Describes an exercise designed to help students experience the inequities of land and wealth distribution and to raise serious questions about solutions to those inequities. (FL)

Discusses the fact that many food plants derive from domesticated rather than natural strains, and that natural germplasm or genetic strains used in the plant-improvement process must be carefully preserved. (MLH)

Discusses computer simulation approach of Limits to Growth, in which interactions of five variables (population, pollution, resources, food per capita, and industrial output per capita) indicate status of the world. Reviews other books that predict future of the world. (CS)

Presents a view of American environmental concerns as seen through the eyes of an Indian exchange student. (SL)

Defines roles of basic and applied research in solving problems of the global age, i.e., energy production, population, food production, etc. Discussed are values in supporting basic research; providing research funds for young scientists; encouraging multi-disciplinary, problem-oriented research; improving communications between basic and applied…

We need new institutions to protect the world, new institutions to protect the cause of freedom. But those institutions will not be possible without new ideas, and ideas will not be possible without education. (Author)

States that exploring the topic of hunger in grades 4-6 promotes understanding of environmental problems, global economics and the politics of food aid. Presents activities to demonstrate how hunger and environmental degradation are connected, and gives suggestions for how students may help solve a problem. Activities include creating and…

Discusses the role of the United National High Commissioner for Refugees (UNHCR) in assisting refugees as well as how to assist refugees. Address issues related to refugee children. Offers teaching activities and includes the articles, "An Iranian Surprise" and "Give Me Your Huddled Masses" by Ray Wilkinson. (CMK)

This lecture examines problems of global child abuse from a human rights perspective, balancing the "good news" of the international concern for children's welfare against the scale of the crisis it reflects. The author recommends that child advocates embrace a "pessioptimistic" attitude, acknowledging these extremes by disallowing both naivete…

Reports a study of the images and ideas Swiss youth have of problems in the world and in Switzerland, as well as attitudes and opinions of the developing nations. Concludes that knowledge about developing countries does not necessarily influence positive student opinions or readiness to take action. Reports students seem to more be motivated by…

Explains the purpose and history of United Nations Education, Scientific, and Cultural Organization (UNESCO). Reviews decisions that were made at the 1989 UNESCO Executive Board meeting and lists the number of cases that have been resolved by various UNESCO actions between the years 1978-1988. Concludes that each case is a positive step forward.…

Identifies the following needs in introducing the concept of global education into the curriculum: the formulation of a philosophy for global education, the implementation of realistic goals and objectives, and the articulation of global problems (e.g., diminishing food supplies and procedural problems in addressing global needs). (DMM)

Presents model of sequence of processes by which people deal with recurrent fears about nuclear war, drawing on risk perception and stress paradigms. Shows activism to be but one coping mechanism rather than the logical outcome of effective coping. Discusses implications for psychologists concerned about nuclear threat. (Author/NB)

Discusses issues of development and a peaceful world from the perspective of a Filipino educator. Reveals much about what students are taught about developing nations. Explores the role of education in the promotion of development and the attainment of peace. (KO)

Describes a lesson plan that explains the role of compromise as a method of resolving conflicts for use in a sixth-grade world cultures class. Includes activities, assessment, reteaching activities, and an extension project involving student skits. (DK)