Describes the active role which regional Japanese laboratories are playing in specific fields of applied research such as: (1) pollution of the sea; (2) developing methods of coping with the exceptional variety of natural disasters; and (3) preparing for earthquake. (HM)

Assesses Japanese science and technology and finds it to be in excellent shape for the shift into a post-industrial age. Speculates about physical and psychological reasons why Japan is able to adapt. (CP)

Discusses the changing perception of information from a public good to a private commodity and the implications of this change for information providers and users. The situation in Australia is described, including the government's emerging policy on information as a commodity and its effects on libraries and users. (25 notes with references) (CLB)

Presents abstracts of articles about laws on compulsory education in China; legislation affecting handicapped students in Czechoslovakia; laws on comprehensive schools in Finland; educational research on secondary education in Hungary; and reports of the Japanese National Council of Educational Reform. (CLB)

Reviews mistaken approaches to spirituality and the relationship between modern spirituality and life styles prevalent in industrialized societies. Seeks to establish a connection between spirituality and justice, especially for those struggling toward discipleship in a consumer society. (GEA)

Compares unemployment, employment, and related labor market statistics in the United States, Canada, Australia, Japan, France, Germany, Italy, the Netherlands, Sweden, and the United Kingdom. Introduces employment-to-population ratios by sex and discusses unemployment rates published by the Organization for Economic Cooperation and Development and…

UNESCO nations were surveyed about education of gifted children. Developed nations' programs were most extensive, Communist countries were wary of elitism, and developing nations had more pressing concerns. Nations had difficulties with identifying "gifted" students, funding, and finding qualified teachers, but commitment to programs for…

Presents a definition of educational technology that points to three areas where research is needed: instructional theory, design-oriented research, and instructional design procedures. Computer assisted instruction and perceptions of media and technologies are discussed, and 74 references are given. (Author/LRW)

Over the past 15 years, traditional concepts of working conditions and of work have been challenged in industrialized nations. The improvement of working conditions has become a basic issue, affected by the economic situation, technological advances, social climate, labor relations, and individual behavior. (Author/SK)

Reports findings of a study suggesting that there is some truth in the claim that the news Third World countries receive from the American wire services is biased toward the West. Reports, however, that there is more Asian news on the Asia wire services of the American agencies than news of any other region. (FL)

This report provides a chronological overview of activities of the 1999 Minister's Forum. It summarizes the keynote speech, "Transforming Learning in the Knowledge Age" (Donald Norris), the discussion that occurred among the panelists, and the participants' responses to three topics during small group discussions. The report recaps topic…

From the 1972 Behavioral Science Symposium, this article examines the prospect of attaining effective international cooperation for environmental protection of the Earth. Discusses the need for strategies to remove some of the conceptual obstacles (political and social) to cooperation, and identifies some possible conceptual and institutional…

The first part of this bibliography lists works of a theoretical nature. The second part is devoted to problems relating to the financing of education in certain regions or countries. All problems of the first part are found here but reference is made to specific situations: local, national, or regional. (Author)

Following a brief review of the existing interactive dimensions of three modes of learning--formal, nonformal, and informal--the author comments on policies proposing further integration of modes. (MP)