Describes a project in which student discussions of social problems were videotaped and the tapes exchanged with schools whose student bodies had decidedly different ethnic compositions. (LS)

Panel discussion presented at the 37th Annual Meeting of the American Association of Teachers of German (AATG), November 27-29, 1969, in New Orleans, Louisiana. (DS)

Revised version of an address presented at the Hessian Institute for Continuing Teacher Education on October 10, 1969. (WB)

The authors describe a program in which counselors and counselor educators exchange positions and responsibilities in an effort to increase their effectiveness and the amount of interaction between the two. (BY)

Two foreign teachers, one from Columbia, one from Ghana, were made available to a school for a whole year at modest cost under a program, Volunteers to America. They added variety and sparked enthusiasm in several subjects. (NH)

Describes the planning and activities of a two-day exchange program between urban and rural students. Includes 13 responses from a student developed poll administered before the exchange took place. (JN)

Describes an American teacher's experiences working with students at the Foreign Languages Institute in China. The author found that students were highly motivated to learn about the United States, its language and culture. He found that his efforts to teach about it, however, were impeded by government intervention and cultural differences. (AM)

Describes an international understanding program at the UNESCO Associated School, Kaitaa Secondary School in Espoo, Finland. Objectives of the program are to promote international awareness and readiness for cooperation among students in our school and abroad. (CK)

A five-college committee on international programs (University of Massachusetts, Amherst College, Hampshire College, Mount Holyoke College, Smith College) is described. Most programs keep the cost to the student in the same range as normal tuition, etc. and students are enrolled in the normal courses of their overseas host institutions. (MLW)

Discusses the history and proliferation of programs for study in Spain. The content, location, length and objectives of these courses are various. Choice of a director with the ability to plan and administer a program effectively is crucial. Quality of programs and teaching must be improved. (Text is in Spanish.) (CHK)

Vocational instructors and administrators keep up to date on new jobs and equipment by working for brief periods in industry. (Author)

Describes the International Sibling Program at Lewiston-Porter High School in Youngstown, New York. Notes that 10 "sibling schools" in eight countries participate by exchanging faculty and students. Suggests that the program has given students, staff, and the community many opportunities to interact with the real world. (RS)

Describes experiences of two career planning and placement administrators, one from New Hampshire and the other from California, who traded jobs and houses in nine-year long professional exchange. Concludes that exchange was a highly successful professional development experience. (Author/NB)

The long-term impact of study abroad experiences was investigated in 27 nursing graduates. Although the impact decreased over time, respondents reported enhanced international perspective and increased personal development. Longer programs (12-16 weeks) had higher long-term impact. Lower impact was reported in professional and intellectual…