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Tool: Questionnaire and Observation
Result: The implementation of conflict resolution programme in schools
will play an important role in decreasing violence in teaching organization.
3.
Adenike Yesufu, 2000, “Education for a culture of peace in Nigeria :
The  role  of  a  womens  development  NGO”,  Ph.D.,  University  of
Alberta Canada
Objective of the study:
To study the contribution of women in building culture of peace
Method: Qualitative research method
Tool: Interview, Observation, Analysis of relevant documents
Result:
1.   The main focus of WLDC (Women law development centre)
Programme was on the development of women but this kind of
organized teaching work is very much relevant in building the
culture of peace.
2. 
WLDC  has  awakened  women  towards  their  social  and
economic problems.
3.   The training strategies reflect those process and values which
are similar to culture of peace.
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4.   WLDC adopted non-violence, conflict resolution and values to
establish peaceful brotherhood.
5.   Positive coordination was  found between women  NGO and
culture of peace and values.
4.
Hursh, Lydia Heidi, 2001, “A peace education study : Perceptation of
U.S. adolescent women in international peace building camp”, Ph.D.,
University of Denevar
Objectives of the study:
1.   To describe the peace building process in camp and study the
effect of its curriculum on ten American participants.
2.   To know the expected areas of changes in three different fields
on participants
a.   Participants perception on their self development.
b.   Perception of participants’ cultural recognition.
c.   Change in participants’ opinion for Iserialians and Philistines.
Method: Survey Method
Tool: Observation, Focus group interview and journals analysis
Result:
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a.
American as a third party in camp played an important role for making
emotional encouragement in cooperation of Iserialians and Philistines
struggle.
b.
Americans  tried  to  make  close  relationship  with  middle  east
participants  which  helped  them  to  understand  conflicts  between
Iserialians and Philistines.
c.
Americans gained more self confidence and they were able to judge
the new policies more efficiently and participated more cooperatively
on issues related with middle east.
5.
Macdonald,  Lowerence,  2003,  “Traditional  approaches  to
citizenship  education,  globalization,  towards  a  peace  education
framework”,  Ph.D., Dalhousie University, Canada
Objectives of the study:
1.   To  compare  traditional  methods  of  teaching  civics  with  peace
education.
2.   To prove that study of peace education is more advantageous than
study of civics.
Method: Case study
Tool:  The self made tool was used by the researcher.
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Following subjects were included for providing peace education-
a.
Peace education in the form of nuclear war teaching.
b.
Peace education on disarmaments.
c.
Peace education for struggle and conflict resolution.
d.
Peace education and justice.
e.
Globalize education in the form of peace education.
f.
Civics  and  political  science  teaching  in  the  form  of  peace
education.
Concept of peace education was advanced to following expected measures
1.
Negative peace
2.
Positive and creative peace.
3.
Complete and universal peace with environment.
4.
Culture of peace
Result: Peace education is more capable for fulfilling the needs of children
of twenty first century than traditional civics teaching because it is more
vast, integrated and planned. Although civics teaching is basic element for
peace education.
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6.
Carl Christopher  Mirra, 2004, “United States foreign policy since
1945  and  the  prospects  for  peace  education”,  Ph.D.,  Columbia
University, U.S.A.
Objective of the study:
The purpose of this work is to examine the prospects for peace education in
light of U.S. foreign policy since 1945.
Method: Survey Method
Result: The conclusion of the study is that American foreign policy presents
a significant obstacle to the project of peace education.
7.
Sharma  Rachnantika,  2006,  “Developing  a  programme  on  peace
education  for  prospective  teachers”,    M.Ed.  dissertation,  MLS
University, Udaipur
Objectives of the study:
1.   To identify the main components of peace education.
2.   To  analyse  present  teachers  training  programme  in  context  of
establishing peace education.
3.   To identify need and utility of training of teacher educator.
4.   To  identify  strategies  of  teaching  peace  education  to  teacher
educators.
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5.   To prepare plan of peace education programme for teacher educators.
Method: Survey Method
Tool: Questionnaire and interview schedule
Sample: 10 student teachers and one principal from five teachers training
colleges.
Result:
a.
For  providing  peace  education  teacher  should  be  resourceful  and
familiar with the concept of peace.
b.
The main elements of peace were identified as love, truth, self control
politeness,  social  justice,  economical  strength,  good  health  and
happiness.
c.
The main elements of peace education were identified as respect for
different  culture,  mutual  coordination,  faithfulness  in  democracy,
nonviolent conflict resolution, protection of human rights.
d.
Measure dimensions of peace education – peace education in context
of person, society and environment.
e.
There is no direct  content  of  peace  education in  theory  paper of
present teacher training programme.
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f.
Student teachers agreed that peace education can be grasped in more
efficient manner through co-curricular activities.
g.
New teaching methods are essential for teaching of peace education.
h.
Keeping in view the present syllabus of peace education there is need
for modification in present B.Ed. syllabus for would be teachers.
8.
E. M. Ajala , 2007, The Impact of Relationship Management of Peace
Education  on  Labour-management  Relations  and  Workers  Welfare  in
Selected Industries in Nigeria, Department of Social Work, University of
Ibadan, Ibadan, Nigeria
Objectives of the study:
1.   To what extent would the eleven relationship management of peace
education variables, when taken together, predict labour management
relations in industries?
2.   What are the relative contributions of the variables to the prediction?
Method: Survey Method
Research Design: The descriptive research design method was adopted for
the study.
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Sample: Eight industrial unions were purposively selected for the study.
From  the  Distributive  sector,  182  participants  were  selected  while  129
participants  were  selected  from  the  Extractive,  140  participants  were
selected from Manufacturing sector while 525 participants were selected
from the Service sector.
Result:
1.   Building  culture  of  peace  would  no  doubt  have  far  reaching
implications for all field of human interaction in which industrial
relations is not the least. This is so because the culture of peace in
industries will be based on the principles of freedom, justice and
democracy, tolerance and solidarity, respect for all human rights; a
culture that rejects violence and, instead, seeks solution to problems
through dialogue and negotiation.
2. 
By  helping  workers  to  clarify  their  values  and  to  explore  the
implications of the new values. Content of relationship management
of  peace  education  should  be  incorporated  into  well  defined
curriculum which can be used within the work organizations.
3.   Workers education curriculum needs to be reviewed to incorporate
relationship  management  of  peace  education  in  order  to  attain  a
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permanent serene environment in industries and reduction in tension
and stress .
4. 
Relationship management of peace education will assist in reducing
the intensity of disputes and grievances in the world of work and
promotion of workers’ welfare.
5.   This  study    finally  recommend  that  the  content  of  relationship
management of peace education must be dynamic and functional at
industrial  levels  and  should  incorporate  topics  like  anger
management, strike management, interaction procedure, community
building,  teams  spirit,  segmental  group  understanding,  conflicts,
conflict  management,  conflict  resolution,  peace,  cooperation  and
interdependence,  non-violence,  social  responsibility,  social  justice
and human rights. All these topics should be included either formally
or informally within the work setting.
.6
Conclusion :
Researcher found that a lot of work has been carried out in foreign
countries in relation to war affected people and countries. Many studies
were  conducted on peace  -making  and peace-  keeping forces  and their
action after war situations. Some articles directly reflect peace as a war
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preventive idea for human being. Further, some articles discussed the need
and benefit of peace education. Some schools are motivating their students
and  teachers for  peace  education  and  enhancing  their  mind  as a  peace
exploring mind. Some articles discussed the role of peace education for the
development of the society. The effect of media activity in maintaining
peace among various nations and religions were also discussed in some
articles. Few articles proposed human right as a major area of concern.
Most of the studies were carried out in the area of peace and conflict
resolution  among  school  children  and  only  one  study  reflected  civics
teaching as the basic element for the peace education. A Nigerian study
resulted some managerial recommendation that peace education must be
dynamic and functional at industrial level and suggests incorporations of
various topics formally or informally. In Rajasthan, only one dissertation
was found which reflected the need of peace education and suggests that
peace education must be a component of B.Ed. syllabus.
Thus, survey of the related literature has proved immensely useful to
acquaint the researcher with various articles, researches and studies done in
the field of peace education. It shows that not much research work has been
carried out in the area of research in teacher education with reference to
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