Describes the role of the translator and the problems of translating in Canadian diplomatic affairs. (AM)

Reports on ideas generated by Fostering International Understanding through World Geography, a group which advocates using the world geography course to increase international understanding. Describes two possible course goals, identifies teaching techniques appropriate for each goal, and discusses ways that participants attempted to accomplish…

Provides a brief history of China's recent attempts to open its educational system to an international arena of models and ideas. Describes four basic models being used at Shanghai International Studies University. Observes that students had little knowledge of the world beyond the borders of China, but offers praise for their rapid learning. (JDH)

Contends that courses on nuclear war must help students examine the political, social, religious, philosophical, economic, and moral assumptions which characterized the dilemma of nuclear armament/disarmament. Describes the upper level undergraduate course taught by the authors. (JDH)

The challenge to educators is to structure the problem of preventing nuclear war by examining how such a war might start and specific routes to prevention. (MLF)

Institutionalized political violence underlies world problems such as war, genocide, dictatorship, and social oppression. Alternatives to political violence should be evaluated to determine their applicability. Educational institutions can contribute through research and through educational activities ranging from public awareness campaigns to…

Shows how the lack of education about foreign countries leaves Americans ignorant of international issues. Proposes that changes be made in traditional curricula to include international information. Provides a sample lesson to demonstrate how a U.S. history class could fulfill this need. (AEM)

This paper discusses U.S. foreign aid to and international trade with developing countries. It also briefly discusses the need for social studies to infuse global education in its curriculum and presents a model to involve students in world problems. The first part of the paper describes the purposes of foreign aid to developing countries and…

Attributes the neglect, by most high schools, of the issues of the nuclear arms race and the threat of nuclear war to the lack of information or perfunctory treatment of the topic in textbooks and describes materials developed by nonprofit nuclear educational groups for students at this level. References are given. (MBR)