(1993). Reaching the Children: In Celebration of the Rights of the Child. This resource booklet provides teachers with information on the role of the United Nations Children's Fund (UNICEF) and the United Nations Convention on the Rights of the Child (CRC). It also contains activities that teachers can use with children to help them understand the role of UNICEF and the rights outlined in the CRC. The convention guarantees children the right to: (1) affection, love, and understanding; (2) adequate nutrition and medical care; (3) protection against all forms of neglect, cruelty and exploitation; (4) free education and full opportunity for play and recreation; (5) a name and a nationality; (6) special care if disabled; (7) relief in times of disaster; (8) education to learn to be useful members of society and to develop individual abilities; (9) upbringing in the spirit of universal peace and brotherhood; and finally, (10) to enjoy these rights regardless of race, color, sex, religion, or national or social origin. (MDM)… [PDF]
(2000). Profiles of Leadership in Education. Nineteen well known figures, with a common interest in disadvantaged learners, are interviewed. Many are respected members of educational institutions with expertise in teacher unions, undergraduate education, school reform, achievement gaps, research universities, preschool education at home, and teacher training. The authors of \Megaskills,\\Cultural Literacy,\ and \In a Different Voice\ are among them. Although the focus is on education issues, many of those interviewed have a serious interest in education but are not professional educators. A designer of computer languages, a mayor of New York City, a paleontologist and writer of popular science, a reporter for National Public Radio, a director of the Peace Corp, and a president of the National Urban League explain the impact of education on their own lives and their impact on education. Those interviewed are: (1) Madeline Hunter; (2) Seymour Papert; (3) Reuven Feuerstein; (4) Shirley Brice Heath; (5) Albert Shanker; (6) Ernest…
(2001). First Teacher-Training Seminar on Civic Education for Teachers from the Chechen Republic (Pyatigorsk, Russian Federation, November 3-9, 2000). Education for Democratic Citizenship, 2001-2004. A seminar was held in November 2001 for 11 teachers of the Chechen Republic. The objectives of the seminar were: (1) presentation of the textbook "Civic Education" to the teachers and educational staff; (2) introduction in methodology and the matter of civic education; (3) working out of active and interactive methods of work in the sphere of civic education; and (4) reintegration of teachers of the Chechen Republic into the European and Russian educational spheres. This report chronicles the activities of the five days of the seminar. The report identifies the following themes of the seminar based on each day's objective: (1) "Teaching of Democracy in Civil Society"; (2) "Culture of Peace, Human Rights, Democracy Are Foundations of Civic Education"; (3) "Anticipation and Resolution of Conflicts Good Conduction of Negotiations"; (4) "Democratization of School Life, Civic Education and Intersubject Integration"; and (5) "Active…
(1986). Institutional Opportunities Plan for International Development. This two-part report describes Florida Community College at Jacksonville's (FCCJ's) Institutional Opportunities Plan for International Development, part of a new programmatic thrust encompassing job-specific training, economic development support, cultural exchange, and focus on world issues. The following topics are covered in both parts of the report, with the executive summary providing a narrative discussion and the opportunities plan which outlines specific actions: (1) introduction to the need for international education; (2) the community college role in international development in the areas of education and training, futures assessment, cultural exchange, and spokesperson for world peace; (3) the creation of a network for international development; (4) 1986 legislation affecting international development in Florida; (5) opportunities available in international development, which includes information on the needs of foreign nationals, board of trustee rules which strengthen…
(1985). Oral Rehydration Therapy and the Control of Diarrheal Diseases. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-34. This manual was developed to train Peace Corps volunteers and other community health workers in oral rehydration therapy (ORT) and the control of diarrheal diseases. Using a competency-based format, the manual contains six training modules (organized in 22 sessions) that focus on interrelated health education and technical content areas. Each module begins with a set of behavioral objectives and contains a sequence of sessions that address the specific content area. Session formats include targeted time frame, overview, objectives, resources, materials, procedures, and trainer notes. The modules cover the following topics: climate setting and assessment; diarrhea, dehydration, and rehydration; nutrition and diarrhea; working with the health system; working with the community; and community health education. Extensive examples, sample forms, schedules, and handouts are provided. Materials are illustrated with photographs and line drawings. Suggestions to the trainer for adapting the… [PDF]
(1973). Readings in Intercultural Communication: Volume III. This document is a compilation of 10 papers exploring various aspects of the new and growing field of intercultural communication. The 11 authors are educators and researchers from institutions of higher education, research centers, and the Peace Corps. The papers are presented in two sections. Section I, Basic Issues in Intercultural Communications Research, contains seven papers. Titles are as follows: (1) Intercultural Communication Research: Where Do We Go From Here; (2) Outline of Intercultural Communication; (3) An Outline of Problems in Intercultural Communications Education, Training, and Research; (4) Black Communication Research: A Problem in Intercultural Communication; (5) Culture Training, Cognitive Complexity and Interpersonal Attitudes; and (6) Communication in Pluralistic Systems. Section II is titled Applications: Cross Cultural Training and the Intercultural Communications Workshop (ICW). (See SO 012 927 for a discussion of ICWs.) The three papers in this section…
(1985). Three Scenarios for the Future of Teaching. A Future Paper for Teacher Quality and Effectiveness Center. Three scenarios are offered for the future of teaching. The first includes reforms such as requirements for a full liberal arts program for teacher candidates, a fifth year of professional education, a carefully supervised induction, and tests of subject-matter knowledge, professional knowledge, and performance. The second scenario examines the consequences of a continuation of today's policies for teacher education and practices that have not been effective in the past. The third scenario is drawn on a parallel with the model of the United States Army during the era when the draft existed. A permanent, relatively high-paid cadre of experienced professional teachers inducting, training, and supervising contingents of continuously changing temporary teachers. Temporary teachers would be secured through one of several plans: (1) mandated public service; (2) college loan forgiveness; (3) voluntary Peace-Corps-like teaching corps; or (4) high beginning salaries on a scale which fails to… [PDF]
(1976). A Declaration of Interdependence: Education for a Global Community. A Summary Report of the NEA Bicentennial Program. This report summarizes the projects undertaken by the National Education Association (NEA) in their efforts to help teachers commemorate the Bicentennial. The report begins with a copy of the NEA Declaration of Interdependence and a listing of the Cardinal Principles of Education. Various project descriptions follow. NEA's Pan-Pacific Bicentennial Satellite experiment consists of monthly satellite radio conferences between teachers in Appalachia and teachers in Papua, New Guinea; New Zealand; Saipan; the Fiji Islands; Honolulu, Hawaii; and Fairbanks and Anchorage, Alaska. A special collection of peace studies curriculum materials was assembled for display at meetings and conferences. A Dorros Award which will be presented yearly to two educational organizations that have made a significant contribution to the concept of the global community was established. Other projects include the Global Teacher's Meeting Program through which teachers from nine countries will exchange ideas with… [PDF]
(1973). Learning Through Simulation Games. A broad overview of the educational applications of simulation games is provided. The first section of the book offers an introduction to the major concepts of such games and develops the idea that it is relatively easy for individuals to design and use their own simulation games. The remainder of the book serves as a teacher's guide for instructors at the junior and senior high school levels, in higher education, and in adult education. Detailed descriptions of 24 different simulation games are provided, each of which focuses upon one of the following major themes: freedom, life, peace, love, happiness, or communication. Each description contains sub-sections dealing with the individual game's: 1) name; 2) general information; 3) purpose; 4) components; 5) players; and 6) environment; in addition, scenarios are presented for some simulations. A series of appendixes supplies information on the design and effective use of simulation games and details about currently available games….
(2005). Examples of Leadership: What We Can Learn from Technology Education Leaders. Technology Teacher, v65 n1 p27 Sep. The author presents his remarks from the Maley Spirit of Excellence Breakfast during the International Technology Education Association Conference in Kansas City, MO, April 4, 2005. There are many perspectives on leadership and how best to develop leaders. When he reflects on the career of Dr. Maley, he thinks of a person who set the pace and demonstrated a model of leadership. His intent is to share several vignettes of educational leaders with the participants and glean from these vignettes a list of key characteristics they should emulate. Therefore, he shares examples, or profiles, of leaders, many in technology education. He closes his remarks with a quote from Nibley: \Leaders are movers and shakers, original, inventive, unpredictable, imaginative, full of surprises that discomfort the enemy in war and the main office in peace\. People like John Wagley, Don Maley, Elmer Traman, Franzie Loepp, Tommy Tomlinson, Doug Polette, and Paul DeVore emulate this….
(1976). Recommendation on the Development of Adult Education. The recommendations are a product of the 19th General Conference of the United Nations Educational, Scientific and Cultural Organization held in Nairobi, Kenya in 1976. They are intended to help member states give effect to the stated principles. In abbreviated form, a few recommendations from the ten sections are (1) adult education must be seen as integral to a global scheme for life-long education and learning; (2) adult education should promote work for peace, international understanding, and cooperation; (3) adult education activities should meet needs for development, community participation, and individual self-fulfillment; (4) adult education methods should take into account incentives and obstacles to adult participation and learning; (5) member states should endeavor to establish a network to meet adult education needs; (6) adult educators should be carefully recruited and should receive initial and inservice training; (7) young people's education should progressively be…
(1947). Second National Conference on Citizenship. Presented are speeches, group reports, and panel discussions from a citizenship conference held in Boston in May, 1947. Sponsored by the Citizenship Committee of the National Education Association, the conference provided an opportunity for political, business, educational and religious leaders to discuss the benefits and responsibilities of citizenship during the period following World War II. Specific objectives of the conference were to devise ways of making citizenship more effective and to indicate how various organizations could contribute to a more active, enlightened, and progressive citizenry. Approximately 100 conference participants heard addresses by and discussed citizenship matters with college presidents, educators, military leaders, labor leaders, members of the clergy, representatives from foundations and non-profit organizations, and government officials including the attorney general of the United States. Topics discussed included special citizenship duties of… [PDF]
(2006). Struggle for the Soul of John Dewey: Religion and Progressive Education. American Educational History Journal, v33 n1 p19-28. Religious sentiment served as one of the driving forces behind the progressive movement in education. Indeed, many progressives pursued their theories and reform agendas as a missionary endeavor. Perhaps the primary task in life is growing up, or, put another way, to create a consistent personal narrative to explain people's selves to themselves. One of the most sensitive stages of this process involves harmonizing their early beliefs and worldviews with those they adopt later in life. Progressive educators seem to have followed different paths to the creation of a satisfying personal narrative. Some, like Jerry Voorhis and Frederick L. Redefer, integrated their religious sentiments into their educational theory and practice. Others, like Paul Hanna and William Heard Kilpatrick, divorced their religious lives from their educational pursuits, either by living fragmented lives, or by leaving religious practice behind altogether. Still others, John Dewey, for example, made peace with… [Direct]
(1991). Educating for a Just Society, Grades 7-12. This manual examines peace and justice themes with a specific domestic focus on issues rooted in the cultural, political, social, and economic fiber of the U.S. culture and economy. Each unit begins with overall goals for the unit with lessons developed around each goal. The lessons include brief background information for the teacher and suggested classroom activities. Worksheets accompany many units. Recommended written and audiovisual resources are listed. The volume contains the following: (1) "How To Use This Manual"; (2) "Introduction"; (3) "Conflict Resolution and Dealing with Violence"; (4) "Ageism"; (5) "Justice for People with Disabilities"; (6) "Sexism"; (7) "Racism"; (8) "Multicultural Education"; (9) "Poverty in the United States"; and (10) "Advertising and the Media." (EH)… [PDF]
(1967). Herbert G. Wood; A Memoir of His Life and Thought. This biography of Herbert G. Wood, Biblical scholar, Quaker theologian, and adult educator, tells his life story (1879-1963) and then examines his interest in such topics as: The Quaker doctrine of Inward Light and the Quaker peace testimony; the historical versus the mythical Jesus; the nature of man; the meaning of history; and science and religion. The son of a Baptist minister, Wood was educated in Dames Schools, Regent's Park College (London), and Cambridge. At Woodbrooke, newly-opened Quaker educational settlement in Selly Oak, Birmingham and in Selly Oakes Colleges — an inter-church cooperation in the field of Christian education, and a pioneer movement in adult education in England — he devoted his life until 1940. At this time he was appointed the first Professor of Theology at the University of Birmingham. Wood was also an active member of the Workers' Education Association, at one time acting as chairman of the West Midland District. In addition, from 1947-59 he served…