(1993). Peace, Security, and International Conflict Management. Bibliography. This annotated bibliography presents information about 106 documents on issues of peace, security, and international conflict management. The items appear under the subheadings of: (1) "Arms Control, Disarmament, and Proliferation"; (2) "Causes and Nature of International Conflicts"; (3) "Conflict Management, Diplomacy, and Negotiations"; (4) "Human Rights and Ethnic and Religious Conflicts"; (5) "International Law and International Order"; (6) "International Organizations and Transnationalism"; (7) "Other Approaches and Overviews"; (8) "Religion and Ethics"; and (9) "Ready Reference and Bibliographies." A foreword, an introduction, author index, and title index also are included. (SG)… [PDF]
(1988). A Survey of Teacher Attitudes of the German Democratic Republic to War and Peace and Their Perceptions and Misperceptions of Canadian Students. Forty teachers attending a summer institute in East Germany in August of 1987 were given a questionnaire concerning their attitudes towards the German Democratic Republic and their opinions, perceptions, and misperceptions of Canadian students. The questionnaire was applied in Zwickau, East Germany at a small pedagogical college. Teachers were asked to respond twice: the first time as they would imagine a typical 17-to-18-year-old Canadian student would respond, and, second, according to their own opinions. In a written response section they were asked to give their opinions on two items: (1) personal and/or state violence, and (2) facts and/or opinions held on Canada and Canadian students. Findings showed that the teachers have a positive evaluation of themselves with regard to their attitudes toward war and peace, and they strongly agree that the Soviet Union has more positive proposals for peace than does the West. The teachers also hold positive ideas about Canada and the study…
(1984). Arms Control: Verification and Compliance. Foreign Policy Association Headline Series, No. 270. One in a series of booklets whose purpose is to stimulate greater and more effective understanding of world affairs among Americans, this five-chapter report is geared to the nonexpert wanting to know more about the complex topics of verification and compliance with arms control agreements. "Basic Concepts of Verification" examines the debate of assessment and analysis of military knowledge and technical means. "The Politics of Verification" looks at adequate, effective, and intrusive verification measures. "Soviet Views on Verification" traces the Russian attitude on verification. "Treaty Compliance" reflects the deep divisions of opinion by both sides. "Compliance Diplomacy" examines the future contingencies on compliance problems. The "Talking It Over" section offers questions for students and discussion groups. The report includes maps, glossary, and a reading list. (TRS)…
(1985). Nuclear Arms Education in Secondary Schools. The conference-based report is designed to help secondary school educators with the difficult and important task of deciding how and what to teach about nuclear arms and national security. The booklet intends to build a rationale and to develop a context or framework to assist in selecting approaches, teaching strategies, and appropriate materials for the school and community. The report includes suggested guidelines for dealing with controversy through the treatment of issues; integrating nuclear arms issues into the established curriculum through organizing topics; and suggestions relating to rationale, goals, materials, approaches, and evaluation. Eight conclusions for nuclear arms education are also presented and include statements on appropriateness, personal involvement, student/community needs, criteria, ultimate goals, and public policy. Two appendices are included: Building a Rationale for Nuclear Arms Education and Clarifying Some Positions on Avoiding Nuclear War…. [PDF]
(1984). The Feasibility of World Government: A Research Assignment for the Social Sciences. Solutions to the problems associated with the establishment of a world government offer opportunities for empirical research and informed reflection. A world government of some kind will very likely supersede the existing international order within the next few decades. Only two possible forms of world government currently appear to be possible: (1) a world empire, established by conquest, or (2) a world federation, established by the agreement of sovereign states. Of these two, the world empire is perhaps more probable. The fascinating problem of world government has been largely ignored by social scientists. This neglect may be attributed to several factors. For example, daily policies of most of the world's existing states are not by any means directed toward the eventual surrender of their sovereign powers. As soon as we begin to take seriously the possibility that a world government might be established, many typical research questions arise. Possible topics include the extent…
(1973). Peacekeeping. Perspectives in World Order. This pamphlet, intended for senior high classroom use, defines war, peace, and peacekeeping systems; discusses the destructiveness of war; and proposes the case study method for studying world order. The major portion of the booklet explores ways of peacekeeping through analysis of four different models: collective security, collective force, mutual deterrence, and limited world government. Three of these models are illustrated by actual historical systems (the League of Nations, the United Nations, the balance of power between the United States and the USSR) and one by a hypothetical system, that of world law. Each is further appraised by presentation of a scenario of a crisis when the system was used, such as Ethiopia in 1934-1936, the Congo in 1960, Cuba in 1962, and a hypothetical situation in Malaysia in 1989. Organizational charts, maps and chronologies are used throughout the pamphlet, as well as discussion aids in analyzing the systems, reviewing the cases, and using the…
(1980). Teaching International Organization through Model U.N.'s. Model United Nations (MUN) conferences are held throughout the United States each year to help college students learn about major international issues and the problems and possibilities for international cooperation. There are many educational aspects of the MUN program in which students play the role of a representative of a particular country to a specific U.N. body. In their preparation for a model U.N. conference, students must do a great deal of background reading to gain a thorough knowledge of the U.N. in general and of the particular organ on which they will serve. The delegate's effectiveness also depends heavily on an intimate understanding of the country represented, its political and economic systems, its level of development, its foreign policy, and its relations with other countries. Students also gain an insight into international negotiation, consensus building, and bloc politics. Finally, delegates must be familiar with and develop some facility in using… [PDF]
(1986). How Shall We Tell the Children?. Social Studies, v77 n3 p127-29 May-Jun. Reports contemporary data concerning the fear of nuclear war among Americans of different age groups. Identifies recent efforts to educate K-12 students about the threat of nuclear war. (JDH)…
(1985). Peace-Making Goes to School. History and Social Science Teacher, v20 n3-4 p49-52 Spr. The Milwaukee (Wisconsin) public school system is the first public school system in the United States to offer a peace studies program to all elementary and secondary students. The program, including the planning and development process, is described. (RM)…
(1986). When Tempers Flare, Let Trained Student Mediators Put Out the Flames. American School Board Journal, v173 n3 p41-42 Mar. Describes a student mediator program developed in elementary schools in San Francisco and New York City that successfully trains students to mediate conflict resolutions between students. A key to developing such programs is to educate the students in how the system works before getting into the process. Includes a resource list. (MD)…
(1982). Reconceiving the Future. Teachers College Record, v84 n2 p509-19 Win. In the face of the threat of nuclear war, colleges must reaffirm cultural values that support human understanding. The Trilateral Commission is criticized for its opposition to the activism of \value-oriented intellectuals.\ (PP)…
(1997). Living Together: The Impact of the Intifada and the Peace Negotiations on Attitudes toward Coexistence of Arab and Jewish Pupils in Ethnically Segregated and Mixed Schools in Jaffa. Mediterranean Journal of Educational Studies, v2 n1 p37-54. Changes in the willingness of Jews and Arabs to coexist were studied in 1989 with 217 12-year-olds and in 1994 with 194 in Jaffa (Israel), where both Jews and Arabs live. Separatist attitudes increased and faith in coexistence decreased, but mixed schools seemed to improve attitudes toward coexistence. (SLD)…
(1996). Conflict Resolution: An Examination of the Research Literature and a Model for Program Evaluation. School Counselor, v44 n1 p5-18 Sep. Summarizes some of the common findings in the professional literature pertaining to conflict resolution (CR) curricula and peer mediation (PM) programs. Discusses theoretical, methodological and operational considerations that are relevant to conducting research and evaluation in school settings. Proposes a model to guide educators' decisions on how to conduct an evaluation of CR and PM programs. (KW)…
(1990). Reagan's Foreign Policy: An Assessment (I) Introduction. Perspectives on Political Science, v19 n1 p39-42 Win. Examines the relationship between former U.S. President Ronald Reagan's foreign policy and those of his predecessors. Focuses on the differences between Reagan's policies and those of former U.S. President Jimmy Carter. Analyzes Reagan's policies of containment, human rights, and arms control. Discusses criticisms launched against Reagan's policies. (RW)…
(1990). The Reagan Doctrine in Perspective. Perspectives on Political Science, v19 n1 p43-49 Win. Analyzes the foreign policy of former U.S. President Reagan. Discusses Reagan's policies toward the Soviet Union, focusing on his negotiations with Mikhail Gorbachev. Assesses the successes and failures of Reagan's foreign policy. Examines the impact of the Reagan Doctrine on world politics, and summarizes his legacy in the foreign policy arena. (RW)…