Discusses the importance of developing skills for the management of technology transfer from developed to less-developed countries. Improving the capacity to manage technology transfer between European and Asian countries is also discussed. (HM)

Describes a college-level course on "the politics of energy" which explored the nature of the energy crisis, the role of energy in world politics, and possible solutions to the crisis. (AV)

Considers community services the life breath of the community college movement, and perceives it as moving into the mainstream of higher education, acting as a bridge between credit and noncredit instruction. Urges community colleges to take the lead in training individuals for a global society. (DMM)

Notes the factors preventing the progress of internationalization in Japanese society in general and in the educational system in particular. Topics include traditional attitudes towards other countries, the prevalence of economic strength as a national goal, and the school system's preoccupation with preparation for entrance examinations. (JHZ)

Reviews world conditions which support the development of a new, global "manifest destiny" for the United States. Lists five major threats to international security, in addition to positive signs of cooperation. Concludes with seven "attitudinal learnings" for American students, and are the hallmarks of future global leaders. (JDH)

In order for American social scientists to effectively contribute to international social science, they must confront two challenges. They must come to terms with the problems generated by the fragmentation of the American social science disciplines and with the involvement of American social science with American foreign policy. (IS)

This book presents an account of the rise of English as a global language and explores the history, current status, and future potential of English as the international language of communication. Five chapters focus on the following: (1) "Why a Global Language?" (e.g., what a global language is, what makes a language global, and why a…

Education in international human rights needs to develop informed critical judgment for considering human rights principles and applying them in the examination of conditions in any country. The purpose should not be to further nationalistic or imperialistic education. (Author/KC)

Describes current activities of the United States government to prepare for the 1979 World Administrative Radio Conference. Objective is to ensure that necessary changes in International Telecommunication Union regulations on allocation and use of the radio spectrum are made in light of modern U.S. economic, social, and technical needs. (JMF)

Traces the beginnings, slow growth, and current awareness of and commitment to the international education movement. Notes several requisites in planning for involvement in international education programs. (MB)

The paper pleads for a global curriculum which will nurture commitment to a world society. Important aspects of the global curriculum would include peace education, intercultural studies, thinking and valuing skills, world problems, ethical and moral dimensions of problems, emerging concepts in future studies, problem-solving, and communication…

Calls for renewed efforts to maintain the U.S. leadership role in the economic world community. Points out the realities of today's world that must be recognized and accepted. Makes recommendations for adjusting U.S. economic philosophy and methods of competing globally. (KO)

The Secretary-General of the United Nations discusses the purposes, principles, fundamental values, and organizational structure of that body. Suggests that educators and students must have a basic understanding of what the United Nations does in order to broaden the public support for this world organization. (KO)

Describes the efforts of educators throughout the world to teach about the United Nations. Each of the different world regions focuses on specific UN principles and work related to their own national priorities. Examples are from the Caribbean Islands, Eastern Europe, France, the Philippines, Africa, and the Nordic Countries. (KO)

Discusses the need for global education in the face of economic influences that result in pollution and the exploitation of developing nations. Cites the difficulties faced by less developed countries that try to compete in world trade. Urges educators to teach students to take morally responsible positions on global relations. (SG)