Provides an extensive bibliography of books and teaching aids on world cultures. Peace, human rights, and the teaching of world affairs and world understanding are stressed. (LN)

Universal peace, progress and civilization are still the most important goals of UNESCO. (Author/AF)

Since man has learned that most present day problems are interrelated, we need technology and its computers to solve them. (AF)

Proposes and explicates a classification scheme of world environmental problems. Identifies research questions requiring answers. Physical-linkage effects, subdivided into global and regional problems, and social-linkage effects, subdivided into pecuniary and non-pecuniary effects, are each illustrated by examples. (AL)

A discussion of the need for international cooperation in the production of films that will foster a sense of world community and an understanding of humanity as a whole." (Author/AA)

Discusses the consequences of severe malnutrition in young experimental animals. Development of the brain is permanently impaired. Studies of the effects of malnutrition on children are included. (This paper was presented at the Eighth Annual Lecture of the Merrill-Palmer Historical Library in Child Development and Family Life, October 25, 1968.)…

Examines the social and human impact of science and technology from a global perspective. Technological advances have entered a dangerously explosive new phase. Social and technological problems are now threatening all human beings. Recent technological developments of worldwide significance are discussed. (AM)

The author looks ahead 30 or 40 years to see what might come of the nuclear weapons predicament. As a minimal first step in the campaign against nuclear warfare, he suggests a unilateral and complete disarmament by the United States. (AM)

Claims that it is more important today than ever before for Americans to know about the world around them and to think intelligently in global terms. In light of this need, the article recommends that educators concern themselves more with the realities of one world and with education for world citizenship. (DB)

Presents a position paper for use in high school social studies class debates on the Geneva Protocol of 1925. The Protocol was an international agreement to restrict chemical and biological warfare (CBW). The author traces the history of U.S. policies dealing with CBW since 1925. (AM)

Some new concepts are introduced for describing the individual's resolution of environmental policy issues. (Author/RE)

Calls for a moratorium on the growth of transborder data flow systems, in order to halt the drift toward "crisis on a grand scale." (PD)

Asks reader to challenge "scientism" view of aggression and violence as inevitable outcomes of human interaction and to oppose information and understanding that place limits on moral and ethical imagination. Suggests that rational arguments are needed without the exercise of mere "rationality" that limits one's reasoning, caring, and moral…

Asks reader to look beyond Seville Statement, Social Darwinism, and utopian ideals and come to understand ethical imagination more fully as it relates to peace studies. Examines Seville Statement and its opposition to Social Darwinism. Explains how ethical imagination serves to provide radical alternative to biological determinism. (Author/NB)

Examined suicide rates in nations of the world from 1970 to 1980 to see whether absolute increases were related to size of suicide rates. Found that nations with higher suicide rates experienced greater increases in suicide rates. Results support critical-mass theory and are consistent with explanation in terms of suggestion. (Author/NB)