Bombaugh, Ruth (1996). Peace Corps Fellows in Their Urban Classrooms: The Struggle To Build a Learning Community. This study focuses on a beginning secondary science teacher and his efforts to establish a learning community in a large metropolitan school district. During the study, the teacher was enrolled in an alternative teacher-certification program for returned Peace Corps volunteers. After teaching full-time during the day, participants attend university classes at night to earn certification and a masters degree in education. Data collected included 20 interviews, 5 focus group sessions, over 60 classroom observations, portfolios, and journal entries over the course of five and a half semesters. Findings are presented in the form of narrative vignettes and dialogues, and suggest that the authoritarian teaching methods taught and practiced overseas through the Peace Corps hindered the teacher until he developed his own, more collaborative teaching style. Other barriers to the teacher's efforts to establish a participatory instructional community are discussed, including bureaucratic… [PDF]

Devlin-Foltz, Betsy (1998). Peace Corps Tales from Open Space. Information Collection & Exchange T0089. This volume documents and reflects on the use of Open Space Technology by Peace Corps staff in the United States and in the field. An introduction reviews basic principles and processes of Open Space, which is a meeting and conference process congruent with Peace Corps philosophy, to clarify ways trainers have interpreted, adapted, and used it in conferences and workshops. An abbreviated article examines the fit between the Peace Corps and Open Space. The 15 tales are divided into 3 sections. "Classic Open Space: One to Three Days" consists of the following: "Abidjan and Beyond: Health and Water and Sanitation Workshop"; "Magic in Madang: Asia-Pacific Administrative Officers and Cashiers Conference"; "This is the New Way! Mali Project Review"; "Facilitating a Project Review Using Open Space in Guyana"; "Pura Vida: Costa Rica Urban Youth Workshop"; "Putting Responsibility in its Place: Education and Environment Sector… [PDF]

(1985). List of Participating Institutions: Associated Schools Project in Education for International Co-operation and Peace = Liste des establissements participants: Systeme des ecoles associees appliquant un programme d'education pour la cooperation internationale et la paix = Lista de Instituciones Participantes: Plan de Escuelas Asociadas en la Educacion para la Cooperacion Internacional y la Paz. A list of participating institutions at the Associated Schools Project in Education for International Co-Operation and Peace, December 31, 1985 is presented. A total of 1,970 institutions in 94 countries participated, including 47 nursery schools, 556 primary schools, 1,123 secondary schools, and 248 teacher training institutions. Addresses of schools and contact persons, including principals and coordinators, are listed for the participating institutions. United Nations Information Centers/Services and United Nations and Specialized Agencies addresses are also included. (RSL)…

(2006). Designing Training Programmes for EIU and ESD: A Trainer's Guide. UNESCO Bangkok The training guide is based on a TOT (Training of Trainer) workshop conducted in September 2005 in Chiangmai, Thailand jointly by Asia Pacific Centre of Education for International Understanding (APCEIU) and UNESCO's Asia Pacific Programme of Educational Innovation for Development (APEID). The publication provides a comprehensive guide to trainers of teachers on education for international understanding (EIU) and education for sustainable development (ESD). This guide is structured to enable the reader to plan, organize and conduct a training workshop using EIU and ESD as the conceptual and content focus. It is divided into three sections: (1) concepts and themes; (2) process; and (3) pedagogy. Also explained is the concept of EIU and ESD and how the two link to other global social topics such as social justice, human rights, peace and equity. [This guide was also produced by UNESCO's Asia-Pacific Centre of Education for International Understanding.]… [PDF]

Blohm, Judee, Ed. (2000). Beyond the Classroom: Empowering Girls. Idea Book. The close relationship that Peace Corps volunteers develop with their communities and schools places them in a unique position to influence the behaviors and attitudes of the young women with whom they work. Workshops, camps, clubs, special events, and conversations all have the potential to promote decision-making skills, encourage goal setting, and build confidence. Volunteers have the potential to help girls change their lives for the better. This booklet provides a collection of ideas and activities from Peace Corps volunteers around the world to be used as a resource in the work of empowering young women. Following an introduction, the booklet is divided into nine sections: (1) "Things To Consider as You Read"; (2) "Helpful Tips for Organizing an Event"; (3) "Mentoring for Empowerment and Leadership"; (4) "Clubs"; (5) "Camps and Conferences"; (6) "Sports"; (7) "Contests"; (8) "Life Skills… [PDF]

Education for a Global Society: A Resource Manual for Secondary Education Teachers. Over four hundred books, articles, and resource materials on the topic of global education are identified in this resource manual. It is designed for secondary school teachers to use in selecting reading and audiovisual resources to supplement courses with a global approach. Approximately 90% of the entries have been published since 1970. Material is arranged under four main headings called \world order values,\ which are seen to be the antitheses of major problems which bring stress, conflict, and human suffering to the world society. The four world order values are peace, economic equity, social justice, and ecological balance. Within each of the four content sections, entries are further characterized as books, articles, or resource materials. Most of the resource materials are films, which include information about length and color or black/white. Entries are listed alphabetically by author. Additional bibliographic information is given on title, publisher, and date. The guide… [PDF]

Kelly, Francis D., Ed. (1991). What Makes a School Catholic?. This monograph includes six papers presented at a meeting sponsored by the Departments of Religious Education and Secondary Schools of the National Catholic Education Association. The papers include: (1) \What Makes a School Catholic?\ (William J. O'Malley); (2) \Catholicity: A Tradition of Contemplation\ (Thomas Keating); (3) \Catholic Identity and the Church\ (James Heft); (4) \Building a Religion Curriculum\ (Thomas Zanzig); (5) \Facilitating Student's Self Image\ (Mark Link); and (6) \Justice and Peace: Constitutive Elements of Catholicity\ (Loretta Carey). (KM)… [PDF]

BRAZZIEL, WILLIAM F. (1965). EDUCATING THE DISADVANTAGED–TRENDS AND PROSPECTS. COMPENSATORY AND DEVELOPMENTAL EDUCATION IS EMPHASIZED AS THE MAJOR MOVING FORCE IN THE DEVELOPMENT OF THE DISADVANTAGED. THE DEVELOPMENT OF DISADVANTAGED PEOPLE IS NECESSARY FOR THE CONTINUED GROWTH OF THEIR COMMUNITIES, PROGRAMS SHOULD BE DEVELOPED WHICH INVOLVE DISADVANTAGED CHILDREN AT EVERY STAGE OF THEIR GROWTH AND DEVELOPMENT. TO THAT END, ADULT EDUCATION PROGRAMS TO PROMOTE FAMILY PLANNING, PRENATAL AND POSTNATAL CARE, AND THE PROVISION OF A BETTER HOME ENVIRONMENT ARE BEING ADJUSTED TO MEET COMPENSATORY EDUCATION NEEDS. GAPS BETWEEN PARENTAL DESIRES AND ABILITIES TO PROVIDE DEVELOPMENTAL EXPERIENCES IN THE EARLY YEARS ARE BEING FILLED WITH NEW PROGRAMS IN EARLY CHILDHOOD EDUCATION. IN ELEMENTARY SCHOOLS, AGE-GRADE DECREMENTS IN SCHOOL ACHIEVEMENTS WHICH DISCOURAGE DISADVANTAGED CHILDREN ARE BEING REPLACED WITH UPGRADED SCHOOLS, JUNIOR PRIMARIES, FLUID GROUPING, AND STRONG READING READINESS PROGRAMS. AFTER SCHOOL HOURS, MANY SCHOOLS ARE BEING KEPT OPEN FOR TUTORING,…

Gullickson, Janice (2009). Welcome Aboard Starship MIR: Mission Is Russian. Learning Languages, v15 n1 p42-44 Fall. Six years ago Project Starship MIR, the Russian language "shuttle," launched at Turnagain Elementary, one of the Anchorage School District's 65 elementary schools. The MIR "peace" mission originated with encouragement from the local business community to prepare students for Alaska's future economic, social and political ties with neighboring Russia, less than twelve miles away. Young Alaskans learning Russian also renew interest in this less commonly taught language as they discover there are many shared heritages and customs of the Alaskan and Russian peoples following years of isolation during the Cold War. The MIR lift-off (2003) was fueled by a FLAP (Foreign Language Assistance Program) grant from the U.S. Department of Education and a local funding match. At the time, Turnagain's was one of the only known Russian elementary immersion programs at a public school in the United States. In this immersion model native Russian speakers teach half of each day's… [Direct]

Goodwin, Sarah Hall (1986). Guide to Peace Corps Literacy Packet (Litpak). The guide introduces literacy education volunteers to the contents and use of the Peace Corps' prepared information packet on native language literacy education (Litpak). Part 1, a guide to the packet, contains two chapters. The first chapter, an introduction to Litpak, outlines the materials' purpose, typical situations in which Peace Corps volunteers get involved in literacy work, methods and approaches for using Litpak contents, and ways of supplementing the handbook. The second chapter of this part looks at special issues in literacy: the role and adequacy of literacy in different situations; alternatives to literacy; literacy in multilingual situations; and choosing a teaching approach and methods for different situations. The second section of the guide addresses the use of various teaching methods. The first chapter of this section discusses the formulation of a situation-specific literacy curriculum. The second and third chapters focus on curricula for two methods: the…

(2009). School Library Media Programs in Action: Civic Engagement, Social Justice, and Equity. American Association of School Librarians (NJ3) As Gail Bush reports, \each section of this monograph includes articles that invite the reader to explore his or her own response to the authors' messages… The purpose here is not to set in stone principles and practices to be followed blindly but to present a disposition toward intellectual behaviors that seriously consider our responsibilities and actions as educators in a democratic society.\ And Ms. Bush has pulled articles to do just that from \Knowledge Quest\, AASL's official, highly respected journal on school library media programs. You will find topics addressing the big picture of civic engagement, equity, democracy, and social justice, and of course best practices. Contents of this book include: (1) Introduction by Gail Bush; (2) Re-Envisioning Information Literacy Standard 10: Sending a Message to the Future (Gail Bush); (3) Envisioning Information Literacy Standard 10 (Gail Bush); (4) The Civic Mission of School Libraries (Nancy Kranich); (5) The Fierce Power of… [Direct]

Demir, Cennet Engin; Paykoc, Fersun (2006). Challenges of Primary Education in Turkey: Priorities of Parents and Professionals. International Journal of Educational Development, v26 n6 p640-654 Nov. This article investigates the major issues and problems of Turkish society that may have an impact on people's daily lives, and the characteristics required of primary school graduates as citizens in response to those issues and problems from the perspectives of parents and educational professionals. Data was collected from 407 parents and 389 professionals using three questionnaires developed by the researchers. Results indicated that priority challenges of primary education were considered to relate to peace, the environment, human rights, democracy, justice and equality. Additionally, primary school graduates were said to require critical thinking, problem solving, language and life skills, as well as open-mindedness, expressiveness, peacefulness, flexibility and sensitivity towards environmental issues…. [Direct]

Stambaugh, Tamra, Ed.; VanTassel-Baska, Joyce, Ed. (2007). Overlooked Gems: A National Perspective on Low-Income Promising Learners. Proceedings from the National Leadership Conference on Low-Income Promising Learners (Washington, DC, April 24-25, 2006). National Association for Gifted Children (NJ1), Proceedings of the National Leadership Conference on Low-Income Promising Learners (Washington, DC, Apr 24-25, 2006). This monograph brings together the work of national stakeholders in gifted education and beyond gifted education on the critical issue of child poverty among students who show academic and intellectual promise for positive contributions in various areas of study. It has been compiled in order to provide the field of gifted education with a blueprint for working in schools with children of poverty, for activating community-based opportunities for them, and for forging new partnerships and collaboratives with universities and other agencies to deliver relevant services. The monograph is organized into eight sections that outline the major presentations from the April 24-25, 2006, national conference hosted by the National Association of Gifted Children and the College of William and Mary and sponsored by the Jack Kent Cooke Foundation. Held at the Carnegie Endowment for Peace, in Washington, DC, the conference purposes were three-fold: (1) to understand the current state of the art… [PDF]

Rodionov, S. N.; Shevtsov, R. P. (2008). On Religious Subjects in School Education. Russian Education and Society, v50 n10 p6-15 Oct. These days, problems of relations between the church and the schools are at the focus of attention of sociologists. In present-day Russia, religion, particularly the Orthodox religion, is acknowledged to have the right to contribute to the formation of the Russian state and culture. According to the findings of recent sociological surveys, many Russians see the religious heritage as a vital component of the national culture, as a characteristic of spirituality and morality in combination with universal human values such as love, peace, and justice. In 2003, the demand for traditional moral, ethical, and spiritual values, and their increasing role in the upbringing of the rising generation, prompted the Ministry of Education of the Russian Federation to publish a number of documents that recommended the introduction of subjects relating to religious themes in the schools. The authors carried out a pilot survey in February 2007 to determine the "opinions of teachers in the primary… [Direct]

(2001). Seminar on "The Methodology of Civics Teaching" for Teachers from the Chechen Republic (Ghelendjik, Russian Federation, October 1-6, 2001). The need for civic education is an important and urgent issue throughout the world, particularly in the Chechen Republic, which is undergoing transition from a war culture to a peace culture. The European Commission, together with the Council of Europe and other entities, held a training seminar on civics teaching for teachers and school administrators (n=20) from the Chechen Republic in Ghelendjik in October 2001. The seminar had the following objectives: (1) to discuss the teaching resource presented in the handbook "Civic Education," prepared by Russian specialists; (2) to discuss the introduction of civic education in the Chechen schools; (3) to examine ways to manage schools democratically and create a democratic school life; (4) to determine how to support civic education in Chechen schools; and (5) to acquaint teachers with the methodological foundations of civic education, its concept and working methods, as well as to provide guidelines for introducing civic…

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]