(1983). Applied Communication, Argumentation, and Debate: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ July through December 1983 (Vol. 44 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 13 titles deal with the following topics: (1) collective bargaining in higher education; (2) decoding nonverbal communication and clinical effectiveness; (3) the need for interpersonal communication training for Texas peace officers; (4) team and nonteam management in secondary school principal and central office communication; (5) practicing empathy communication in a systematic counselor training program; (6) the relationship between principals' written communication readability and teacher morale; (7) confirmation and the complaining process; (8) congruence between teachers' verbal and nonverbal behavior in early childhood settings; (9) communication strategies in barricade-hostage confrontations; (10) the effect of personal communication networks on member voting in agricultural cooperative merges; (11) using evidence, argument, and delivery to determine debate… [PDF]
(1963). The Literature of Community Development: A Bibliographic Guide. Designed primarily to help improve the training of Peace Corps personnel, this 1,585 item bibliography seeks to provide students of community development with a classification system that serves as the basis of a selected literature review in each of 20 subject fields. Regional designations include General and Comparative, Africa, Asia (general), Northeast Asia, South Asia (India, Pakistan, other), Southeast Asia (Philippines, other), Caribbean, Europe, Latin America, Near and Middle East, and Oceania. Other regional and world reports are also noted. Social and cultural factors in developing nations are covered, followed by items on operational problems and practices and on specific program areas and technical services (agriculture, health, sanitation, education, social development, social welfare, housing, resettlement, women's and youth programs, recreation, urbanization). Other entries deal with economic development, land tenure and reform, political development, national… [PDF]
(1977). Beyond Experience: The Experiential Approach to Cross-Cultural Education. The book presents teaching techniques and learning exercises developed by the Experiment in International Living (EIL) for use in programs of cultural awareness and intercultural communications. The EIL, located in Vermont, has been involved in international cultural exchange since 1932. It has arranged for student exchanges, has trained Peace Corps volunteers, and has instituted graduate and foreign-language programs. One major section of the book contains eight articles describing various conceptual approaches to the design of cross-cultural education from an experiential point of view. Included are suggestions for teaching communicative competence, designing an experiential exercise, applying experiential techniques to field situations, and using cross-cultural approaches in the teaching of American Studies in a college setting. Another major section presents 11 games or exercises related to cultural awareness. They range from specific techniques for language learning to ways of…
(1978). The Spirit of Houston. The First National Women's Conference. An Official Report to the President, the Congress, and the People of the United States. This is a report of the November, 1977, National Women's Conference. Numerous issues considered as they relate to women include: arts and humanities, battered women, business, child abuse, child care, credit, disabled women, education, elective and appointive office, employment, the Equal Rights Amendment, health, homemaking, insurance, international affairs, media, minority and elderly women, offenders, rape, reproductive freedom, rural women, sexual preference, government statistics, welfare, and poverty. The history of each respective issue, analyses of present problems, and suggested actions which can be taken to solve them are outlined. State adoptions of various resolutions are charted. An annotated chronology of women's history in the United States from 1587 to 1977 is also presented. A report on the Hearing on Disarmament and Peace Issues (held in conjunction with the conference) is included. Reports on public laws, executive orders, conference resolutions, minorities, the…
(1983). Improved Food Drying and Storage Training Manual. This manual is intended to serve as a guide for those who are helping future Peace Corps volunteers to acquire basic food drying and storage skills. Included in the guide are lesson outlines and handouts for use in each of the 30 sessions of the course. Representative topics discussed in the individual sessions are scheduling, solar dryers, community assessment, food dryers and storage considerations, smoke tests, adult learning, natural cooling and rainy season drying, facilitation skills, nonformal education presentations, local development projects, independent study, pest control, and program evaluation. Each session outline includes a time estimate, objectives, a list of materials needed, handouts, trainer notes, and procedures for use in meeting the objectives of the course. Also included in the manual is a trainer's guide consisting of sample participants' notebooks, proposed 1- and 2-week schedules, a training program description, a list of recommended texts, a preprogram… [PDF]
(1987). Hearing on Issues Relating to National Youth Service. Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor. House of Representatives, One Hundredth Congress, First Session. This document contains transcripts of oral and written testimony from witnesses at a hearing on National Youth Service. National Youth Service is a broad concept that will allow the youth of the United States to serve their country and communities through public service. Youth Service members could, after completing their service, receive education benefits in exchange for those services. Witnesses included youth service volunteers, former youth program participants, educators, and various congressional representatives. At the hearing, the witnesses explored various ideas for youth service, and looked at model programs, such as the Peace Corps, the Job Corps, the Reserve Officers Training Commission (ROTC), and other types of youth programs. Witnesses discussed the advisability of making youth service voluntary or compulsory, the types of youths who would join and the types of youths who should benefit, and the need for civic responsibility. Benefits from previous programs were… [PDF]
(2005). Teaching about the Religious Other: United States Institute of Peace Special Report 143. United States Institute of Peace The United States Institute of Peace held a two day workshop titled \Teaching about the Religious Other\ on March 3-4, 2005. The sixteen workshop participants were professors experienced in teaching those of one Abrahamic faith about another Abrahamic faith either in U.S. classrooms or abroad. The purpose of the workshop was to enable these educators to share their experiences and curricular materials, to plan collaborative projects to improve the quality of such education, and to increase the number of such programs. In a world experiencing violent conflict among the three Abrahamic faith communities, it is vitally important that adherents of one faith learn about the other two faiths. Such educational exposure helps increase tolerance and advance peaceful coexistence. This report summarizes the presentations of the participants, introduces some promising new programs for teaching about the religious other, and offers lessons drawn from the discussion. The author, David Smock, is… [Direct]
(2005). The Ribbon Workers as Popular Educators: (Re)-Presenting the Colours of the Crusades. Studies in the Education of Adults, v37 n1 p47-62 Spr. The educational aim of this genealogical study of ribbon workers as popular educators is to expose activist and voluntary organisations, not only as generative sites of learning, but also as sites of habituated learning and stereotypical colour assumptions. This study urges popular educators and activists to reflect critically on the popular culture forms that shape their practice, especially the colour coding associated with the crusader metaphor. Critical reflection involves remembering where a given colour has been before as educators and activists select their heraldry of coloured ribbons, banners, badges, and other emblems. To develop this theme I provide a critical analysis of ribbon work represented in the popular press and popular education at different historical moments (for example the blue ribbon in the temperance movement, and currently the United Nations emblem for peace). I interrogate the normalised and religion-charged, racialised, colour symbolism of popular… [Direct]
(1982). Visual Aids: A Guide for Peace Corps Volunteers. Appropriate Technologies for Development. Reprint R-2. This guide for Peace Corps volunteers emphasizes the importance of visual aids in communicating ideas, concepts, and behavior, and in motivating people to change life patterns. Guidelines for the selection and effective use of materials in health education that will be understood in the target culture are provided. The packet illustrates and explains a variety of visual materials that include: (1) flash cards and flip charts; (2) posters; (3) flannelgraphs; (4) silk screen printing; (5) films; (6) slides; (7) filmstrips; and (8) models. For each of the categories, step by step guidelines for making and using the visual are given, as well as specific examples. Additional information lists supply sources for visual aids and their materials, hints on effective utilization of specific media, and sample visuals with captions in one of several languages. The concluding section presents an example of how visual aids can prove effective in a program of community development in India, using… [PDF]
(1970). United Nations General Assembly Official Records. Twenty-fourth Session, Third Committee, 1650th to 1661st meetings, and Plenary Meetings, 1792nd Meeting. This document is made up of Agenda item 62–Education of youth in the respect for human rights and fundamental freedoms: report of the Secretary-General; and Agenda item 92–The problems and needs of youth and its participation in national development. Agenda item 62 included: an introduction; action taken by member states to ensure that young people are educated and brought up in a spirit of respect for human rights everywhere and given the opportunity of playing their part in the implementation and protection of human rights; and seminars within the framework of the program of adivsory services in the field of human rights. Agenda item 92 contains a brief note by the Secretary-General and The Report of the Third Committee. In the draft resolutions, amendments, and recommendations it was agreed that youth need to accept the values of peace and humanism, while rejecting philosophies contrary to these ends. (SD)… [PDF]
(2002). Seeing through Race, Gender and Socioeconomic Status. This paper discusses the history of discrimination in the United States and the length of time it took to abolish the legal support of racism. The paper then discusses the problems of diversity in the United States. Acknowledging and accepting U.S. diversity in terms of race, ethnicity, gender, religious background, and national origin would enable the United States to treasure the concept of cultural pluralism. The paper asserts that racism is the main obstacle to peace and tranquility, one that cripples the development of a prosperous society. The United States should focus on education and strive to develop better curricula to reduce discrimination and encourage students from all backgrounds to appreciate the opportunities available in the United States and exercise more respect toward other cultures that have contributed to the United states' multicultural society. A model of racial, ethnic, and gender healing is presented. (Contains 1 figure and 46 references.) (SLD)… [PDF]
(1989). A Guide for Integrating Global Education across the Curriculum. The Iowa State Board of Education mandated the teaching of global education across the curriculum, effective July 1, 1989. This guide is intended to point the way for school districts developing their own models of global education defined as an approach to learning that promotes greater understanding of the world as an interconnected aggregate of human and natural systems. These systems operate within a single planetary life-support system on which the destiny of all humankind depends. The purpose of global education is to promote long-term human survival by developing greater respect for and cooperation between fellow human beings and greater concern for the environment on which all people depend for their very existence. A rationale for global education is offered, and suggests that content be structured around five basic themes: (1) global interdependence; (2) human resources, values, and culture; (3) the global environment and natural resources; (4) global peace and conflict… [PDF]
(1978). American Social Studies in Japan: Some Observations on the Social Studies Reforms Imposed on the Japanese Educational System after World War Two. This report analyzes three aspects of social studies education in Japan: (1) characteristics of secondary education before World War II, (2) the nature and effects of United States intervention in secondary social studies in 1946, and (3) features of contemporary social studies. Before 1945 the boys' middle school, the Chugakko, was the most prestigious; attendance was mandatory for admission to postsecondary education and thus to positions in government, business, and the military. Early in 1945 the major emphasis in secondary education was on training pupils in the moral principles of the empire and on military training. In 1946 a United States Education Mission called for decentralization of educational decision making, adoption of American democratic practices in the schools, abolition of special courses on morals, and the rewriting of Japanese history and geography. The objective was to promote democratic Japanese education within a world society committed to non-aggression and…
(2010). Comparison of the Effectiveness of Two Forms of the Enhancing Relationships in School Communities Project for Promoting Cooperative Conflict Resolution Education in Australian Primary Schools. Journal of Peace Education, v7 n1 p85-105 Mar. This study evaluated the Enhancing Relationships in School Communities (ERIS) Project which aimed to promote constructive conflict resolution (CR) in Australian primary school communities through professional development for core teams of three-five staff (n = 33 teachers). Twelve schools were randomly assigned to a full intervention (FI) group or a partial intervention (PI) group with seven and two days professional development respectively and equivalent levels of in-school support over 16 months. Teachers from the same schools who received no direct intervention (NDI) (n = 33) were comparison groups. Significant positive differences were found between the FI teachers and the PI and NDI participants in their use of CR steps and use of an integrative approach to conflict. At post-intervention the FI group participants' attitudes to conflict became most positive. While both FI and PI participants disseminated CR information to staff and students, the FI group reported higher levels… [Direct]
(2007). Education in Emergencies and Early Reconstruction: UNICEF Interventions in Colombia, Liberia, and Southern Sudan. Online Submission Broad access to quality, child-friendly education in emergencies is a critical component of early reconstruction and development. As a class of graduate students at the Woodrow Wilson School of Public and International Affairs at Princeton University, our goal is to make a modest contribution to the field of education in emergencies by working with UNICEF to analyze the ways in which its policies are reflected in education programming in emergency relief and reconstruction phases. Colombia, Liberia, and Southern Sudan were chosen as cases because they vary in context such that comparatively they provide a perspective on the provision of education at different stages of the development spectrum. We hope to draw conclusions with a range of applicability to many types of conflict and crisis situations. To do so we highlight areas where information sharing might provide for improvements in the education of vulnerable children, while keeping in mind the differing contexts. The report… [PDF]