The major hunger problem today is chronic undernutrition, the primary cause of which is poverty. Hunger can be alleviated through food supplements, nutrition programs, and disaster relief. It can be eliminated by redistributing existing wealth and producing enough food and through equitable economic growth and a world food security system. (CS)

Intercropping involves growing two or more crops at the same time in the same field. Encouragement of this traditional African farming method would increase food supplies in Jamaica and reduce imports of food. The local expertise of small farmers in Third World countries can help solve many world problems. (CS)

Summarizes the proposed New International Economic Order, tracing its origins and interpretations. Examines options available for different groups of developing countries and for certain industrialized states and explores avenues for furthering common interests, countering hidden biases, and avoiding conflicts. (RH)

The global desire to educate the whole person is validated by interviews with Third World faculty and students concerning curriculums in India, Cameroon and Kenya to determine whether encapsulation--a partial and distorted image of external reality--is present and affects studies in their countries. (Author/CM)

Examines consequences of cross-cultural technology transfer. Questions for students to analyze regarding the feasibility of transferring a particular form of technology to a given cultural group are provided. (RM)

Critique of an earlier issue "Education as Transformation: Identity, Change, and Development" (See EJ 245 279-284), which was devoted to the role of education in Third World development. Argues that new cultural identities arise from a transformation of nature, not merely of appearance. (JOW)

Responses from seven authors of the special issue on "Education as Transformation: Identity, Change, and Development," (see EJ 245 279-284) to the two critiques presented in this issue. (JOW)

Defines participatory research, describes its origins, and outlines the major issues, including the question of the researcher's role, the question of power, and the contribution to social movements. (SK)

Analyzes self-esteem in young people in Jamaica based on the legacy of a negative self-image, an emerging positive self-conception and ambivalence toward themselves, their peers, and their country. Attitudes toward the developed world are based on questioning the benevolence of developed countries. Also notes educational implications. (KC)

Explores the problems facing women in Third World and developing countries as progress takes place. Presents a view of the economic development and its differential impact on women and men. (Author/CK)

Proposes several programs and projects which can further efforts toward establishing an effective network of library resources and services in Pakistan. (FM)

Looks at educational factors in using television or cinema film for non-formal education in developing nations. Styles of presentation in films are discussed, and suggestions are made for assessing effectiveness. (JEG)

Definitions of terms and an explanation of the concept of transfer of technology are provided as background for this examination of some critical issues in the introduction of such process technologies as instructional development and evaluation into the rapidly changing milieu of a developing nation. (JEG)

Traces the development of education in colonial societies and educational policies in postcolonial nations, showing trends toward greater inequalities. Concludes that curriculum should focus less on empirical/analytical and practical/social knowledge and more on critical emancipatory knowledge. (SK)

Discusses the historical, social, cultural, economic, and political connections that make the struggles of the people of South Africa, Nicaragua, and El Salvador relevant to the lives of Black people in the United States. Considers the U.S. government's role with respect to each of these countries. (DMM)