Beverly Neuer (1978). Jobs – Careers: Serving Children and Youth. This book, a collection of job descriptions and career options, is designed to help persons who want to work with children and youth make education and career decisions. Descriptions are listed under sections reflecting the amount of education and/or experience needed for the job. The ten sections range from no formal education needed through doctorate degree. Each listing describes the employer, requirements, duties and salary. In addition, sections on state, federal, and regional government positions and Action program (Peace Corps and VISTA) positions are included. Appendices include a list of organizations that are sources of career information and a glossary of terms. (SB)…

(1977). ACTION. 1977 Annual Report. In this report are described projects and activities undertaken by ACTION's volunteer programs in 1977. The first section concentrates on reviews conducted, including a major review of ACTION's domestic volunteer programs and the management systems supporting them and an assessment of its programs using the Zero-Base Budget approach called for by President Carter. Peace Corps activities are then reviewed for these regions: North Africa, Near East Asia, the Pacific; Latin America, and Africa. Charts summarize (1) basic human needs of the host countries and the number of volunteers serving them, (2) volunteers serving in all host countries from 1962-77, (3) education and age profile of volunteers and trainees, and (4) Peace Corps budget. A section on domestic volunteer programs describes activities of VISTA, University Year for ACTION, Youth Challenge Program, National Student Volunteer Program, and Older Americans Volunteer Programs. Activities of support offices are then overviewed…. [PDF]

Evans, Judith L.; And Others (1996). Zones of Peace. Coordinators' Notebook: An International Resource for Early Childhood Development, n19. Children affected by armed violence face a specific set of stressors and challenges which calls for appropriate programming. This Coordinator's Notebook focuses on how to work with children affected by organized violence in order to provide them the best possible early childhood experiences. It is divided into five sections. "Children as Zones of Peace" (Judith L. Evans) discusses organized violence in the form civil and ethnic strife and political oppression, and its effects on children: displacement, unaccompanied children, refugee camps, psychological trauma. It then discusses developing appropriate interventions, principles for working with children affected by organized violence, early childhood programming guidelines, specific activities for and with young children, and looking toward the future. "Resolving Conflicts and Making Peace" (Ellen M. Ilfeld) discusses basic skills for young children, conflict resolution and peacemaking, and the environment and… [PDF]

Haavelsrud, Magnus (2004). Target: Disarmament Education. Journal of Peace Education, v1 n1 p37-57 Mar. Departing from UNESCO disarmament education guidelines, a conceptual framework is presented in which disarmament is seen in relation to the overall question of peace, which also includes problems of development and human rights. The need for disarmament is based on arguments related not only to disarmament \per se\, but also to the need for development and the realization of human rights. As a consequence, the violence and causes of militarism are seen not only in the perspective of direct violence, but also in the perspective of structural violence. Thus, the violence and causes of militarism include the problems of development and human rights at all levels. In addition to these two components, it is argued that the need for disarmament must also be determined in relation to its opposite, namely visions of disarmament and the transformation process at all levels towards such visions. Thus, the substance to be dealt with in disarmament education needs to be related to all of these… [Direct]

Palmer, Tom G. (1994). A Guide to Classical Liberal Scholarship. Revised Edition. This booklet introduces students to a wide range of works of classical liberal scholarship. The works described can be used in researching term papers, theses, and dissertations; each book and article provides valuable insights and information that can make the difference between an "A" and a "B" paper. The tradition of classical liberalism reflects the thought of individuals who value peace, individual liberty and freedom of thought, speech, and action. This annotated bibliography provides a brief introduction to works with the following divisions: (1) "The Heritage of Classical Liberalism"; (2) "History"; (3) "Economics"; (4) "Philosophy and Social Theory"; (5) "Property Rights"; and (6) "Selected Issues" (which include: the environment, urban issues; race and ethnic conflict; international trade and relations; poverty and self-help; economic development; social analysis; cartels–business and labor;… [PDF]

Ferber, Michael (1983). NCSS Peace Studies Project: An Interim Report. This preliminary report of a National Council for the Social Studies (NCSS) project briefly assesses teaching materials related to peace and nuclear warfare. Covering elementary, secondary, and higher education, the materials discussed present a variety of activities, decision-making approaches, and analytical assessments of policies of many countries. Topics include crucial decisions of the nuclear age, history of weaponry, and imagining alternative futures. In addition to the specific curricula mentioned, four general resource guides published by national organizations are noted. Finally, several sources are listed which concentrate on the USSR and the Cold War. (KC)…

(2000). CNN Newsroom Classroom Guides, October 2000. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of October 2000, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Top stories include: Chinese authorities detain Falun Gong protesters on Tiananmen Square and Pope John Paul II angers China by canonizing Chinese martyrs, U.S. presidential candidates prepare for the first presidential debate, U.S. presidential candidates debate education issues, Danville, Kentucky prepares for the first U.S. vice presidential debate, and Yugoslav protesters seize parliament (October 2-6); Yugoslavian president Vojislav Kostunica takes office, recent clashes between Arabs and Israelis concern neighboring Arab states, North Korea observes 55 years of communism with celebrations, Al Gore and George W. Bush meet in the second presidential debate, and Violence in the Mideast and an attack on a U.S. ship in Yemen…