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Planetary life support systems are at risk, and clean air, unpolluted water, and arable land are increasingly scarce. Environmental problems such as ozone depletion and the threat of global warming transcend national boundaries and confront our species with fundamental questions about survival, quality of life, and responsibility to future generations. The purpose of this paper is to give an overview of the ecological crisis and to discuss the role of technology in the evolution, management, and correction of the crisis. It is suggested that what is needed to correct environmental problems is nothing less than a large scale transformation, including changes in institutions, norms, social practices, values, and lifestyles. Contains 39 references. (Author/DB)

This paper reports an investigation of the situation of employment in the Netherlands for individuals with mental retardation and discusses the function of schools in preparing students for the labor market. Background information on special schools for students with mental retardation is provided, focusing on vocational preparation of students. The role of Social Pedagogical Services in providing placement assistance and advice is explained. Regulations are cited, and the role of several organizations working to stimulate the employment of people with mental handicaps is examined. Two case examples are provided, one describing a school for special secondary education in Amsterdam and the other describing a mediation agency in Rotterdam which mediates between pupils who have finished special education and the labor market. The paper concludes that the creation of regulations to stimulate labor market participation of this population is a positive development, but an obstacle exists in that employees at sheltered workshops often earn more money than colleagues with mental handicaps in the open labor market. (Contains approximately 45 references and a bibliography of approximately 20 related publications.) (JDD)

The Peace Education Commission (PEC), a subgroup of the IPRA (The International Peace Research Association), was established to facilitate international cooperation among individuals interested in peace education and research related to peace education. PEC is coordinated by a Council and an Executive Secretary (at present Ake Bjerstedt). The full list of former Executive Secretaries of PEC contains five persons who have served in the following order: Christoph Wulf (Germany), Magnus Haavelsrud (Norway), Robert Aspeslagh (the Netherlands), Robin Burns (Australia), and Celina Garcia (Costa Rica). The present Executive Secretary interviewed these five "predecessors" about their opinions on peace education. Present PEC members and other people interested in peace education should finding the publication interesting and stimulating. (Author/DB)

In contrast to the mass-related verbal flow description given in part I, this report focuses on the cooperative interaction of textual agents and objectives in the production of information flows. Perspective Text Analysis (PTA) is used with the purpose of establishing their physical and functional significance in a non-mass based description of text building behavior. The most important feature of part II is the double aspect of the methodological approach to text building. One aspect of text building is an elaboration of Gibson's methodology into the study of a language-specific pickup of ecological invariants, exploring the abstract projections of ecological optics onto language spaces and the way in which projected optical flow fields constrain the coupling of perception and action, i.e. locomotor activities. The other refers to physical conditions as provided by the famous Visual Cliff experiments and their theoretical significance in an explanation of the established temporal morphologies. These have been represented within a topological space. This space is conceived of as a collection of points that are connected by affinity relations determining the As and Os of the AaO schema. It is shown that each point can be represented by a different number, and that the concentration of these points in the topological space ultimately becomes helical. It is also demonstrated that self-references and self-organization have significance for the embedding of the perceived topological properties of the experimental environment into text. The results of the analysis show that the ensemble of texts macroscopically is dominated by highly similar flow-field properties. Three figures, one table. An attachment contains cluster analyses. (Contains 15 references, 3 tables, and 1 figure.) (Author)

Since 1986-87 there has been, at the Malmo School of Education (Sweden), a special internationalization group with representatives of all the School's boards of studies and the Department of Educational and Psychological Research. This group makes recommendations to the School on grants for different internationalization projects, keeps in touch with current projects, circulates experiences of internationalization activities within the different sections of basic training, and initiates new projects. Last year the internationalization group took the initiative in working out a description of the current internationalization activities at the School of Education and their future direction. This description was accepted by the Board of the School of Education on September 17, 1991, and is reprinted here. (Author)

Assumptions of strong, causal relations between cognition, language, and affection are often made in general and in bilingualism in particular. This paper presents first a set of hypotheses concerning the relation between affection and language in bilingualism. One subset is concerned with language learning, language maintenance, and mental health in migrant children, another with the critical period theory for language learning. A second set of assumptions is concerned with the relation between affection and cognition in general. A third set of hypotheses considers the relationship between language and cognition. Research and statements regarding the three sets are reviewed. The actual relationships are studied by means of canonical correlations, and compared with averaged simple correlations. No systematic correlations between language and emotion, and cognition and emotion could be found. However, the associations between language and non-verbal intelligence, reading and intelligence, and language and reading were found to be substantial. The results agreed with recent neuropsychological, endocrinologic, and perceptual research. Contains 88 references. (Author/LB)

There are many reasons for the large number of abandoned children in India. The children can be unwanted (mostly girls), illegitimate, or orphans due to diseases. The children have to be taken care of one way or the other. This study shows that there are different solutions to this problem, including orphanages both government and nongovernmental. Not all orphaned or abandoned children live in orphanages; many live in the streets. To reach the street children is not easy but it can be done employing the Ruchika model (e.g., starting railway platform schools, non-formal education centers, and day care centers). Some children are adopted from the orphanages; in-country adoption seems to be the best. The most successful orphanages visited were the SOS villages and the Shelter in Cuttack. However, the SOS villages refused to take care of handicapped children and the Shelter took care only of Christian children. More institutions are needed where the children can lead worthwhile lives and become educated so they can support themselves later in life. What has to be changed is society's attitude toward children growing up in the institutions. Until these goals are reached there will always be people living under harsh conditions. (Author/LBG)

This report discusses the advantages and disadvantages of non-formal education (NFE) compared to the formal school system in Ganjam, a rural district on the east coast of Orissa, India. The aim of the research was to investigate whether or not NFE, would be a worthy target of aid from the Swedish aid organization SIDA (Swedish International Development Authority). The document presents background information on the formal system and examines some of India's contemporary educational problems. The document introduces the concepts of NFE and describes the network of organizations dealing with NFE (both governmental and nongovernmental). Interviews and observations serve as bases for an analysis of the organization "United Artists' Association." The paper explores India's Operation Blackboard and the Total Literacy Project. (Contains 20 references.) (SG)

This paper explores the issue of peace education in Northern Ireland in its broadest sense. It looks not merely at peace education per se but also at the sectarian context of schooling and at a variety of anti-sectarian initiatives. In recent years there have been several peace education ventures in Northern Ireland reflecting the statutory responsibility of the education and training agencies in the promotion of peace. These efforts have occurred at a variety of levels (none of them mutually exclusive from one another) but the principal venues have been the schools, youth and community agencies, and the higher education and adult education sectors. The schemes pioneered by these diverse organizations have ranged from holiday projects involving groups of Catholic and Protestant children to programs of study on Northern Ireland history and politics to various types of cross-community contact schemes in a variety of institutional and non-institutional settings. A relatively new feature on the scene is the work of the Community Relations Council (CRC) which has programs in the areas of reconciliation and community skills training. The CRC was established in January 1990 as an independent organization (with substantial government funding) and charged with the task of promoting better community relations and the recognition of cultural diversity. In recent years the Department of Education in Northern Ireland has developed the notion of Education for Mutual Understanding as a basic strategy of encouraging appreciation of a divided heritage and community. The possibilities as well as the problems of implementation of many of these ideas are the subject of this paper. (Contains 36 references.) (Author)

This paper contends that peace education is necessary for all university students in Japan for several reasons: students are going to take leading roles in society; the world is changing rapidly; and university teachers have a social responsibility not to repeat the faults of Japanese teachers in World War II. Japanese peace education has been provided by many elementary and high school teachers since World War II. Peace education in universities expanded rapidly through the impact of the Special Session of Disarmament of the United Nations in 1978. The paper is based on three national surveys of peace education in Japanese universities. These surveys showed that multidisciplinary lectures were provided in many universities, that the contents were expanded to include structural violence, and that teachers used diverse teaching methods. (Author/DB)

This paper reports that the story of peace education in New Zealand has been one of extremes. While there has been some interest in the subject for decades, it was only in the 1980s that there was any serious activity and widespread debate. In 1984, the conservative National government, which had ruled the country for 9 years, was replaced by a Labour government. An important part of the new Labour government's policy was a strong commitment to a nuclear free New Zealand. As a part of this commitment, there was a strong effort, particularly from 1984 to 1987, to introduce peace education into New Zealand schools. This efforts proved to be extremely controversial. A conservative government was elected in 1990 and the commitment to peace education from the government ended. However, regardless of the official position, peace education seems to have strong support in many quarters. (Contains 10 references.) (DB)

Research and development related to educational problems, teacher training, and researcher training are the principal activities of the Department of Educational and Psychological Research at the Malmo School of Education, University of Lund, Sweden. Research areas include: subject matter research; teacher and personnel research; adult education; student oriented research into the cross-curricular goals of the school system; and student oriented research focusing on students with special needs. The department produces a differentiated system of reports and publications addressed to different target groups: (1) works directed at an international audience of researchers; (2) text manuals aimed specifically at Nordic researchers; (3) research reports and bibliographic information directed at Nordic researchers and teacher trainers; (4) summaries, research articles, and experimental versions of study reports intended for teachers, student teachers, and teacher trainers; and (5) article offprints, compendiums, and so on directed toward varying audiences. Research training at Malmo culminates in a doctoral program containing the principal components of theory and methods, special topic courses, individual readings in general and specialized areas, and thesis work. The document includes information on obtaining further information and lists examples of current projects as well as some of the school's English language reports and publications. (SG)

Two questionnaire studies on the status of peace education in different countries or regions are presented in this paper. One of the studies approached school authorities--ministries of education or similar offices. This study involved analyses of the responses received from 125 geographical units in 1991-92 as well as the responses from a special "comparison group" of 100 areas that were surveyed in both 1985-86 and in 1991-92. The other study collected views from a group of educators and researchers with a special interest in peace education--members of the Peace Education Commission. It was observed, among other things, that to date many countries do not have any recommendations on peace education in their official school texts. Nevertheless, there was a substantial minority of countries where such recommendations existed. While there are developments that give peace educators hope for the future, there are many indications that it is still difficult to get peace education generally accepted. The study concluded that it should be an important task in the coming years for educators and researchers interested in peace education to try to understand the character of the resistance or the difficulties in each particular area better and to use this understanding to find ways to overcome the barriers. (DB)

This document consists of a report on the Minor Field Studies (MFS) program of the Swedish International Development Authority (SIDA) and contains two MFS papers by teacher trainees at the Malmo School of Education in Sweden. The papers presented are "Drop-outs in Orissa," by Elisabeth Rosen, and "Education in India: A Study of Drop-Out Children in Orissa," by Anna Hedstrom. The study reports penetrate the important problem of dropouts in Indian schools, but treat the subject from different angles, and so complement each other. These two students were trainees in a junior and secondary school teacher training program and wrote their papers during their early terms in basic teacher training. Dropout is one of the biggest educational problems in schools in India. After a short time many children, especially girls, leave school. The reasons are numerous, very often related to poverty, but also to tradition. The first study is an attempt to point out different dropout situations in cities, villages, and with tribes in the Indian state of Orissa. Specific connections between a child's environment and the cause for becoming a dropout are explored. Dropout problems in different areas are attributed to the need to have children contribute to the family income among some castes and tribes, teacher dropout, lack of communication between parents and school, and accessibility of schools. The second study attributes dropout to lack of motivation brought about by a complex interaction of factors including socioeconomic status, social contacts, and material possessions. (DK)

Part 1 of this paper explores four approaches for introducing peace education into the curriculum. The four approaches are: (1) peace education can be made into a special subject; (2) peace-related issues can be handled outside of the normal system of classes; (3) peace education can be seen as a common assignment for all, or several, school subjects; and (4) peace education may be viewed as aiming at education for peace values and non-violent interaction with others, moving the question of school subject attachment into the background. Part 2 of the paper illustrates these models of peace education with excerpts from interviews with peace educators from around the world. (DB)

Education for peace is a process that must begin in the childhood of students and continue for the rest of their lives. Education for peace also is concerned with addressing the conditions that nurture violence and war and with seeking ways to change those conditions. Among the major themes of current peace education efforts are the aftermath of the Cold War, including the still existing threat of nuclear war; the North-South issue, including the southern hemisphere's deepening impoverishment; the problems posed by pollution and destruction of the environment; and the obstacles to the spread of human rights and social justice. Peace education also can be understood as a social learning process, including the development of individual skills such as empathy, and competence in communication. Thirteen items are suggested for further reading. (DB)

An interview on peace education with Petra Hesse, of the Center for Psychological Studies in the Nuclear Age (Cambridge, Massachusetts), is presented. The Center for Psychological Studies in the Nuclear Age was founded out of a concern about children's fears of the future and the risks of nuclear war. Petra Hesse coordinates a research project on children's and adolescents' images of the enemy and is interested in an integration of education for media literacy for multicultural awareness and for creative conflict resolution. (Author)

After a brief introduction to the historical background of the peace education movement in Australia, this paper surveys major events concerning peace education in Australia in the 1980s. Peace education efforts in Australia have experienced successes as well as setbacks, and that the fate of such efforts often is at least in part, related to national and local political forces. (DB)

The project group "Preparedness for Peace" at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interest and competence in areas related to peace education are interviewed. This publication explores the views of James Calleja and Thomas Daffern. James Calleja is executive director of the Foundation for International Studies at the University of Malta and coordinator of its peace education activities. Thomas Daffern is involved in various activities related to peace studies at the Institute of Education, University of London, as a teacher and as a researcher and development officer. (Author)

Non-Formal Education (NFE) is traditionally defined as any organizational activity outside the established formal education system. In India two major types of NFE exist. The first type is literacy courses, available for students of any age; these are taught in the evenings. The second type is vocational training, which often takes place during the day. NFE in India is becoming a key factor in development work, not only because rural development is the most important goal for a better future in India, but also because NFE is, in practice, the only alternative for literacy for most women. Possible solutions for some of the major operational problems related to the NFE programs in India are proposed and discussed. These include methodology, teaching techniques, pupil assessment, and a number of physical hazards that act to hamper learner performance. A 20-item list of references is included. (DB)

The project group "Preparedness for Peace," working at the Department of Educational and Psychological Research, Malmo School of Education in Sweden, explores ways of helping children and young people to deal constructively with questions of peace and war. As part of its work, the project group collects viewpoints on the role of schools in pursuit of "peace preparedness." A number of experts with special interests and competences in areas related to peace education have been interviewed. This report presents such conversations with 10 experts: James Calleja (from Malta), James Collinge (New Zealand); Henk B. Gerritsma and Daan Verbaan (The Netherlands), Petra Hesse (the United States), David Hicks (England), Mitsuo Okamoto (Japan), Paul Rogers (Northern Ireland) and Maura Ward (Ireland), and Bogdan Rowinski (Poland). (Author)

The degree of consciousness of one's own familiar surroundings by high and low achieving students of a technical gymnasium in Malmo (Sweden) was studied through essays written about Sweden as a place to live. Focus was on testing the proposition that an individual's ability to express cognitive integration of experience in covariation with personal knowledge is reflected through natural language, based on the assumption that selective attention and schematic processing are directly built into the process of perception. Essays of 4 students were chosen from 85 submitted. Using these four subjects as coordinate systems and bio-psycho-physical frames of reference, it was demonstrated that the order of performance can be upheld over levels of analysis. The way in which transformations of aggregates of joint textual element complexes become fashioned into single functional unities was also shown. On the basis of these unities, absolute termini (limits) are established and named. These termini provide for the structural connections that specify the informational invariants of one's own referential reality. These invariants also serve as keys to consciousness in the Kantian sense (intuition), and thus give a precise phenomenological description of reality through systemic deduction. (SLD)

This document describes how the main principles of Perspective Text Analysis are implemented in the PC-system PERTEX, concentrating on the main steps of the analysis. The analysis starts with normal text and ends in a topological representation of the mentality that the text presents. The text material is processed in the following main steps: (1) coding of function words by means of a special dictionary; (2) design and coding of blocks according to the AaO (Agent-verb-Objective) paradigm; (3) supplementation of A- and O-dummies; (4) generation of A/O matrices; (5) cluster analysis based on generated matrices; and (6) topological presentation of outcomes. PERTEX gives an integration of all the steps in the analysis, and the user is offered numerous comprehensive functions for automatic coding and control of syntax. By a multilingual design, PERTEX can operate on texts in different languages. The user can select different menu-languages for the interaction with PERTEX. The technical output of the system is illustrated in the appendix with the complete 17-page printout from analysis of a classic text. (Author/SLD)

A study sought information about the success of the Swedish 9-year compulsory comprehensive school for students with home language other than Swedish. Immigrant adolescents and a sample of Swedish students answered a questionnaire discussing their lines of study after comprehensive school and the students' views on the home language instruction and instruction in Swedish as a second language. The size of some of the immigrant groups was large enough to enable a comparison between language groups. One objective was to examine the development of the immigrant students overall and seek potential causal relationships between certain background factors, the children's home environment, language usage, home language instruction, and study success. The results presented rather small differences between immigrant students and a sample of Swedish students. The most important prerequisite for school success was proficiency in Swedish. Immigrant students with a sufficiently good command of Swedish managed on average as well as Swedish students, in some language groups even better. Without a sufficient proficiency in Swedish, the chances were small that the students completed an upper secondary education. This applied especially to students who had immigrated during grades seven through nine, i.e., at the senior level of comprehensive school. Forty-seven tables and five diagrams are included; contains 29 references. (SG)

This paper describes the curriculum development process involved in the production of a set of peace education materials developed by the churches in Ireland during the past 13 years. Peace education is concerned primarily with a positive approach to peacemaking and the development of people who internalize a positive vision of peace, have a real sense of justice, personal and social, and who are sensitized and helped to cope with the various social manifestations of violence and conflict in their own lives and the wider world. The document examines the educational rationale of this project in the context of the two educational systems operating in Ireland. The process by which the materials are produced fall under six headings: (1) teacher workshops; (2) writing phase; (3) piloting phase; (4) editing and rewriting; (5) dissemination; and (6) evaluation. The document outlines some of the issues facing the development of peace education in Ireland in the next decade. Some of these are learning from past experiences, avoiding raising expectations that are not fulfilled, appreciating the difficulties of implementation of curriculum innovation in a climate of financial cutbacks, understanding past inconsistencies in policy in this area, giving adequate resources to agencies that are supportive to schools, and appreciating the greater emphasis in society on competitiveness and a strong utilitarian thrust. One important issue for future development is an understanding that much of the theory of peace, for example in areas of conflict resolution and human rights education and nonviolence, has yet to be translated into concrete programs for school use. (DK)

The project groups "Preparedness for Peace" at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interest and competence in areas related to peace education are interviewed. These interviews explore the views of Mitsuo Okamoto and Bogdan Rowinski. Mitsuo Okamoto is professor of peace studies at Hiroshima Shudo University and president of the Peace Studies Association of Japan. Bogdan Rowinski has been attached to a Youth Problems Research Institute in Warsaw, working with questions related to peace education, including beliefs about the future and attitudes to war and peace among young people. (Author)

In recent years, it increasingly has been recognized that schools must change in basic ways if children are to be educated so that they are prepared to live in a peaceful world. This recognition has been expressed in a number of interrelated movements: "cooperative learning,""conflict resolution," and "education for peace." This paper discusses four key components in these overlapping movements: cooperative learning, conflict resolution training, the constructive use of controversy in teaching subject-matter, and the creation of dispute resolution centers in schools. The basic view is that students need to have continuing experiences of constructive conflict resolution as they learn different subjects as well as immersion in a school environment that provides daily experiences of cooperative relations. A list of 29 references is included. (Author)

The UNESCO Prize for Peace Education was established in 1981. The purpose of the award is to honor outstanding contributions to the field of peace education in its most broadly defined sense. In this paper, two members of the international jury for the prize review the recipients of the awards from 1981 to 1991, and thus demonstrate the variety of possibilities for and approaches to educating for peace. (DB)

Since "enemy imgaes" are important ingredients in preparedness for war, they merit study by researchers interested in peace education and in the psychology of peace and war. This study postulates that images of enemy groups, whether they be foreign countries or various subgroups within one's own country, are an important psychological construct to the willingness of persons to support the use of military force or warfare. The study examines the phenomenon of enemy images among university students in four countries--Denmark, Finland, Sweden, and the USSR. The study employed the use of an associative technique in which students were given a verbal stimulus (such as "The United States" or "The Soviet Union) and asked to write all the the words that occurred to them during a two minute period. Seven stimuli were used: the future, avoiding war, enemies of our country, peace, the United States, the Soviet Union, and human rights. The study was conducted during 1988 and 1989. Results included the finding that the attitudes of the university students from the four countries cannot be said to be greatly characterized by negative and stereotyped images of foreign countries or other foreign groups as enemies, or by militaristic attitudes in general. A 32-item list of references is included. (DB)

Discussing the concept of peace education, specifically from a Swedish perspective, this paper offers a rationale for the inclusion of peace education in school curricula throughout the world. Organized into three sections, the first section presents a historical background to current peace education efforts, and focuses on developments since World War II, especially within Swedish schools. The second section seeks to define the content of peace education, and includes a discussion of the intellectual history of war, the arms industry, human rights, developing nations, psychological problems, security policy, and peace and the environment. The third section discusses how peace education is currently put into practice in Swedish schools. An appendix contains an excerpt from a paper on peace education and a 25-item list of references. (DB)

The project group, "Preparedness for Peace," at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of war and peace. As part of this work, experts with special interests and competence in areas related to peace education are interviewed. This interview explores the views of Henk B. Gerritsma and Daan Verbaan, both of whom work at the Polemological Institute, University of Groningen, the Netherlands. Interview questions concern such issues as the definition of peace education, ways in which schools can contribute, how students can become more aware of, and more prepared for, problems of peace, and what can be done to provide better teacher training in the area of peace education. (DB)

Two kinds of perspectives governing the provision and preservation of knowledge, a universal and an ecological perspective, are discussed in this paper. In the first case, scientific observations are represented through a semantic interpretation of facts. This is illustrated with a series of experiments on semantic feature perception in the recall of pictures described by descriptor terms. In the second case, scientific observations are conceived as part of a constitutive context. Consequently, the researcher's development toward structurization and his use of precise concepts and well-defined conceptual relations requires an orientation toward the cooperative dimension of the context. This is illustrated by an ecologically oriented study of an information system that measures intentionality and orientation by means of an Agent-action-Objective (AaO) formula. Within the AaO formula a dependency between the cooperatively operating and interacting components creates the absolute terms (i.e., the invariants); these, in turn, serve as a point of departure for information synthesis. It is demonstrated that scientific reporting has the intermediary function between context and knowledge representation. Intentionality and orientation are fundamental in the development of concepts and conceptual relations. (21 references) (Author/DB)

Because the scientific treatment of the concept of consciousness has been multifaceted, there have been several different approaches to research concerning consciousness. This article gives an introductory account of the research on consciousness. The main hypothesis advanced is based on the premise that consciousness emerges from the cooperative interaction of multiple agents and agencies within naturally produced text. Through Perspective Text Analysis, it is demonstrated that the Kantian schema provides the necessary foundation for making explicit the teleonomic component governing natural language production. As a consequence, the concept of text is redefined so that the textual transformation and recursive restructuring reach their meaning in relation to the concepts of textual dynamics and linkages. Its configurational architecture is demonstrated on the basis of the (AaO) formula. As a result, the entirety of structural relations evolves as a double helical structure. Analysis within the framework of differential topology demonstrates the necessity of cooperating perspective and objective structures in establishing perspective and objective invariance. Five figures illustrate the discussion. A 23-item list of references is included. (Author/SLD)

In this study, the Kantian schema has been applied to natural language expression. The novelty of the approach concerns the way in which the Kantian schema interrelates the analytic with the synthetic mode in the construction of the presented formalism. The main thesis is based on the premise that the synthetic, in contrast to the analytic, proposition plays the central role in the measurement and representation of consciousness. It is assumed that the discontinuities in natural language production are the only reliable observations and that there is at present no other way in which these observations can be formalized. Despite the enormous number of textual elements and variations, it has been possible to demonstrate perspective and objective structures empirically as the result of a series of non-deterministic bifurcations of a dynamic vector field within euclidean space. By contrasting the captions to the picture series of the original "visual cliff" experiments with a narration produced in an experiment with a single subject, it was possible to show that the formalism can deal with alternative descriptions of the same system (experimental arrangement). On the basis of the given theoretical outline, a totally new comprehension of "text" and the underlying theoretical concepts related to the ecological approach to visual perception has emerged. Five figures illustrate the discussion. There is a 41-item list of references. (Author/SLD)

Implicit figuration and subjective interpretation make up the conventional basis of the classical discussion of the comprehensiveness and aesthetic quality of the metaphor. Its function and use in social science research is illustrated as a background to a radically different methodological approach. By means of a Perspective Text Analysis, it is demonstrated that metaphor has to be reconceived as the Re-naming Instrument. The hypothesis tested is that the metaphor carries ecological information. Results of the analysis show that the metaphor has to be treated as a self-contained verbal expression of affordance. By naming the affordance (i.e., what object and events in the environment offer), events of a certain kind are brought into perspective. One table illustrates algorithmic processing of a metaphoric sentence. A 24-item list of references is included. (Author/SLD)

This report summarizes results of research and development projects concerning disabled and elderly people and transportation services carried out at the Department of Traffic Planning and Engineering in Lund, Sweden. This summary is based on 12 previous reports. The first section examines Swedish policy which stresses enabling elderly and disabled people to live as normally as possible in their home environments. Policy components include requiring adaptation of public transport vehicles and local terminals to the needs of the disabled, provision of special transportation services, and an overall community-responsive public transportation system which meets individual needs. Components of such a system are then considered in more detail including the population needing special consideration, the traditional fixed route service, the service route concept (special routes and fully accessible smaller busses); and the Special Transportation Service (a demand based service for the most severely disabled). Discussed in the next section is the provision of accessible public transportation in the future (possibly the development and wide use of low-floor standard buses). Includes 18 references. The 8 appendixes (earlier reports published separately) are available from the Swedish Transport Research Board. (DB)

An interview on peace education with Tom Roderick (interviewer: Ate Bjerstedt) of Educators for Social Responsibility is presented in this document. Educators for Social Responsibility is a national teachers' organization in the United States that offers programs and curricula that are intended to help young people become engaged in the world. The interview discussed Tom Roderick's background, the activities of Educators for Social Responsibility, and his thoughts on a number of areas that concern peace education. (DB)

The paper presents a literature-based comparison of psychodynamic and behavioral approaches in the management of aggression in children. The section on psychodynamic approaches discusses the work of August Aichhorn, Fritz Redl, Nicholas Long, and William Glasser, in addition to discussions of life space interviewing and the importance of the concept of attachment. The section on behaviorism covers early applications, cognitive behavior modification, relaxation training, social skills training, reasons for the popularity of behaviorism, criticisms of behaviorism, and the emergence of "gentle teaching." Common grounds of the two approaches and their place within a larger synthesis are described. Global issues are raised about the causes of violence, such as disintegration of the family and of stable communities. An appendix offers a conceptual design incorporating nine models of remediation. (38 references) (Author/JDD)

This presentation is a brief summary of a book published in Swedish, "Kulturensbarn--Children of Culture." This book is a doctoral thesis which sought to investigate how cultural values, value systems, and norms influence children, which values are transmitted, and how they can be analyzed. The study employed data from families in the Indian state of Orissa and from Sweden. In Sweden, researchers questioned seven families from a group of reindeer herding Lapps and four families from among the religious sect of Laestadians. Interviews were conducted with young people, politicians, child psychologists, and teachers; children were administered questionnaires; and youth in Sweden and India wrote essays. Two types of results emerged. One type dealt with the identification of cultural patterns and how researchers could describe the patterns with the help of underlying structures and elements. The other type dealt with identifying which patterns were most obvious, how researchers could analyze them, and how patterns might harmonize or oppose each other. (SG)