de Sherbinin, Michael J., Ed. (1981). 1981 World Refugee Survey. This report presents an update and analysis of refugee and/or resettlement situations in Africa, Asia, the Middle East, Europe and Canada, and Latin America. Described are activities undertaken by the following refugee organizations: (1) the Office of United Nations High Commissioner for Refugees (UNHCR); (2) the Intergovernmental Committee for Migration (ICM); (3) the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA); and (4) the United Nations Children's Fund (UNICEF). In addition, the activities and policies of the United States regarding refugees are given special attention. A directory of international, United States government, and voluntary United States agencies, along with human rights groups concludes the report. (APM)…

(1969). Social Studies, Grade 4. A Teaching System. The overall social studies recommended program is described in SO 000 675 and SO 000 676; the nature of this guide is described in SO 000 677. Conceptually, these units deal with the various racial and ethnic groups and the famous people who have contributed to the greatness of the United States: (1) discoverers and explorers; (2) colonial and revolutionary leaders; (3) leaders in establishing a nation; (4) leaders in the fight for human rights; (5) leaders in industry and science; and (6) leaders in the arts. The multimedia materials are not included; instead, attention is called to the Social Studies Bibliography, Grade 4 (Famous Americans for Young Americans) which was issued in 1968. (SBE)… [PDF]

Aitken, Lynette (1992). Refugees in Today's Europe. [Videotape]. There are approximately 18 million refugees as well as many millions more who have been uprooted from their homes. This 25-minute video is primarily for 14-18 year olds. It is designed to suit the needs of teachers of history, geography, sociology, integrated humanities, English, and modern studies, but it may also be used in adult education classes, particularly for the teaching of English for Speakers of Other Languages (ESOL). The video prepares young people to live in a multi-racial and multicultural society. The students explore concepts such as human rights, justice, fairness, fear, safety, leaving home, and being a newcomer. It enables students to find out more about current issues such as refugees. (BT)…

Hanh, Le Thi; Hojer, Bengt; Johansson, Eva; Rubenson, Birgitta (2005). Young Sex-Workers in Ho Chi Minh City Telling Their Life Stories. Childhood: A Global Journal of Child Research, v12 n3 p391-411. In this study the life stories of 22 sex-workers (age 15-18 years) in Vietnam are organized into three thematic narratives depicting how the girls presented their lives. Poverty, lack of job alternatives and the responsibility to share in the support of their families led the girls into prostitution. Strong family ties gave many girls connectedness; earning a well-needed income provided them with purpose and meaning; and the need for self-sufficiency forced the girls to manage and protect their lives. For some, a history of abuse led to victimization and rendered them powerless. While many of their human rights were violated, it was the disrespect for their dignity that hurt most…. [Direct]

Sloan, Tod (2005). Global Work-Related Suffering as a Priority for Vocational Psychology. Counseling Psychologist, v33 n2 p207-214 Mar. Building on the recommendations in the article \An Emancipatory Communitarian Approach to Vocational Development Theory, Research, and Practice\ by David Blustein, Ellen McWhirter, and Justin Perry, a critical and global perspective on the challenge facing vocational psychologists who adopt an emancipatory communitarian approach is developed. Attention to the most pressing needs of the global unemployed and working poor will be critical. Most psychologists already possess the skill sets that are required, but the roles will change from work that primarily sustains current socioeconomic systems to work that challenges the globalization of corporate consumerism through an insistence on participatory democracy in the work settings and the defense of the human rights of workers…. [Direct]

Oesterreich, Heather (2002). \Outing\ Social Justice: Transforming Civic Education within the Challenges of Heteronormativity, Heterosexism, and Homophobia. Theory and Research in Social Education, v30 n2 p287-301 Spr. Civic education and its call for social studies to prepare students for citizenship in a participatory democracy have been limited to the political domain and touted as participation with the already existing political domain. This paper is a reflection of how engaging with and challenging heterosexism, homophobia, and heteronormativity in a Diversity in Social Studies Course taught in a large university in New York City can create a \disruptive voice\ to challenge the hegemonic discourse of democratic citizenship. This type of challenge provides the space for preservice and in-service teachers to reconceptualize participation in democratic citizenship as social justice to fight for human rights and equality by changing the existing political domain rather than just participating within it…. [Direct]

Humanizing the Educational Environment: A Goal for the Third Century. Info-Item Educators Digest/ No. 2072. Four monographs on the subject of humanizing the educational environment are presented in this booklet. The first defines the commitment of the Ohio Education Association to humanizing education and describes the goals and values set for future education. The second discusses the \deprived\ child, and the ramifications of this word in terms of the emotional and spiritual, as well as the material, emphasizing individual differences in background and culture in each pupil and the necessity for teachers to understand these factors in answering the needs of the child. In the third article the subject of human rights is examined in the negative framework of discrimination against women and blacks. The point is made that until these two groups are fully recognized, not as groups but as human beings, society itself suffers the loss of deep potential resources and progress. Human relations are assessed in the final article. The necessity for clear communication and awareness of individual… [PDF]

Daniel, John, Ed.; And Others (1995). Academic Freedom 3: Education and Human Rights. This collection of reports gives a picture of educational systems from a human rights perspective, monitoring academic freedom in the context of freedom of thought and freedom of opinion and expression. The World University Service's Lima Declaration on Academic Freedom and Autonomy of Institutions of Higher Education of 1988 is used as the guiding principle for activities that promote and monitor academic freedom. The collection of reports begins with "Monitoring the Right to Education: Reporting to UN Treaty Bodies" by Audrey R. Chapman. Following this introductory paper are four papers on Africa, including "Historical Notes on Academic Freedom in Africa" (Mahmood Mamdani) followed by area studies of Malawi (Richard Carver), South Africa (Teboho Moja and Nico Cloete), and Sudan (Abdelhadi Al-Zubeir Hamad). Part 2, "Asia and the Middle East," includes papers on China (Fang Lizhi), Burma (Myanmar) (Martin Smith), Sri Lanka (Swarna Jayaweera), Tibet…

Greenwood, Anne (1993). Children's Rights: The United Nations Convention on the Rights of the Child. AECA Resource Book Series, No. 4. This booklet discusses the 1989 United Nations Convention on the Rights of the Child, focusing on the Convention's effects on the rights of children in Australia. It summarizes the main articles of the convention and explains the international legal structures by which the rights of children are protected. The booklet then examines human rights and children's rights, the role of the United Nations in protecting these rights through minimum standards, and the role of the Australian government in protecting these rights through policy. It discusses opposition to the Convention in Australia, voiced primarily by parents who believed that the Convention would abrogate certain parental rights and responsibilities. The booklet then considers: (1) recent developments in Australia that reflect the principles of the Convention; (2) implications of the Convention on early childhood philosophy, policy, and practice; and (3) the prevention of child abuse in Australia. A resource list of 14…

Halpern, Andrew S. (1973). The Impact of the Protection of Human Subjects on Research. Working Paper No. 70. The author discusses the experimenter's responsibility for the protection of human subjects (such as the handicapped) in research and the impact of this responsibility on methods of doing research. Considered are the types of human rights that are most frequently in need of protection within a research setting (such as the right to privacy); the most common threats to these rights that are posed by research (such as when deception is used for experimental purposes); and the criteria for determining when a subject is 'at risk'. Seven actions the experimenter can take to minimize risks to the subject are proposed (such as maintaining the confidentiality of data), and conditions and procedures for the acceptance of risk by both a subject and an experimenter are outlined (including the mechanism of voluntary informed consent). (LS)… [PDF]

Affolter, Friedrich W.; Miller, Vachel W. (2002). Helping Children Outgrow War. SD Technical Paper. Helping children outgrow war is an overarching goal of educational reconstruction in post-conflict settings, but responses must be highly adaptive and informed by insights gained from interventions elsewhere. This guidebook offers seven examples of successful interventions in post-conflict settings internationally, situating them within a framework that emphasizes the ecology of children's well-being and learning. To facilitate navigation of the guidebook, cases are organized according to post-conflict phases, including emergency, recovery, rehabilitation, and reconstruction. These phases indicate the stability of government and the health of civil society, important parameters for guiding programmatic choices. The cases illustrate many of the key dimensions of a comprehensive approach to helping children overcome violence and rebuild their lives. Following each case study is a discussion of critical theoretical issues and a set of questions regarding practical considerations for… [PDF]

SHERIF, CAROLYN; SHERIF, MUZAFER (1968). THE BLACK UNREST, PART OF A SOCIAL MOVEMENT TOWARD HUMAN RIGHTS. CIVIL RIGHTS DEMONSTRATIONS, RIOTS, AND OTHER COLLECTIVE MANIFESTATIONS OF UNREST IN THE BLACK COMMUNITY SHOULD BE VIEWED AS A DEVELOPING SOCIAL MOVEMENT ROOTED IN CERTAIN BACKGROUND CONDITIONS OF INEQUALITY. PREVIOUSLY NEGRO LEADERS ADVOCATED ATTAINING EQUAL RIGHTS WITHIN THE WHITE POWER STRUCTURE, BUT NOW THE "MOTIVATIONAL BASE" FOR THE MOVEMENT FOR EQUALITY HAS SHIFTED TO DEMANDS, ESPECIALLY FROM THE BLACK MUSLIMS, FOR DISSOCIATION FROM WHITE STANDARDS AND INSTITUTIONS AND FOR AN IDENTIFICATION WITH OTHER NONWHITE PEOPLES IN THEIR STRUGGLE FOR AUTONOMY. SINCE THE MOVEMENT IS SHAPED BY INCREASINGLY URGENT DEMANDS FROM THE NEGRO RANK AND FILE, THEIR LEADERS HAVE ASSUMED AN INCREASINGLY MILITANT STAND. AND ALTHOUGH IT IS CHARACTERISTICALLY DIVIDED INTO FACTIONS OF CONSERVATIVE AND MILITANT GROUPS, THE MOVEMENT HAS MADE EFFECTIVE GAINS TOWARD THE GROUP SOLIDARITY NECESSARY FOR "BLACK POWER." WHITE EFFORTS TO DEAL WITH THE BLACK COMMUNITY MUST RECOGNIZE THIS NEW… [PDF]

Hokanson, Brad; Hooper, Simon (2004). Integrating Technology in Classrooms: We Have Met the Enemy and He is Us. Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23,. This paper considers the potential of technology in education, examines what it means to "integrate" technology in the classroom, outlines barriers to technology integration, and considers several implications for effective technology use. It begins by noting doubts regarding computer use in schools and outlining the potential of computers. Next, it defines the term "integration" and examines various levels of educational technology use. Subsequently, it considers the idea of integration through the use of the metaphor of human rights; learning from the barriers and problems of the Civil Rights Movement. Barriers to computer integration into the curriculum are examined. The paper concludes with several implications of observations that are intended to guide teacher education and support professional development for in-service teachers…. [PDF]

Gephart, William J.; And Others (1977). The Most Significant Educational Research Contributions of the Past Ten Years. Occasional Paper 16. This document reports on a \mini-conference\ on the contributions of educational research in the past ten years. Significant research projects in the following eight major areas are identified: (1) human development and learning; (2) teaching; (3) equality, inequality, and human rights; (4) educational finance; (5) educational administration; (6) educational technology; (7) program improvement and assessment; and (8) research methodology. Specific papers and research projects in each of these areas are cited. The contributions touch a great number of topical areas such as characteristics of learners, preparation of professionals, longitudinal studies of educational effects, educational objectives, and moral values. The listing offers a range of problem-solving strategies available to educators and the appropriateness of each strategy for resolving problems. (JD)… [PDF]

(1969). A Supplementary Guide in Black History for the Warwick Public Schools. Elementary Grades. Volume I. The purpose of this guide is to give elementary social studies teachers supplementary materials to aid in the balancing of the view of the historical contributions made by black Americans, and to help develop attitudes which overcome prejudice and intolerance. Through discovery, concept and inductive teaching it is hoped that the students will develop: 1) respect for human rights and dignity; 2) positive self concept; 3) cross-cultural understanding and appreciation for the accomplishments, traditions, needs, and problems of other individuals; 4) understanding of the concepts of family, community, urban life, and human interaction and communication. There are several pages of resources listed including: children's books, short biographies, a list of local community organizations involved in urban and racial problems. (SBE)… [PDF]

Ukpore, Bessie A. (2005). The Role of Home Economics: Population and Family Life Education in Nigeria. Journal of Family and Consumer Sciences, v97 n1 83-87. Home economics is a dynamic field that imparts knowledge intended to help people adapt to their environment by making effective use of human and material resources. Hence, the profession values global concerns for the environment, human rights, health, and well-being. In Nigeria, home economics teachers must also consider the role they play in programs such as family life education, poverty alleviation, and universal basic education. In particular, home economics is one of the subjects through which core messages of the country's Population and Family Life Education program are to be integrated at the secondary school level. In this article, the author discusses the outcomes of this program and provides recommendations for teachers teaching this subject. (Contains 1 table and 1 resource.)… [Direct]

Rentz, Lisa Annelouise (2005). Spoonfuls of Justice, Fistfuls of Writing. Teaching Artist Journal, v3 n2 p106-111 Jun. As a part of the artist-mentor program at Battery Creek High School, the author was there to share her creative writing process with the students and their teachers. This article describes creative writing in a Food and Nutrition class which the students put together in a literary cookbook, "Da Food." "Justice on a Page: Writing Letters to World Authorities in Defense of Human Rights" is an attempt to create a Social and Economic Justice curriculum. The students would fill the letters with their reactions to the injustice, remark on their own situations and backgrounds, and propose remedies. Writing these letters, students will experience how directed and purposeful creative writing can positively effect human lives, and improve the world…. [Direct]

Carr, David (2006). Professional and Personal Values and Virtues in Education and Teaching. Oxford Review of Education, v32 n2 p171-183 May. This paper distinguishes the key dimensions of professional value in teaching under three headings: (i) deontic norms; (ii) aretaic norms; and (iii) technical norms. With regard to (i) it is held that aspects of the professional conduct of teachers are properly (though not exclusively) implicated in the observance of moral principles and duties–especially in so far as education may also be considered a human right. With regard to (ii), however, it is argued that professional development is not exhausted by fidelity to obligations, and also needs to be understood in terms of the development of personal qualities of character. That said, some criticism is here offered of a recent critique by Chris Higgins (2003) of the \ascetic\ ideal of teaching, and of his defence of a more \self-regarding\ conception of professional development. The final section of the paper argues that insofar as it seems difficult if not impossible to separate the technical from the moral in teacher expertise,… [Direct]

Hoyt, Kenneth B. (1973). Career Education and the Handicapped Person. The implications of career education are considered for handicapped persons. It is explained that career education consists of all experiences for learning about work; and basic definitions are given for \work\, \career\, \vocation\, \occupation\, \leisure\ and \education\. Work as a basic human need and human right is discussed; and economic, sociological and psychological reasons for working are explored. Statistical predictions concerning underemployment and unemployment of handicapped high school graduates during the next four years are cited in order to emphasize the necessity of making career education opportunities available. Stressed as particularly relevant for the handicapped are basic career education principles such as the right to choose from among a wide range of personally meaningful work possibilities and emphasis upon accomplishment and discovery of an individual's talents rather than his limitations. (LH)… [PDF]

(1986). East/West Perspectives on Education for Peace and Security. Conference Report of the International Network for Global Education (INGE) (New Paltz, New York, November 8-12, 1986). The purpose of the International Network for Global Education (INGE) is to promote global education within the educational systems of network member countries. Areas of study are listed under the following headings: Peace Studies; East/West Relations; North/South Relations; Human Rights; Global Environment; Human Values; and Cross-cultural Issues. Conference speakers John Darnton (United States) and Laszlo Kallay (Hungary) expressed the idea that the study of history lays the groundwork for understanding and acceptance of other cultures. The members of the conference established recommendations for INGE. Jan Tucker (United States) presented policy development in global education. Gunter Renner (West Germany) discussed curricular content for global education. G. H. Oonk (The Netherlands) and R. Tolsma (The Netherlands) reviewed pedagogical principles underlying the study of international education. Roger Morgan (United Kingdom), Hans Hooghoof (The Netherlands), and O. J. Dunlop…

(1988). AIDS Federal Policy Act of 1987. Hearings on S. 1575: To Amend the Public Health Service Act To Establish a Grant Program To Provide for Counseling and Testing Services Relating to Acquired Immune Deficiency Syndrome and To Establish Certain Prohibitions for the Purpose of Protecting Individuals with Acquired Immune Deficiency Syndrome or Related Conditions. Committee on Labor and Human Resources. United States Senate, One Hundredth Congress, First Session. This document presents the text from two Senate hearings on the AIDS Federal Policy Act of 1987 which concerns voluntary testing for AIDS virus, education and counseling to stop the spread of AIDS (Acquired Immune Deficiency Syndrome), and confidentiality and discrimination against AIDS victims. In the first hearing, opening statements are included from Senators Edward Kennedy, Strom Thurmond, Orrin Hatch, and Dan Quayle. Testimony is provided by Louise and Clifford Ray, accompanied by their three hemophiliac sons, Robert, Richard, and Randy, all of whom have tested positive for the AIDS virus; their daughter Candy; their physician, Jerry Barbosa; and their attorney, William Earl. Also providing testimony are: (1) Alberta Fuentes and Katy Taylor, Commission on Human Rights, New York City; (2) Lonnie Bristow, American Medical Association, Chicago, Illinois; (3) Mary Foley, American Nurses Association, Washington, D.C.; (4) Bonnie Strickland, American Psychological Association; (5)… [PDF]

Eyster, Ira M. (1971). A Guide for Improving Teacher Education in Human Rights. This guide discusses the need for and ways of implementing human and civil rights education in the teacher education program and in the public schools. One section analyzes specific rights, such as equality of opportunity, free speech, and freedom of assembly, and lists some typical behaviors of institutions–both colleges and public schools–which exemplify a commitment to rights or which appear to be a violation of them. Another short section lists democratic educational processes, such as discussion and cooperative planning, and points suggestions for incorporating human and civil rights education into the teacher education program–both preservice and inservice. Suggestions for the preservice program include discussion of content, activities, timing, and ways of incorporating this content into existing education courses. The section on inservice education includes a sample schedule for a 2-day conference and a sample list of objectives and activities for a 1-week workshop. (RT)… [PDF]

(1982). Working Together: Strategy for Race Relations in Ontario. The Ontario (Canada) Human Rights Commission seeks to promote a climate of human relations in the province which will allow all people to live together in harmony and enable individuals to fulfill their potential to the fullest degree. The Commission's Race Relations Division focuses on residual racist expressions and attitudes. This division's two-part strategy aims to (1) promote racial harmony, and (2) remove racial disadvantage, by helping every institutional sector of the society to develop an internal capacity for dealing with racism and racial discrimination. Community and institutional policy work is carried out by the division in educational institutions, the criminal justice system, business and industry, unions, the media, government, housing, religious institutions, and the health care and social service delivery system, as well as in the area of minority youth employment. (AOS)…

Bonet, Sally Wesley (2018). "So Where Are the Promises of This America? Where Is the Democracy and Where Are the Human Rights?": Refugee Youth, Citizenship Education, and Exclusion from Public Schooling. Curriculum Inquiry, v48 n1 p53-69. This article explores the disjuncture between refugee's pre-migratory educational aspirations and their everyday encounters with urban public schools. This study engages with two main questions: How do refugee youth's experiences with their urban public schools act as barriers to their educational aspirations? How do these experiences inform their understandings of citizenship? This research centres refugee youth critiques and questions as they explore the meaning of citizenship, particularly during this political moment when Muslim refugees have been framed as the ultimate "Other" and as a threat to national security and identity. This data for this article comes from a three year, multi-sited, multilingual ethnography, with recently resettled Iraqi refugee families in Philadelphia. Participant observation, interviews, and family focus groups were conducted in refugee households, public schools, welfare offices, hospitals, and refugee resettlement agencies. The article… [Direct]

Korey, William (1983). Human Rights and the Helsinki Accord: Focus on U.S. Policy. Headline Series No. 264. This booklet traces the development of the 1973 Conference on Security and Cooperation in Europe (CSCE) in Helsinki. The conference came to symbolize detente in Europe and was comprised of 33 countries in Europe, as well as the United States and Canada. It was hoped the new structure to emerge would promote a greater sense of security by mitigating cold-war tensions and reduce, or remove, all barriers between the East and West. The book offers an assessment of foreign policy in the intervening decade since the conference. Chapters include: (1) "From Yalta to Helsinki"; (2) "The Meaning of Helsinki"; (3) "The Changing Posture of the United States"; (4) "Confrontation at Belgrade"; (5) "Madrid: Security vs. Human Rights"; and (6) "The Value of the Helsinki Process." Monographs in FPA's Headline Series are published approximately four times a year and are intended as a resource for teachers and students in the foreign policy…

(1999). Adult Learning for Prisoners. Adult Learning and Groups with Special Needs. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). This booklet examines adult education needs and opportunities for incarcerated persons from the perspective of experts and former inmates. The booklet considers adult learning a basic human right and a crucial step towards the reintegration and the rehabilitation of prisoners and that there is a great demand for learning in correctional institutions. At the same time, conference workshop participants felt that the demand was not being met appropriately. Future strategies and the issue of the right to adult education for inmates were raised. In addition, the workshop explored ways to continue and improve cooperation and networking among those who are involved in prison education. The booklet concludes that it is imperative to recognize prisoners' right to learn and to provide programs and curricula that can facilitate their learning. (KC)… [PDF]

Lipka, Sara (2011). For Gay Students, More Room on Campuses. Chronicle of Higher Education, Mar. Students in the University of Rhode Island's GLBT community are fed up with what they describe as their marginalization. They are seeking, among other resources, respectable headquarters, where they can invite professors, hold events, and develop a sense of belonging on the campus. Since a week-long protest this past fall, they are gaining ground. The needs of gay, lesbian, bisexual, and transgender students, already well-served at some colleges, are attracting attention on campuses around the country. Several gay teenagers' suicides in the fall, including that of a student at Rutgers University, raised awareness of bullying, as have other incidents of bias: a gay-pride flag shredded last year at Elmhurst College, in Illinois, and one burned at Albion College, in Michigan. Concerns about safety and comfort, recently reflected in the first national survey of the GLBT campus population, are leading more administrators to consider how their students feel and what kinds of programs and… [Direct]

Anita P√°sztor-Kov√°cs; Attila P√°sztor; Gy√∂ngyv√©r Moln√°r (2023). Measuring Collaborative Problem Solving: Research Agenda and Assessment Instrument. Interactive Learning Environments, v31 n8 p5159-5179. In this paper, we present an agenda for the research directions we recommend in addressing the issues of realizing and evaluating communication in CPS instruments. We outline our ideas on potential ways to improve: (1) generalizability in Human-Human assessment tools and ecological validity in Human-Agent ones; (2) flexible and convenient use of restricted communication options; and (3) an evaluation system of both Human-Human and Human-Agent instruments. Furthermore, in order to demonstrate possible routes for realizing some of our suggestions, we provide examples through an introduction of the features of our own CPS instrument. It is a Human-Human pre-version of a future Human-Agent instrument and a promising diagnostic and research tool in its own right, as well as the first example of transforming the so-called MicroDYN approach so that it is suitable for Human-Human collaboration. We offer new alternatives for communication in addition to pre-defined messages within the test,… [Direct]

Nelson, John S. (1983). The Rhetoric of Rights. Theorists on human rights can be divided into two camps: those who believe that rights are asserted by and ascribed to groups, and those who believe that rights may be properly predicated to individuals only. Of late, the latter group has gained dominance. This paper, by presenting a rhetorical analysis of individualism in regard to rights, rejects the limiting of rights to distinct persons. Analysis is divided into five stages. A discussion of the phenomena of group rights precedes examination of the theoretical restrictions of rights of individuals. Various individualisms are distinguished and discredited. The author then highlights the relevance of \group rights\ to current issues of ethics, politics, and law, outlining the potential contributions of this concept to current projects in political theory. Finally, the notion that rights are political rather than philosophical is presented. (Author/LP)… [PDF]

Thelin, Bengt (1991). Peace Education: A Tentative Introduction from a Swedish Perspective. Peace Education Reports No. 2. Discussing the concept of peace education, specifically from a Swedish perspective, this paper offers a rationale for the inclusion of peace education in school curricula throughout the world. Organized into three sections, the first section presents a historical background to current peace education efforts, and focuses on developments since World War II, especially within Swedish schools. The second section seeks to define the content of peace education, and includes a discussion of the intellectual history of war, the arms industry, human rights, developing nations, psychological problems, security policy, and peace and the environment. The third section discusses how peace education is currently put into practice in Swedish schools. An appendix contains an excerpt from a paper on peace education and a 25-item list of references. (DB)… [PDF]