The teacher's responsibility includes helping students discover the why" behind what are termed values. (Editor)

A summary of the to-date accomplishments and development in peace education concludes with a definition of the necessary facets of a more comprehensive program than currently exists: (1) purpose; (2) issues and subjects; (3) perspective or approach; and (4) teaching methods. (JB)

Guidelines are offered to curb the competition between research and academic education. (HS)

The author Concludes from the discussion that; (a) war is not yet absolute; (b) violence against persons is understandable when other channels for conflict are closed; (c) neurosis and war possess positive as well as negative pulls; and (d) normality and law and order may be verbalized goals that are rejected as achieved. (Author)

Men cannot liberate women; women must free themselves. Once they obtain freedom of opportunity they will face more difficult struggles with fear, despair, and self hate. The way is difficult and lonely. (Author/CJ)

The social studies elementary school curriculum should help children explore the nature and causes of conflict, and help them discover non-violent, constructive ways of resolving conflict situations. (NH)

This study examines the effectiveness of a cooperatively oriented negotiator who is highly skilled in role reversal in inducing cooperation in an adversary. Agreements were greater and faster in individualistic conditions than in competitive conditions. (Author/DB)

In south central New York State the issue of more dams on the Susquehanna River has caused bitter conflict between water resource planners and local citizens. (EB)

Factors contributing to the ineffectiveness of faculty senates include paternalism on the part of a chief administrator who may also reject the senate's advice, recommendations or decisions; differing points of view regarding its authority; the relationships between its members; time required for meetings; student alienation, and other problems…

Student protests during 1968 and 1969 were most prevalent at large universities, non-sectarian, 4-year colleges, and institutions that accept only students with high average ability and achievement levels. These and other institutional characteristics were found to be linked with campus unrest in a survey of a national sample of 427 institutions.…

Interviewed 279 mediation-minded individuals and 111 who rejected mediation. Results showed mediation was more attractive to individuals who scored high on traditional socioeconomic indicators. A key factor was the encouragement by private attorneys. Women chose to mediate because mediation was less impersonal than the court. (JAC)