Bibliography: Peace Education (page 256 of 259)

This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe website. Some of the authors featured on this page include Boston. Massachusetts Teachers Association, Robert C. North, Stephanie Roy Hatteberg, Inc. New York Friends Group, Gayle Mertz, Columbus. Ohio Center for Law-Related Education, Richard A. Fagerstrom, Bruce Borad, Nan Schneeberg, and Prosper Kpotufe.

Hatteberg, Stephanie Roy; And Others (1992). The Changing Role of Women in Twentieth Century Law Enforcement. A review of 44 studies and references on women in police work showed that for a long time women who had gained access to employment in law enforcement did so only in a very limited sense. It was not until the 1960s that women began to be assimilated fully into the ranks of patrol officers for the first time. With the passage of Title VII of the Civil Rights Act in 1964 and the amended version in 1972, which included federal, state, and local governments, women finally gained access to jobs in the criminal justice system on equal ground with men. Many of the institutional barriers such as physical strength tests which had prevented women from gaining entrance into law enforcement were eliminated in the 1970s. The slow progression of women's integration into law enforcement may be explained by the fact that administrators have been slow to adapt to structural changes in how law enforcement interacts with society in general. The entrenched belief that superior physical strength is necessary for police work has been discredited in numerous recent studies, as modern law enforcement has become community and human-service oriented. This orientation is highly congruent with female law enforcement officers' policing style, which stresses conflict resolution. Implementation of community-based law enforcement policies should provide police agencies with an opportunity to make wider use of the capabilities of women officers.   [More]  Descriptors: Administrator Attitudes, Adults, Employer Attitudes, Employer Employee Relationship

Ohio Center for Law-Related Education, Columbus. (1997). Youth for Justice: Students Speak Out against Youth Violence. Report of the Annual Youth for Justice Summit (3rd, Columbus, Ohio, April 30, 1997). Ideas submitted by middle school Youth for Justice teams are presented. Sixty-four teams from middle schools in all regions of Ohio spent 5 months researching and preparing their ideas for the Youth Summit. Ideas that identify and propose solutions and action steps to address the multiple problems of violence by and against youth are compiled in this booklet, as part of the third Youth for Justice project. The first section, "Youth for Justice Works! Impact of Youth for Justice Projects" presents complete problem solutions by student teams on site in two middle schools. Other sections are arranged by themes and contain lists of ideas submitted by teams from several schools working together at the summit. Themes include: (1) Conflicts and Abuse; (2) Violence; (3) Peer Pressure and Cliques; (4) Substance Abuse; (5) Personal Problems and School Problems; and (6) Crime, Gangs, and Guns. The Willetts Middle School Youth for Justice Survey is appended. Participants, planning committee, and others who contributed are listed. The booklet includes photographs of teams who attended the conference.   [More]  Descriptors: Conflict Resolution, Human Relations, Intermediate Grades, Junior High Schools

Hanvey, Robert (1975). Intercom, 77. Explorations in the Emergent Present. The issue of Intercom promotes an awareness of the world as a system that poses new possibilities and obligations for educators as well as policy makers. The first part includes interviews with and excerpts from the works of Denis Meadows, joint author of Limits to Growth; Mihajlo Mesarovic, co-author of Mankind at the Turning Point; Robert Heilbroner, author an An Inquiry into the Human Prospect; and Herman Kahn of the Hudson Institute. The second portion of this issue is addressed to the teacher. The teacher's dilemma–teaching about unsolved problems–is discussed. Five experimental lessons requiring five to seven class periods are offered as means for directing systematic thinking about world problems. These lessons include (1) a questionnaire to confront students with the possibilities and problems of the future, (2) an exercise using graphs to chart the choices available between linear and exponential growth, (3) a simulated city council decision on housing development translated into a problem of finite arable land resources, (4) the ethics of choices in coping with international food shortages, and (5) a simulation in which various interest groups make national policy recommendations with the assistance of computer projections. Teachers are urged to duplicate the contents of the journal for classroom use and to provide Intercom with feedback on the issue. Descriptors: Economic Progress, Food, Futures (of Society), Global Approach

Henriksson, Benny (1984). A Key Problem: The Socialization of Youth, Prospects: Quarterly Review of Education. Social changes in Sweden have engendered concrete problems for young people. For example, an extensive government-sponsored day care system has left many youth longing for social contacts with adults. The Swedish society is giving material welfare higher priority than social welfare. Possible solutions are discussed. Descriptors: Community Action, Comparative Analysis, Comparative Education, Day Care

Kirkland, Olin (1970). On Conflict: A Curriculum Unit with Comments. This experimental eight week unit is designed to give students a more detailed understanding of the concepts and realities of conflict, violence, war, and international behavior than is usually done with the ordinary piecemeal textbook approach to human interaction. After trial classroom use, it was determined that the activity may be used in whole or in part, integrated into existing curriculum, in courses such as civics, United States history, world history, western civilization, area studies, international relations, anthropology, sociology, or psychology. Operation within the cognitive domain is intended with the last sub-unit on understanding of real-world situations having an impact upon the students affective domain. The other sub-units are: 1) dilemma, introduction of the ideas of ambiguity, paradox, and personality differences; 2) Cycles in Violence; 3) Behavior of Escalation; 4) Theory of Revolution; 5) Measures of Stability, nation-state stability, the modernization process, impact of revolution; 6) Economic Aid and Political Stability; 7) Arms and Insecurity; 8) Impact of Nuclear War; 10) Planning for the Future, measures of probability and study of future events; and, 11) The Inter-Nation Simulation. Some resource materials are included in each sub-unit. For further information see SO 001 259 through SO 001 267.   [More]  Descriptors: Cognitive Objectives, Concept Teaching, Conflict, Conflict Resolution

Massachusetts Teachers Association, Boston. (1983). Choices: A Unit on Conflict and Nuclear War. Ten lessons on the evolution of the nuclear arms race, the nature and consequences of using nuclear weapons, and new ways that conflicts among nations might be resolved are presented for the junior high school level. The unit contains age-appropriate materials to equip students with skills and knowledge to understand what choices can be made to ensure a peaceful and secure future. Also, conflict is addressed on a personal level so that students can analyze their own behavior and understand the importance of communicating, negotiating, and dealing with aggression through nonviolent means. Specific topics covered are the effects of the first atomic bomb; conflict on a personal level; communication, negotiation, and compromise; nuclear war; the arms race; escalation; relations between the United States and the Soviet Union; reducing risks of nuclear war; the development of one's own opinions; and the use of imagination in considering alternative futures. For the final lesson students embark on a group or class project that will allow them to act on their own knowledge and feelings. Students are involved in simulation and role play, and in doing case studies, and worksheets. Each lesson lists goals, activities, and materials required. Reproducible student worksheets and quizzes are also provided. Appendices contain a list of resource materials, fact sheets and background information, teacher and student glossaries, and forms for teacher and student evaluations.   [More]  Descriptors: Aggression, Conflict Resolution, Disarmament, Futures (of Society)

Mertz, Gayle (1997). Land Mines–after the War! Teaching Strategy, Update on Law-Related Education. Presents a lesson plan requiring students to investigate problems related to the use of land mines and their impact on civilian populations. Activities include student pairs navigating a simulated mine field on graph paper and mock delegates creating proposals on this issue. Student handouts contain background information. Descriptors: Civics, Civil Rights, Conflict Resolution, Court Role

New York Friends Group, Inc., New York. Center for War/Peace Studies. (1972). Understanding the Concepts of System and Model. Prerequisites to the Study of World Politics. This exercise, designed for use by upper elementary and high school students, introduces the concepts of model and system. By examining a physical model, such as a top, the student learns the concepts of model and system which can later be applied to the study of social systems. A large system of interrelated parts is examined and the system and sub-systems analyzed. Emphasis is upon the concept formation of interdependence. Understanding of the two concepts is viewed as a prerequisite to the study of world politics in which there exists an interdependence among all nations. Objectives, a list of needed materials, and procedures are briefly stated. Sixteen questions for examination of the model are included to help students define the two concepts; analyze advantages and disadvantages for studying systems; represent a system pictorially, orally, or in writing; and recognize essential and non-essential parts and sub-systems.   [More]  Descriptors: Elementary Education, Instructional Materials, International Education, Models

Freeman, Robert E. (1972). Power: A Questioning Strategy for Analyzing Power Relationships. Nine questions provide a framework for examining and analyzing how power is used in human relationships and institutions and four questions are presented that show how to begin to apply knowledge about power learning through the previous questioning. To gain an understanding of power, students can analyze various historical situations, institutions, and classroom relationships. Films, texts, novels, personal experiences, simulations, and newspapers contain data on power relationships for examination. Content from the various social science disciplines can be examined by the questions.   [More]  Descriptors: Human Relations, Individual Power, Power Structure, Questioning Techniques

Schneeberg, Nan; Kpotufe, Prosper (1966). Ewe Pronunciation. This volume consists of a guide to Ewe pronunciation and an Ewe textbook designed for students who are native speakers of English. Consonants, vowels and tones are introduced in the first section, and exercises that drill the contrasts between the segments are provided. The volume is divided into five units, each unit including a dialogue, vocabulary, and grammatical drills. Topics covered by the units include greetings, names, occupations, and farming.   [More]  Descriptors: Adult Education, African Languages, Audiolingual Skills, Distinctive Features (Language)

North, Robert C. (1970). Alternative Futures for Society: Certain Variables and Parameters. This paper begins by establishing the need for new world views and social invention. Its thesis is that: 1) reform must begin at both the individual and system levels; 2) we must clearly see how we are caught in systems within systems; and, 3) by responding somewhat acquiesently to these systems, we help keep them stabilized. The author first provides a model to account for human behavior, and discusses the way perceptions, values, expectations, and loyalties lead to foundations for social organization, custom, law, and institutions. Many of these widely shared values are associated with preservation of a society from inner and outer threats, and pursuit of national interests. The behavior of nations and empires is then characterized, mainly in terms of the dynamics of leadership, how it interacts with the shared values, and the process of decision making by national leaders. The author discusses the importance of population and technology as parameters affecting the decisions of its leaders and attempts to account for the importance of these variables through a series of propositions. Machine (or man-machine) simulations of all levels of decision and control with real world data would allow us to determine scientifically not only how basic area, resource, population, production and other variables have combined and are combining, but also what trends are likely to continue, with what consequences.   [More]  Descriptors: Cybernetics, Decision Making, Futures (of Society), International Education

Ferguson, Henry, Ed. (1981). Handbook on Human Rights and Citizenship: Perspectives of Five Nations. This handbook was designed to help students learn the cultural contexts in which human rights are variously defined. It provides a comparative study of five nations, selected for their geographic and cultural scope, as a unique way to study human rights. Chapter 1 sets the stage for the study by presenting activities for establishing class objectives and examining the definition of human rights. Chapter 2 contains 90 readings from the five countries. These materials were selected for their value in illustrating the human rights situation in the five countries. International documents are included in chapter 2 which broaden the knowledge and understanding of human rights, such as "The Helsinki Agreement." Chapter 3 presents different activities and instructional strategies for presentation of the materials. Activities are included for different grade levels. Chapter 4 is the evaluation component in which an attitudinal questionnaire is administered to students to assess the effect of the unit on their attitudes. Bibliographies are included for elementary and secondary students.   [More]  Descriptors: Area Studies, Civil Rights, Elementary Secondary Education, Foreign Countries

Fagerstrom, Richard A.; Borad, Bruce (1972). Environmental Issues Conflict Unit. Teacher's Guide and Student Book. The two separate manuals focus on environmental issues of interest to secondary students. An introductory unit deals with basic ecology and is followed by another unit that explores man's ethic toward the use of environment. Emphasis is upon two major ecological conflicts: one over the use of a wilderness area, and the other over the use of living and non-living resources of the oceans. In the third unit, students examine the right of Walt Disney productions to develop the Mineral King area of the Sequoia National Forest in California into a resort. Questions over use of the oceans are examined in the last unit, with students discussing a variety of issues ranging from oil spills and fishing rights to the division of the wealth in the oceans. Inductive methods encourage students to discover controversy through the examination and discussion of issues and through various suggested activities. Problem solving and concept learning are emphasized. The teaching guide is arranged into four major units containing several lesson plans–each including rationale, objectives, student assignment, and procedures. The lessons in the student workbook are coordinated with the guide. The teacher is provided with a tentative time schedule allowing the study to range from nine weeks to a full semesters work. Descriptors: Air Pollution, Concept Teaching, Conflict, Conservation Education

Bischoff, Steve; And Others (1972). Military Obligation and the Invididual, With a Focus on Conscription in the U.S. Teacher's Guide and Student Workbook. Third Draft. Designed for high school seniors, this unit, consisting of a teaching guide and instructional materials for students, focuses on the nature and meaning of the obligation of an American to his country and himself in regard to military service. Cognitive objectives are to provide students with an understanding of conscription, of the Selective Service System of the U.S., of alternative responses to military services and alternative means of providing for the national defense. Affective objectives are to help students explore the nature of their obligation to themselves and their country, of alternative positions, and of patriotism and loyalty. Activity units introduce role playing, skits, filmstrips, readings, and class discussion. The teacher's guide outlines intended content and activities for each of the twenty day class periods. Most student instruction materials are included in the workbook. Topic headings for the four parts are: The Selective Service System and Conscription in the U.S., Alternative Means of National Defense, Alternative Individual Responses to Military Obligation, and Individuals in Interaction within the Selective Service System. Appendices include other activities, tests and answers, charts, role assignment sheets and cards.   [More]  Descriptors: Activity Units, Armed Forces, Citizenship, Grade 12

Rutherford, Ken (1997). Humanitarian Consequences of Land Mines, Update on Law-Related Education. Investigates the human and economic consequences of the continuing use and abandonment of land mines. Discusses the reasons for the worldwide proliferation (over 85 million uncleared mines in at least 62 countries) and the legal complexities in curtailing their use. Includes a brief account by a land-mine victim. Descriptors: Civics, Civil Rights, Conflict Resolution, Court Role

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