(1982). The Quality of Life and Adult Education: Learning as a Way of Life. Peace as a Way of Life. Alternative Ways of Life. [Final Report of the International Meeting in Finland Seminar (14th, Murikka, Finland, August 16-21, 1982)]. These conference proceedings summarize the information presented at a conference held in Finland between August 16 and August 21, 1982, devoted to the impact of adult education on the quality of life. Included in the report are summaries of the proceedings and discussions that took place during the conference. The following presentations are summarized: \What is the Quality of Life?\ by Marja Jarvela-Hartikainen and Matti Sarmela; \Culture as a Factor Forming the Way of Life,\ by Rauni Turkia and Michael Moore; \Learning as a Way of Life,\ by Kaarina Suonio; \Peace as a Way of Life,\ by Helena Kekkonen; and \Alternative Ways of Life,\ by Hilkka Pietila. Summaries of the discussions follow each of the presentations. The results of seven group discussions on themes pertaining to adult education and the quality of life and recommendations emerging from the group discussions are also provided. Appended to the proceedings are a program agenda and a list of participants. (MN)…
(2001). The Impact of War on Children: A Review of Progress Since the 1996 United Nations Report on the Impact of Armed Conflict on Children. The outgrowth of a 1996 report on the impact of armed conflict on the well-being of children, and preparation for the 2000 International Conference on War-affected Children, this book examines progress made and obstacles encountered since 1996 in relieving the trauma of armed conflict. The stories recount family displacement, the rise of HIV/AIDS in areas of armed conflict, and the way the proliferation of small arms and light weapons ignites and sustains the wars that victimize children. The book also showcases programs that have been in place since 1996 that have made a real difference in the lives of children caught in desperate circumstances. The chapters are: (1) "Wars against Children"; (2) "Child Soldiers"; (3) "Children Forced to Flee"; (4) "Children under Siege from HIV/AIDS"; (5) "Ending Sexual Violence and Exploitation"; (6) "The Toll on Children's Health"; (7) "Promoting Psychosocial Recovery"; (8)…
(1998). Collaborative Internet Learning. This paper describes pioneering in the area of telecommunications and the use of the Internet across the curriculum in Australian schools through the I*EARN (International Education and Resource Network). Topics discussed include: (1) changes to the traditional learning approach and school structure, including the role of the teacher and resource equity; (2) positive spin-offs from collaborative projects, including real outcomes from the author's experience; (3) problems associated with collaborative Internet learning, including time, money, and access to equipment and login facilities; (4) industry and organization involvement; (5) equity and access; and (6) three successful projects from the I*EARN project–War and Peace 1995, National Identity 1995-1996, and Faces of War 1996-1998. (DLS)… [PDF]
(1974). AID: The New Challenge. A Special Report of the Agency for International Development. The programs and policies of the Agency for International Development (AID) in administering American foreign aid are briefly described in this booklet. Short introductory sections discuss the reasons for foreign aid, the interdependence of today's world, and the history of American foreign aid since World War II. The remaining parts of the booklet focus on the activities of the agency in administering foreign aid: food and nutrition, population planning and health, education and human resources, disaster relief, food for peace, assistance with private and voluntary organizations, cooperatives, participant training, international assistance coordination, working relationships with other government agencies, and research. Useful maps, graphs, and charts of population growth and food production are included. (DE)…
(2000). The National Science Board: A History in Highlights, 1950-2000. This document highlights key moments in the history of science chosen for their national impact and for the insight they provide on the values and principles that guide the inner workings of the National Science Board (NSB) in its governance of the National Science Foundation (NSF) and its role in national policy. This brochure takes a walk through the history of the board from the 1950s through the 1990s. Highlights include peace and the cold war, setting terms for academic science, strengthening White House science policy, the Mansfield amendment, K-12 and undergraduate education, and the frontier of information technology. Former members of the board and executive secretaries and officers are also listed. (SAH)… [PDF]
(2006). The Fifty-One Society: A Case Study of BBC Radio and the Education of Adults. Studies in the Education of Adults, v38 n2 p210-224 Aut. This article discusses the relationship between sound broadcasting and adult education, looking at the British Broadcasting Corporation (BBC) during the period of postwar reconstruction and austerity of the 1950s. It considers in particular one of the Corporation's most innovative educative programmes of the period, "The Fifty-One Society". This was produced in Manchester by the Talks Department of the BBC North Region and first broadcast on 1 November 1951. The format was a discussion, along the lines of the old literary and debating societies, and featured a small group of northern academics drawn from the Universities of Manchester, Leeds and Liverpool, many of whom had personal experience as adult education tutors. Each week a topic was introduced by a guest speaker and then discussed by the "resident experts" in the studio. The discussion was then edited and broadcast. The Fifty-One Society aimed to bring to listening audiences ideas, informed views and… [Direct]
(1994). Multicultural Education: A Challenge for All. This paper addresses the role of the classroom in bringing students of different backgrounds together and the role of the teacher in creating an atmosphere in which students not only get along well with each other, but also develop respect and appreciation that they carry with them outside of school. There is a need to create an atmosphere of peace and harmony within the educational environment to offset the ill effects of stereotyping and prejudice that can inhibit multicultural education. The paper also discusses teacher attitudes and resistance to multicultural education and ethnic events, stemming in part from their limited education and experience in these areas. It is concluded that schools are becoming more diverse each year, reflecting changes in society. Schools can no longer afford to ignore racial and cultural tensions nor the differences in learning styles that these cultural differences create. (Contains 5 references.) (GLR)… [PDF]
(1982). Global Education Resource Guide. Over 700 annotated resources, most of which were produced between 1970 and 1980, are presented in this resource guide which addresses global issues and interdependence from a world order perspective. Arranged into 3 parts, the resources listed in part I primarily provide background material organized under the following subtitles: world order; ecological balance; economic justice; energy; futures; hunger and life style alternatives; peace; population; religion, philosophy, and global spirituality; and social justice. Materials listed under "Action Resources" are intended to aid those interested in speaking, educating others, lobbying, or organizing. Part II lists background resources specifically for educators. Part III lists resource tools for the classroom, presenting separate sections on affective education (education for full human development), art and music, language arts, math and science, physical education, religion, and social studies and history. In most cases,…
(1979). The Future of Murdoch University: Report of the Committee of Inquiry into the Future of Murdoch University. An inquiry concerning the future of Murdoch University, Western Australia, is considered, as are the resulting recommendations. After a description of the university's establishment, growth, and present circumstances, postsecondary education in Western Australia and the demand for higher education are considered. A number of adjustments to the pattern of activities in higher education in Western Australia are recommended that are designed to encourage the growth of Murdoch University to about the year 2000. Proposals for new departments at Murdoch University in the areas of medicine, law, commerce, optometry, peace and conflict studies, philosophy, and student accommodation are examined as are low cost proposals concerning the following issues: limitations on enrollments at other institutions, postgraduate student load, the rationalization of activities, cooperative teaching arrangements, the establishment of institutes for teaching and research, the joint use of facilities, and… [PDF]
(1998). The Alexander N. Charters Library of Resources for Educators of Adults at Syracuse University Library. This document describes the contents of the Alexander N. Charters Library of Resources for Educators of Adults at Syracuse University Library. The document begins with a brief history of the development of the library's collections, which occupy 900 feet of shelf space and contain more than 50 groups of personal papers and records of organizations involved in adult education. Next, some of the collections' most notable contents, including documents pertaining to the adult education activities conducted through the Peace Corps, Volunteers in Service to American (VISTA), and Project Head Start and the papers of Malcolm S. Knowles, Paul Henry Sheats, and Robert J. Blakely, are highlighted. The remainder of the document is an annotated bibliography of 53 items housed in the Charters library. Among those items are records of the following organizations and individuals: Adult Education Association (AEA), Adult Education Association/American Association for Adults and Continuing Education… [PDF]
(1987). The Higher Education Amendments of 1986 (P.L. 99-498): A Summary of Provisions. 87-187 EPW. The provisions of the Higher Education Amendments of 1986 (P.L. 99-498), which is the major piece of legislation reauthorizing the Higher Education Act of 1965 through 1991, are delineated. A synopsis of the legislative history of this act is provided along with a brief description of the passage of the Higher Education Amendments of 1986. A summary of provisions of this legislation by title is included. The 16 titles are: postsecondary programs for nontraditional students; academic library and information technology enhancement; institutional aid; student assistance (grants to students in attendance at institutions of higher education, guaranteed student loan program, work-study programs, income contingent direct loan demonstration project, direct loans to students in institutions of higher education, needs analysis, and general provisions relating to student assistance programs); teacher training and development; international education programs; construction and renovation;… [PDF]
(2011). The Role of Tertiary Education in Fixing Failed States: Globalization and Public Goods. Journal of Peace Education, v8 n2 p127-142. The plight of nations labeled as \failed\ is well-documented, as are suggested strategies to fix them. One area that receives a great deal of focus in the extant literature is education. How can education contribute to the rebuilding of a failed State? Most often the responses to this question focus on the importance of reestablishing primary and secondary education and on improving teacher education programs. This paper extends the analysis around the contribution of education to consider the role of tertiary institutions. The author works from a theoretical perspective of public goods, and argues that universities, as engines for economic development and social change, make important contributions to society and need to be considered alongside primary and secondary education when setting plans for fixing failed states. In doing so, tertiary education is posited as a global public good and a force of stabilization within the nation. (Contains 2 tables.)… [Direct]
(2011). Jewish Arab Activism through Dialogical Encounters: Changing an Israeli Campus. Journal of Peace Education, v8 n2 p193-211. This paper introduces a Jewish Arab dialogue model of national encounters which has been developed at Tel Hai College in Upper Galilee in Israel. These planned encounters, which have taken place for eight consecutive years within the framework of a course entitled "A Jewish-Arab dialogue–action research" are recognized as part of the bachelor degree requirement within the Department of Education. Group meetings designed to build mutual acquaintance and understanding between Jews and Arabs have been taking place for several decades in various locations, including Israeli academia. This model is unique as it consciously directs its participants towards activism in the institution where it is located. Conceived as a process of reflexive identity study and research, jointly examining power structures, the course has aimed for extended, on-campus dialogue between Arabs and Jews, studying, and attempting to reduce the college reality of structural inequities between these… [Direct]
(2011). Representations of Canada's Role in the War on Terror: The Fantasized Nationalist Narrative. Journal of Peace Education, v8 n2 p89-99. This multi-method study is based on data collected from 99 written narratives, four in-depth semi-structured interviews, and demographic questionnaires. It depicts a particular framework in which a diverse group of university students represent Canada's role in the War on Terror. The study reveals how these representations assist in the imagining of Canada as a peacekeeper and peace-loving nation. These presumably benign representations of the war and peace produce banal nationalism, and have implications for both students' imagination about war and peace and for peace educators. This contributes to the importance of critical peace pedagogy in teaching students the relationships of banal nationalism, wars and peace…. [Direct]
(2011). Early Childhood Education in Turkey: Pre-School Teachers' Attitudes towards Diversity. Journal of Peace Education, v8 n1 p37-53. This study examines preschool teacher attitude to respect for diversity. Findings are based on analysis of questionnaire responses gathered from a sample group of 685 teachers administered in five Istanbul districts between 2006-2007, and analysed by frequency, percentage and Chi-square. Recommendations are proposed with reference to the analysed data in light of the implications of findings in this research. In the process of developing a programme to address the issues of respect for diversity in preschools and early learning centres, the relevant research must be taken into consideration. In addition, work related to the concept of respect for diversity should be included in tertiary institutional training programmes for trainee teachers, particularly in those departments responsible for training preschool and primary class teachers. Current programme content could be reviewed to that end. (Contains 8 tables.)… [Direct]