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A study of war mortality trends & statistics worldwide since 3000 BC improves on previous studies that do not factor in trends. Systematic estimates of war & war-related deaths (ensuing disease & famine) in some studies are extrapolated to a worldwide level. It is estimated that total deaths from 1,266 wars since 3000 BC number 150 million, 95% occurring since 1500 AD & 73% since 1900. Also, 50% of all wars since 3000 BC have been fought in Europe. However, it is suggested that Europe is now becoming increasingly nonviolent, & that it may serve as a model to world civilization. 2 Tables. J. Sadler

We can learn a lot about war through the study of civilization. We can learn a lot about civilization through the study of war. We can learn a lot about empires through the study of civilization and war. These three have grown up together. Did they foster one another? Did one cause the others? Or were they all products of a cause which they had in common? Can we have one without the others? What light can they throw on one another's nature? on onnne another's history? This study suggests that they are all products of domination and exploitation. If so, a civilization designed to be more equal in its human relations should be less imperial and less warlike.

A discussion of the interrelationships between civilizations, empires, & wars. Recent research on primitive warfare is reviewed which suggests that its cause lies more in human development than in human instinct or human nature. Arnold J. Toynbee's theories of civilization, empire, & war are discussed & contrasted to those of Pitirim A. Sorokin & Quincy Wright. All agree that war & civilization are inspired by a sense of superiority & self-righteousness, which provide a justification for destructive behavior. It is concluded that civilizations, empires, & wars develop concurrently with the development of primitive, civilized, & modern peoples. War can be avoided by changing the structure or direction of a civilization's development toward more egalitarian, altruistic, & compassionate relations. 2 Tables, 40 References. S. G. Yates

Analysis of war-related deaths, 1700-1987; based on conference paper.

In this article, definitions of peace action, education, and research are suggested. Although there are good reasons why these various approaches to peace should be cooperative, there is some evidence to suggest that this has seldom been the case. Rapoport's concept of 'fusion' provides one way of bringing these three activities together without any need for cooperation between them According to this concept, and my generalizations from it, activists can be educators and researchers in the process of their action; educators can be activists and researchers in the process of their educational efforts; and researchers can be activists and educators in the process of their research. Some examples are provided to illustrate this concept

IN THIS ARTICLE, DEFINITIONS OF PEACE ACTION, EDUCATION, AND RESEARCH ARE SUGGESTED. ALTHOUGH THERE ARE GOOD REASONS WHY THESE VARIOUS APPROACHES TO PEACE SHOULD BE COOPERATIVE, THERE IS SOME EVIDENCE TO SUGGEST THAT THIS HAS SELDOM BEEN THE CASE. RAPOPORT'S CONCEPT OF 'FUSION' PROVIDES ONE WAY OF BRINGING THESE THREE ACTIVITIES TOGETHER WITHOUT ANY NEED FOR COOPERATION BETWEEN THEM. ACCORDING TO THIS CONCEPT, AND THE AUTHOR'S GENERALIZATIONS FROM IT, ACTIVISTS CAN BE EDUCATORS AND RESEARCHERS IN THE PROCESS OF THEIR ACTION; EDUCATORS CAN BE ACTIVISTS AND RESEARCHERS IN THE PROCESS OF THEIR EDUCATIONAL EFFORTS; AND RESEARCHERS CAN BE ACTIVISTS AND EDUCATORS IN THE PROCESS OF THEIR RESEARCH. SOME EXAMPLES ARE PROVIDED TO ILLUSTRATE THIS CONCEPT.