Although most business school deans accept criticisms emerging in a new report, they predicted it would take a decade or more to develop programs that have the recommended qualities of being truly interdisciplinary, emphasizing the global economy, and providing students with effective interpersonal skills. (MSE)

Notes the conflict between increasing economic and political interdependence and the increasing fragmentation of the international power structure. Explains the regional conditions which constrain the global economic and military policies of the superpowers. (JDH)

This is the report of an ad hoc committee on global education appointed by the National Council for the Social Studies. The report details the charges against global education raised by United States government critics, examines issues underlying global education curricula, and draws implications for social studies. Concludes with recommendations…

More than 22 million persons in the United States speak a non-English language at home. There is an ideology that associates non-English languages with foreignness, and often with poverty and inferiority. The background for this ideology, how it developed, and whether it is warranted are discussed. (RM)

This 10-year literature update of Greenlaw and Wyman's review of teaching effectiveness of collegiate-level business games reviews research on top-management or functionally integrated games and functional games which emphasize specific business operations areas. Conclusions are drawn on business gaming's teaching effectiveness, and observations…

The differences between the prophetic and the political role in human rights policy are discussed. Those who resort solely to moral indignation to combat oppression are not only naive, but ineffective. (RM)

Examines the roles and structures of several European national lending systems to find useful models for guiding future developments at home and abroad. Highlights include the current scene, growth of union catalogs, patterns of collection use, new bases for measuring performance, and charting a future course. (18 references) (EJS)

The needs of the collective regional, national, and global society demand a universal knowledge and wisdom that careerism can not provide. Democracy, with all its freedoms and inherent dangers, requires a prolonged preparation in theory and practice that the currently narrow emphasis on careers does not accommodate. (MSE)

Describes problems with present day schooling and ineffective attempts to improve it. Links societal goals and requisite learning. Describes a fundamental educational reconstruction which would place the individual learner at the center of a balanced, comprehensive curriculum aimed at creating future world citizens. (JDH)

A robust and distinctive society of over 15 million people, Australia today is a nation of increasing influence in the international community. Phases in the evolution of Australia's attitude to the outside world are examined and how the country views its international role is discussed. (RM)

The major objectives in teaching about interdependence are outlined, and how teachers can use strategic minerals as an example of interdependence is discussed. Students must learn that industrial nations depend on foreign supplies of a small group of metals and minerals that are vital elements in these nations' industrial capacities. (RM)

This simulation helps students in grades four to eight see their planet as one environment with limited resources shared by all. Students learn that the earth is a large system comprised of small systems, that systems are interdependent and often have irreplaceable parts, and that resources are not equally divided among countries. (RM)

Proposes a framework for approaching and evaluating current global conservation conditions in terms of psychological, intellectual, and moral behavior. Applies the psychoanalytic theory of Velikovsky, the intellectual development theory of Piaget, and Kolberg's theory of moral development in analyzing the current status and future needs of global…

A long-run program of socialist-oriented institutional development is necessary to improve the economic situation of the less developed countries and close the gap in wealth between them and the developed nations. Developed nations can aid this by reducing military expenditures, dropping trade barriers, and strengthening international lending…

The central finding of a review of 63 high school history, geography, civics, and economics textbooks is that the textbooks are not accurately describing the world economy. For example, few of the texts refer to economic gains being made by many countries or mention the existence of middle income countries. (RM)