"Boys Will Be Men" by Paul Kivel.  Great book for getting boys "out of the box" whether single or dual parenting & regardless of parent's sexual orientation.

The Courage to Raise Good Men, by Olga Silverstein. Critiques about the pressure on mothers to push their sons away. Excellent.

Crisis Intervention Manual - The Manual Contents: Chapter 1 Research and clinical basis for comprehensive district-wide crisis plan. Foundation for establishing violence prevention and physically/emotionally safe schools. Chapter 2 Components of a good crisis intervention plan, including stages of development.   Chapter 3 Members of the crisis team, roles, responsibilities, recommendations for inservice. Chapter 4 Teams in action; system of communication; making announcements to staff, students, parents; preventing emotional contagion; guidelines for managing quiet room.  Chapter 5 Psychological first aid; being a safe person; tasks of mourning; signs of distress in students by developmental stages; healthy responses; unhealthy responses; dysfunctional responses; dysfunctional families and unresolved losses; responses to trauma; listening and responding to the bereaved. NUMEROUS HANDOUTS THAT CAN BE REPRODUCED FOR STAFF INSERVICE OR USED TO EDUCATE PARENTS.  Chapter 6 Critical incident stress debriefing; symptoms of chronic stress and post traumatic stress; suggestions for self care for staff, school based model that empowers schools to meet the needs of students and staff trauma responses in children.  Chapter 7 Principle of triage; risk factor analysis; sample protocols for all types of crisis including NATURAL DISASTERS, VIOLENCE, HOSTAGE SITUATIONS, SUICIDES, MENTAL HEALTH EMERGENCIES; SUDDEN DEATHS, TERMINAL ILLNESS, AND MORE.  Chapter 8 Emphasis on comprehensive approach that incorporates violence and suicide prevention and life skills acquisition such as conflict resolution, assertive communication, healthy boundaries, anger management, healthy bonding. Support services for students and staff. Protocols for attendance at wakes and funerals, memorial services, and other activities that permit release of feelings.  Chapter 9 Practice drills; incidents for brainstorming for staff development.  Chapter 10 Support group leadership skills; ACTIVITIES THAT CAN BE REPRODUCED AND CONDUCTED WITH STUDENTS either in the classroom or in a support group.   Chapter 11 Evaluating teams.  List of resources Chapter 12 References  http://www.renew.net/manual.htm

Cross-Cultural Perspectives on Youth and Violence; Meredith W. Watts, ed.  (Stamford, CN: JAI Press, 1998).  The book brings together authors from a variety of national settings (e.g., United States, Germany, Japan, Brazil) and disciplines (Sociology, Political Science, Educational, Psychology) to focus on questions of youth and violence.  Featured topics are gangs, school bullying, violence by youth groups against foreigners in Europe, and violence done to youth by authorities and adult groups (as in Brazil).  A concluding chapter deals with the perceptions of United States youth about violence in their everyday lives and the potential impact of those perceptions on their sense of community; a variety of possible intervention and pedagogical strategies are also discussed and evaluated.

Curriculum - "War: who does anything against it?" An information package for writing a paper or giving a presentation, for pupils of 10-15 years old. (Read it as a PdF file http://www.oneworld.org/euconflict/publicat/war.pdf 3,4 MB!) Download the Acrobat Reader for free! http://www.adobe.com/products/acrobat/readstep.html

Curriculum - Nonviolence and the Ethics of Social Action, University of Colorado.  Here is a web site that profiles a peace course developed using the service learning model. This course is an examination of the phenomenon of nonviolence as a critical dynamic of social action and social change. Major emphases include: the origins of nonviolence and violence, the logic of nonviolence and the illogic of violence, theories and methods of nonviolence throughout history, contemporary applications of nonviolence, nonviolent conflict resolution, and the ethics of action intended to produce social change. Although the dominant perspective in the course is sociological, it is approached overall from an interdisciplinary perspective. Course objectives include familiarity with: the sociological phenomenon of nonviolence; theories of conflict, social change, power, and nonviolence; religious nonviolence and pacifism; secular nonviolence; the nonviolence of Henry David Thoreau, C. Mohandas K. Gandhi, and Martin Luther King, Jr.; an historical overview of nonviolent conflicts; several case studies in nonviolence, including: Gandhian nonviolence in India, nonviolence in the United States - e.g., the civil rights and peace movements - nonviolent social change and transformation in Europe in the late 1980s; and prospects for nonviolent social change in the 21st century.  
 http://csf.colorado.edu/sl/syllabi/peace/crews2025-96.html

Domestic Violence Information Manual - http://www.infoxchange.net.au/wise/DVIM/index.htm

Forty Early Childhood quick reference cards dealing with sibling rivalry, death, grief, bedtime fears, etc. are currently available from our Web site at The Ohio Commission on Dispute Resolution and Conflict Management
http://www.state.oh.us/cdr/eccards/earlychildhoodcards.htm .  Early Childhood Cards, Learning and Practicing Skills of Peace
Through Every Day Conflicts.  Practical activities and resources for families, teachers and other caregivers.  Listed below is a sample of quick reference cards describing practical activities and resources for families, teachers, and other care givers to
use in training young children in skills of peace. Ages pre-school to 2nd grade. To order these cards contact the Commission directly at 614-752-9595 or submit your Request by e-mail. Cards also available in Spanish.  (Note, go to the site to copy these cards on your computer, they are only a couple of clicks away.)  Anger and Aggression, Disabilities, School, Art Activities, Divorce and Separation, Security Objects, Bad Day, Dressing, Self-Esteem, Bad Language, Fears, Sharing, Bath Time, Fears, Feelings and Emotions, Sickness, Nighttime Fears, Lying, Stealing, Dealing With Misbehavior, Eating, Stress, Activities for Brothers and Sisters, Mistakes, Tantrums, Biting, Nap Time, Time Out, Preventing Conflicts Between Children, New Baby, Transitions, Cultural Diversity, Problem Solving, Whining and Nagging, Death, Safety, Work.  This resource is an outcome of a cooperative effort initiated by the Ohio Commission on Dispute Resolution and Conflict Management, with Ohio Head Start Association, Inc. and the Ohio Department of Education - Division of Early Childhood.

Friendly Resources for Teaching Peace http://www.mph.lm.com/planw96.html#s3

From a review by Joanie Connors: I would like to recommend a book I just found out about although it is three years old.  I probably missed it because it is written by family therapists (I take no journals in family therapy), but I think this is a landmark book about the origins of human violence.  The book is "Ghosts from the Nursery: Tracing the Roots of Violence" by Robin Karr-Morse and Meredith Wiley (1997, New York: Atlantic Monthly Press).  The book appears to be heavily rooted in the scientific literature about violence, and it combines research from numerous disciplines in a way that brings us forward a notch in the understanding of violence.   In "Ghosts from the Nursery" the authors assert that the root of violent behavior is in the first 33 months of life.  She presents evidence that early chemical and physical insults to the fetus' (prenatal exposure to alcohol and drugs), infant's and toddler's minds alter their cognitive processes enough (high prevalence of ADHD & ADD) that they are later unable to learn about, understand and cope with life's difficulties, whether those difficulties be the loss of social face or a habitually violent home life. They then resort to the black and white logic of violent tactics they've seen modeled either in their home or in the society at large.  The authors make a plea for us to become a more compassionate society that values our babies and young children enough to promote policies focusing on improving their welfare.  Appendix A includes a list of "Factors associated with Violent Behavior that can be Modifies or Prevented by Early Intervention" (pp. 299-300).  These include:

Biological Factors
  Prenatal (0-7 months gestation)
  -Teratogens (drugs, alcohol, nicotine)
  -Malnutrition
  -Genetic factors
  -Chronic maternal stress
  -Minor physical anomalies
 Perinatal (-2 months to +1 month)
  -Delivery complications, birth trauma, head injury
  -Prematurity
  -Low birth weight
 Postnatal (1-24 months)
  -Accidents, head injuries
  -Nutritional factors

General Factors
  -Low verbal IQ
  -Attention deficit/hyperactivity disorder
  -Post-traumatic stress
  -Exposure to toxins

Familial Factors
  -Parental mental illness
  -Criminal father
  -Low maternal IQ
  -Multiple breaks in caregivers; lack of consistent caregiver in early life
  -Maternal rejection
  -Maternal depression
  -Parental substance abuse
  -Child abuse
  -Child neglect
  -Parental discord
  -Ineffective discipline

Larger Environmental Factors
  -Living below community economic norm
  -Modeling of violent solutions to problems by key models
  -Modeling of weapon use in community; access to weapons
  -Unavailability of involved adult who teaches values, and values child
  -Modeling of alcohol and drug use to deal with problems
  -Violence in entertainment; television, video games, movies, music and toys

This is the most comprehensive list of factors associated with violence that I have seen.   Another appendix lists educational approaches at numerous levels to address these factors.  

THE GRIP OF DEATH* "A study of Modern Money, Debt Slavery, and Destructive Economics" by Jon Carpenter Publishing, Charlbury Oxfordshire, 1998 ISBN: 1897766408.  * Mort-gage(O.F.) "A pledge unto death" Oxford Dictionary.  The two key points of the book are : 1) fractional reserve banking debt-money (that must pay back interest) drives the world's corporate growth model indefinitely, and 2) the creation of this money is in the hands of private profit-seekers, instead of the government, which is wrong.
This lucid and original account of where our money comes from explains why most people and businesses are so heavily in debt. Exploding more myths than any other book this century, it's all about subjects very close to home: mortgages, building societies and banks, food and farming, transport, worldwide poverty, and what's on the supermarket shelf.  It explains:
- why virtually all the money in the world economy has been created as a debt;
- why only 3% of UK money exists as 'legal tender';
- and why in a world reliant upon money created as debt, we are kept perpetually short of money.
- how and why mortgages are responsible for almost two-thirds of the total money stock in the UK, and 80% in the US.
- why business and corporate debt is at its highest level ever.
- why debts mean that a small farm can be productively very efficient, but financially not 'viable'.
- why national debts can never be paid off  without monetary reform.
- how debt fuels the 'need to grow', revolutionising national and global transport strategies, destroying local markets and producers and increasing waste, pollution and resource consumption.
- how 'Third World debt' is a mechanism used by the developed nations to inject ever-increasing amounts of money into their own economies, and
- why debtor nations can never repay the debts.
- why politicians who rely on the banks for money can't fund public services.
- why 'debt-money' is undemocratic and a threat to human rights.
The author proposes a new mechanism for the supply of money, creating a supportive financial environment and a decreasing reliance on debt.  THE GRIP OF DEATH offers unique insights into some of the world's most pressing problems:
- the financial crisis in south-east Asia is due, not to poor economic management, but to the reliance of the world's economies on banking, which is an inherently unstable mechanism.
- most people in developed countries are up to their necks in debt, chiefly due to the system of buying homes with mortgages.  But this system is itself entirely illegitimate: governments use the mortgage system as a privatised means of creating money, highly profitable for the banks and lending corporations but crippling for the borrower.
- the refusal to fund adequate public services  governments say "We haven't got the money"  is down to a refusal by governments to create and supply money themselves according to need. Instead, they entrust the supply of money to banks, who only create money as a debt where interest can be charged on it. Virtually all money is thus created as a debt, purely as a profit-making exercise. But this is a choice made by government.  
- All Third World debt should be repudiated. As this book shows, most such debts were and are created by the institutions of the developed countries as a mechanism for injecting more money into their own economies. They were never intended to finance the underdeveloped world or relieve poverty, and they don't.
- the UK government is cutting expenditure in order to reduce the national debt. Yet national debts can never be repaid. In any case the UK debt and annual deficit is far lower than in many economically successful European countries. So why will the government not stop this charade and pay better welfare and health benefits and fund education properly?
All in all, a crippling attack on the popular assumptions surrounding economics, money and borrowing, and the relationship between the rich Northern world and the poor South.  Michael Rowbotham is a teacher and writer.  15  pbk   352pp   1 897766 40 8.  TO ORDER, post your cheque for 15.00 sterling to Jon Carpenter Publishing, 2 The Spendlove Centre, Charlbury OX7 3PQ, England; or phone or fax your credit card details to +44 (0)1689 870437.  Or e-mail joncarpenterpublishing@compuserve.com

Human Rights Advocacy Kit - In recognition of the 50th anniversary of the Universal Declaration of Human Rights, Free Speech TV and several partner organizations have created a Human Rights Advocacy Kit, which is available both online and in print.  The online version is at: http://www.freespeech.org/js/intro.html.  The Advocacy Kit supplements Just Solutions, a human rights TV series which is being broadcast on public and local cable stations.  The ITrain Collective, a multi-cultural, global group of Internet trainers, have created a set of Internet training materials, available on the Web and via email.  Although the materials were prepared for use in developing countries, they may be useful for instructors and students anywhere who are either new to the Internet or have intermediate-level skills.  The training makes use of interactive learning, allows for flexible course planning, and can be customized on the basis of gender, culture, individual needs, or interests.  The materials can be used by instructors, or by students learning on their own.  Information is available on the web at: http://unganisha.idrc.ca/itrain, or by email at: itrain@unganisha.idrc.ca.

INNODATA databank which contains descriptions of innovative projects in education including many devoted to peace education and education for international understanding. INNODATA is available on the Internet at http://www.ibe.unesco.org/Inf_Doc/Innodata/inno.htm

Internet Resources on Genocide and Mass Killings http://www.ess.uwe.ac.uk/genocide.htm is an extensive compilation of primary materials and annotated links related to "twentieth-century genocidal and mass man-made killing occurrences." Divided into fifteen sections, subject coverage includes topics such as The Jewish Holocaust, War Crimes and Criminals, Yugoslavia and Kosovo, among others.  Most of the original documents in the compilation have been uploaded to the site, facilitating navigation and research.  Documents not residing at the site are linked via succinct annotations.  The compilation is searchable and updated continuously by its creator Dr. Stuart D. Stein, Senior Lecturer in Sociology and Social Psychology at the University of West England.

Intervention Center - resources for alcoholism, drug addiction, gambling, computer addiction, other self-destructive behavior.  'Helping people accept help'. http://www.intervention.com/

Kids Helping Kids Activities and Resources for Teaching Peace (UNICEF)http://www.unicefusa.org/issues96/sep96/guide/english.html

The Loss of Happiness in Market Democracies - Robert E. Lane. 2000 Politics/Psychology.  480 pp. 23 illus. 6 1/8 x 9 1/4
ISBN 0--300--07801--3 $35.00.  Despite the fact that citizens of advanced market democracies are satisfied with their material progress, many are haunted by a spirit of unhappiness. There is evidence of a rising tide of clinical depression in most advanced
societies, and in the United States studies have documented a decline in the number of people who regard themselves as happy. Although our political and economic systems are based on the utilitarian philosophy of happiness--the greatest good for the greatest number--they seem to have contributed to our dissatisfaction with life. This book investigates why this is so.  Drawing on extensive research in such fields as quality of life, economics, politics, sociology, psychology, and biology, Robert E. Lane presents a challenging thesis. He shows that the main sources of well-being in advanced economies are friendships and a good family life and that, once one is beyond the poverty level, a larger income contributes almost nothing to happiness. In fact, as prosperity increases, there is a tragic erosion of family solidarity and community integration, and individuals become more and
more distrustful of each other and their political institutions. Lane urges that we alter our priorities so that we increase our levels of companionship even at the risk of reducing our income.  "The day is near when people will discover the Sisyphusian nature of the
pursuit of material goods as a source of lasting contentment and meaning. Professor Lane's well written and documented book will be the text of the new recognition that all who are out of poverty must formulate other goals in life than the amassment of objects during the day and their consumption at night."--Amitai Etzioni, author of The New Golden Rule.   "A book of great importance for our time. Lane asks whether our most treasured institutions--market economies and democratic political systems--are good for subjective well-being. He approaches this question with a breadth of knowledge and scholarship that is difficult to match."--David O. Sears, University of California, Los Angeles.   Robert E. Lane is Eugene Meyer Professor Emeritus of Political Science at Yale University. He is the author of many books, including, most recently, The Market Experience. YALE UNIVERSITY PRESS

The Manifesto 2000 for a Culture of Peace and Non-Violence (UNESCO) was written by the Nobel Prize Peace Laureats, in order to create a sense of responsibility starting on a personal level; it is not an appeal or petition addressed to a higher authority.  It is the responsibility of each and every individual to put into practice the values, attitudes and forms of behaviour which inspire the culture of peace. Everyone can contribute to this aim within their family, their area, their town, their region and their country by promoting non-violence, tolerance, dialogue, reconciliation, justice and solidarity on a daily basis.  The Manifesto 2000 has been made public in Paris on March 4th 1999, and is open to signatures for the wider public all throughout the world. The goal is to present 100 million signatures to the United Nations General Assembly meeting at the turn of the millennium in September 2000.  To make your pledge (and you can print out a version worth framing) go to http://manifesto2000.unesco.org/   and click on the language of your choice.

Martial Arts for Peace - The martial arts have a tremendously creative potential for teaching young people to resolve conflict peacefully and create fine moral character. Society is crying out for help in these troubled times, and the martial arts can be an intelligent and effective way to prepare our children to cope with today's challenges. To meet these urgent personal and social challenges of increased violence and the deterioration of ethical values, we need a different education beyond the teaching of academics, one that can teach our children the skills to resolve conflict and build character. Martial Arts for Peace can be this education for peace and social understanding. If they are to meet this obligation, martial arts schools of the 21st century will need highly trained Martial Arts for Peace Educators who have the necessary skills and resources to prepare their students to cope with these challenges. New Martial Arts for Peace training programs and innovative Martial Arts for Peace curricula will need to be developed in the evolution of these arts from self-defense and competitive sport to the greater mission of a peaceful and spiritual discipline that can address the social and individual ills of humankind. Martial Arts for Peace can teach the virtues of compassion, love, wisdom and respect, and the fine qualities that build a strong and honorable character in young people so that they may contribute to creating a more peaceful and gentler world. The original martial arts of peace that became, over time, the arts of war have paradoxically the transformative potential to again be peaceful and healing arts but only with the right vision and the right means to carry out this vision. We have to begin educating ourselves to be Martial Artists for Peace to make our dreams - our visions - a reality. It is those visionaries who put their dreams into practice who will elevate the martial arts to their rightful place in the education of our children and in society as a means to resolve conflict, build character, and create peace.  Web site http://www.atriumsoc.org/MartialArts/map.html .   Contact The Atrium Society, Box 816, Middlebury, VT, USA, 05753, telephone 1-800-848-6021, email atrium@atriumsoc.org  

Mental Disorders, Depression Set to Rise, UN Says from http://news.excite.com/news/r/010110/15/health-mentalhealth .  Updated 3:01 PM ET January 10, 2001 By Stephanie Nebehay GENEVA (Reuters) - Mental and neurological disorders--ranging from depression to Alzheimer's and epilepsy--strike 400 million people globally and are set to surge in the next two decades, the World Health Organisation (WHO) said on Tuesday.  The United Nations health agency predicted that by 2020, depression would jump to be the second greatest cause of death and disability worldwide, following ischemic heart disease.  WHO officials attributed the projected rise in depression to factors including more stressful lifestyles, poverty and violence. Alzheimer's disease, a debilitating dementia that hits the elderly, is expected to increase as people live longer.  They spoke at a news briefing to launch WHO's 2001 campaign aimed at removing myths and stigmas linked to such disorders, whose slogan is "Stop exclusion--Dare to care".  "This (campaign) is overdue, given that mental health is a major cause of disability, family and community distress and loss of production," said WHO's Dr. Derek Yach.  Dr. Benedetto Saraceno, director of WHO's department of mental health and substance dependence, said: "Mental health disorders, neurological diseases is a major public health concern worldwide. There is a common myth that mental health problems are those of rich, industrialised countries, a luxury."  "But mental and neurological problems are equally important in rich and poor countries," he added.  Some 400 million people today suffer from mental and neurological disorders worldwide, according to Saraceno.  "Unipolar major depression is today considered fifth in the ranking of major causes of disability and it is expected to jump to second place in 2020," he said.  At present, depression is the fifth leading cause of death and disability, while ischemic heart disease trails in sixth place, according to the Geneva-based WHO.  The table is currently topped by acute lower respiratory infections, according to the WHO, which says infectious diseases are generally expected to fall.  Depression, often genetic, hits roughly twice as many women as men, according to WHO experts.  The Americas and Western Pacific regions have the most victims of depression, with the lowest rates in Africa, according to Saraceno.  "Surveys in Brazil, Zimbabwe, India and Chile show the more impoverishment--measured by hunger, level of debt and education--the higher the prevalence of common mental disorders," said Yach, a South African.  Mental and neurological disorders represent 11% of the "global burden of disease", a figure based on mortality and disability, according to Saraceno.  The figure is expected to represent 14% in 2020, he said. "The good news is that mental health treatment does not require very expensive infrastructure."  "We know that 70 percent of those suffering from major depression can fully recover if properly treated," he added. "We can expect a decrease in suicides if we are properly treating depressed people."  Globally, there are one million suicides a year out of a total of 10 million attempts, he added. The top 10 countries for suicide are composed of all former Soviet Union states, led by Russia, where many are reeling in economic and social upheaval.  Schizophrenia, a chronic disorder, affects 45 million people worldwide, with about half of the victims achieving full "social recovery", according to Saraceno.  He praised India and China for their programmes for treating and supporting schizophrenic patients, combing use of generic psychotropic drugs and human resources.  "Different diseases are prominent in different regions, with one exception.  Schizophrenia is ubiquitous--you will find the same rate of schizophrenia in Los Angeles and central Africa, probably because there is a very strong genetic component."

People Building Peace - 30 Success Stories from around the World.  This publication is an initiative of the European Centre for Conflict Prevention, the International Fellowship of Reconciliation (IFOR) and the State of the World Forum. It provides an overview of the activities of communities working for peace, offers a positive approach to the question of how people can live with one other, and clearly shows how individuals and small groups can make a real difference.  http://www.euconflict.org/

A POLICE REFERENCE MANUAL ON CRIME PREVENTION AND DIVERSION WITH YOUTH - This new manual builds upon information in the Police Reference Manual on Youth and violence provided to you in 1994. Like this publication, this manual is intended for both front-line officers and senior police managers. It provides front-line police with useful information to assist them in dealing with crime and safety concerns at the community level, and, equally important, it gives police managers the information they need to support community-based prevention efforts of front-line officers. http://www.sgc.gc.ca/epub/pol/e199675/e199675.htm

Progressive Letter Writing Cooperative - Would you like a cooperative way to get your voice heard in Washington? It's free!  Progressive Secretary sends out progressive email letters to Congress, the President, and other officials on peace, ecology, civil rights and other issues. The letters are suggested by participants in the cooperative and are sent to you as a proposal. If you tell us to "send", then the letters are sent to your Congress people and others noted in the proposal over your signature and return address. A report is sent to you. If you like, you can send the letters yourself. Letters are not sent without your specific OK. Your name and email are never given out except to recipients of your letters. There is no charge for this. We volunteer our time because Jim Harris jim@progressivesecretary.org and Pat Murphy pat@progressivesecretary.org are Quakers and long-time activists, and we believe in helping progressive people make their voices heard on important issues.  There are no advertisements or other annoyances.   You can cancel at any time. Some current letters include: Seattle Release WTO detainees and apologize; Cut Military Budget for 2000; Letter to President to Lift Iraq Sanctions; President listen to WTO protests; Guanajuato Keep pressure on Congeladora; Canada Oppose expansion of WTO; Canada:  Do Not Burn MOX fuel in Ontario Reactors; Clemency for Leonard Peltier; Review Comprehensive Test Ban Treaty; Oppose Istook Amendment; Support Feingold Bill to Abolish Federal Death Penalty; Stop Eviction of Dine'h at Black Mesa; Cease Bombing of Vieques; End the Cuban Embargo; Oppose Military Aid To Colombia; Persecution of Women in Afghanistan; Stop the Arms Race in Space; Pakistan Women Honor Killings; Grant an Evidentiary Hearing for Mumia; Change Florida Death Penalty Policies; Denial Of Financial Aid Is Racial Discrimination.  Web site http://www.progressivesecretary.org/

Raising Cain: Protecting the Emotional Life of Boys by Dan Kindlon, PH.D./Michael Thompson, PH.D.

Real Boys: Rescuing Our Sons from the Myths of Boyhood, by William Pollack.  This is the brand-new one that I was impressed with. It actually critiques the stereotypes and tells how dangerous they are. 

Resources for Teaching Peace, Tolerance and Understanding Of Differences http://www.crcs.k12.ny.us/es/Stranger'sShoes/PTresource.htm

Roots  of  Violence  in  the  U.S.  Culture: A Diagnosis Towards  Healing by Alain J. Richard, 1-57733-043-9, 176 pp, paper, $ 14.95.  Today, our culture promotes an alarming trend toward ever increasing acts of violence.    When our children kill each other over articles of clothing or gangs murder for turf, it is a glaring sign that our youth have not learned to respect and revere life.    What kind of future leaders are we creating?  In addition to our legacy of violence, our culture has created a strong market (materialistic) economy with an insatiable desire for money and possessions.    We place more value on acquiring wealth than on spending time with our children, family, and friends.  Roots of Violence exposes the origins and current causes of the underlying, explosive rage pervasive in our culture today.    Understanding this is the first step toward healing our society.  For a copy, you can email chris@netshel.net or call 1-800-643-0765.   Please include your address. 

Safe Within is an ever-changing site that provides news and information relating to you and your family's safety, security, health, and sense of well-being. The format is interactive, SOLUTION driven, multimedia and updated DAILY. Along with valuable content, you will find various news groups, drawings, "Today's Safety News", "Top Tips", hyperlinked Resource lists, a listserv, and many opportunities for YOU to contribute and be recognized. Regardless of where you are or what you may be doing, it is our hope to make you feel more Safe Within your world. http://www.safewithin.com/ International travel safety reference http://www.safewithin.com/travelsafe/travel.internat.cgi

UNESCO publications: To live together: shaping new attitudes to peace through education, edited by Daniel S. Halperin. A summary and  the  table of contents are to be found on the IBE Web site at http://www.ibe.unesco.org/Publications/halperin.htm

ZNet - A community of people concerned about Social Change.  This web site contains tons of information.  Web site: http://www.zmag.org/ .  Email sysop@zmag.org