The human costs of the arms race are outlined, including how children die from preventable malnutrition and disease while the world spends $600 billion annually on arms. The author supports attending to the needs of children and the poor through action for peace. (MD)

In the past, global education has concentrated on altruistic concerns, such as the world environment, peace, and international understanding. Its definition, however, should be expanded; global education should help solve the problems of individuals, groups, and nations by offering sophisticated understanding of rapidly changing global conditions.…

Examines the linkage between the global problems of today and the educational problems faced by third world countries. Specifically discussed are educational change in developing countries, the drive against illiteracy, and the democratization of education. Developing countries are on the right road toward solving the problem of education. (RM)

Traces the history of the world conservation movement, its impact on attitudes and opinions, and the ensuing changes in the concept and evolution of conservation. Discusses the efforts of international and national organizations (private and public), wildlife issues, and strategies. (DC)

This discussion of human-rights education suggests that educational goals should include the acceptance of the idea of equal opportunity and inalienable human rights. Course content should instill concern with experiences drawn more from students' immediate social experience than from textbooks. More advanced students need courses in global…

This article focuses on content of the United States' Department of State Study called the Global 2000 Report issued by the Carter Administration on July 24, 1980. The report discusses the present trends which will lead to a more crowded, more polluted world, vulnerable to disruption. (Author/SA)

Student movements in Japan are described as moving during the 1970s from cooperation between various radical sects to bloody conflict among them, from participation by students generally to involvement by only a limited core of committed activists, and from struggle against the university and society to one against society alone. (Author/MLW)

Discussed are the complex problems faced in the implementation of the project on research and human needs, and how systems analysis would make it possible to provide United Nations member states with information which would give them a better basis on which to decide the priorities in scientific research. (BT)

Discusses the Web site, "A Teacher's Guide to the Holocaust," created to assist Florida teachers in educating students about the Holocaust. Describes each section of the Web site (Timeline, People, Arts, Student Activities, and Teacher Resources) and also discusses the responses of teachers and others about the Web site. (CMK)

Discusses the use of world problems in mathematics curriculum. Provides a topic on (1) life expectancy and the percentage of the population with access to safe drinking water and (2) the global arms race. (YP)

Focuses on the extent of teenagers' news media exposure in the Soviet Union and America and its apparent impact on their information about nuclear issues. Finds that the Soviet teenagers were much more knowledgeable than American students about issues having to do with nuclear war. (MS)

Described are recent developments in technology which make it possible to predict hazardous events, develop disaster plans, and develop hazard-resistant facilities. Stressed are the needs for action on the local level and cooperation on the international level. (CW)

American schools must prepare the next generation's leaders by educating students about world geography, foreign cultures and languages, and international issues. To meet challenges involving democracy, the international economy, transnational dangers, East-West relations, and military technologies, the United States should rely on three basic…

Discusses a unit on nuclear technology which is taught in a physics class. Explains the unit design, implementation process, demonstrations used, and topics of discussion that include light and optics, naturally and artificially produced sources of radioactivity, nuclear equations, isotopes and half-lives, and power-generating nuclear reactors.…

Argues that while education in the formal setting has little power to criticize or modify development strategy, it provides a forum for the dissemination of alternative ideas and the presentation of more adequate information. Stresses that old dogma must be superseded by information which will sensitize students to new social attitudes. (KO)