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"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on April 22-25, 2021 in New York, USA-www.ihses.net. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]

Official Development Assistance (ODA) is an increasingly important part of foreign aid budgets. Countries that offer foreign aid to other nations do so for many, often contradictory reasons that range from national security and economic self-interest to humanitarian concerns. Every donor state uses ODA as an instrument of its foreign policy. This paper describes findings of a study that examined the relationship between Japan's and the United States' officially stated foreign-aid objectives and the trainees who participate in the two countries' programs. The study analyzed the links between aid flows and policy positions by determining the correlation between numbers of participating trainees by recipient country and three possible donor policy indicators. The data indicate that neither the Japanese nor the United States' participant-training practices match their official foreign policy objectives. Despite changes in policy to emphasize humanitarian interests, Japan offers trainee opportunities to its trading partners significantly more often than to other developing countries. Neither of the agencies that administer training programs in Japan reflect humanitarian policy objectives. The United States adheres to a humanitarian policy as part of its development-assistance statements; however, the data show that the United States trains more people from countries with large gross national products (GNPs) per capita than from countries with smaller GNPs. Additionally, the participant-trainee programs do not reflect the United States' stated foreign-policy objective of promoting economic interests. Six tables are included. (Contains 11 references.) (LMI)

This summary of proceedings includes papers from and about a workshop on technical education in Nigeria and the lessons Nigeria may gain by examining the vocational and technical education systems of Germany, the United States, Great Britain, and Japan. The following papers are included: "Foreword" (Iyorchia Ayu); "Introduction: A Time for Action in Technical Education"; "Why We Sponsored the Workshop" (Klaus Bauer); "Importance of Technical Education" (Iyorchia Ayu); "Technology for Industrial Advancement" (Daniel O. Akintonde); "Technical Education in Nigeria" (P. E. O. Towe mni); "Contribution by the Representative of the National Association of Technological Engineers" (Abimbola Daniyan); "Excerpts from Paper Submitted to the Workshop by the National Association of Technological Engineers: Alternative Proposal for the Three Existing Parallel Routes"; "German Vocational Training in the Dual System" (Richard von Bardeleben); "Content and Process of the Dual System" (representative of the German company FESTO); "Contribution of Industrial Training Fund (ITF)" (Alhaji Usman Mohammed); "International Spread of the Dual System"; "Vocational and Technical Education in USA, Great Britain, and Japan: Lessons for Nigeria" (S. O. Olaitan); "UNESCO's Contributions to the Development of Technical and Vocational System: The UNEVOC Project (International Project on Technical and Vocational Education)" (Hans Kronner); "Implementation of Manpower Training Programme in Private Industries" (E. O. Ugwu); "Implementation of Manpower Training Programme in Governmental Organizations (An Example of Dornier Training Support to the Nigerian Navy)" (M. O. Bakare); "Implementation of Manpower Training Programme by Governmental Organisations"; and "Technical Education--The Way Forward." Concluding the proceedings are a summary of workshop observations and recommendations and lists of workshop participants and official reporters. (MN)

This document contains the following seven papers, all in both English and Korean, from a conference on human resources development and school-to-work transitions in the knowledge-based society: "The U.S. Experience as a Knowledge-based Economy in Transition and Its Impact on Industrial and Employment Structures" (Eric Im); "Changes in the Industrial Structure and Employment Patterns in a Knowledge-Based Society in Japan" (Shigemi Yahata); "Human Resource Development Strategies for the Knowledge Economy" (Nigel Haworth); "Strategies and Direction of Human Resources Development in Knowledge-based Economic System: Experience in the UK" (Peter Upton); "Methods of Strengthening Effective Transition from School to Labour Market" (Bent Paulsen); and "Methods of Strengthening Effective Transition from School to the Labour Market in Australia" (Chris Robinson). Each of the papers includes an abstract; some contain lists of references. (KC)

This document contains a total of 57 welcoming speeches, theme addresses, seminar and workshop papers, and poster sessions that were presented at a conference on technological education and national development. The papers explore the ways technology and technological advances have both necessitated and enabled changes in the way education is designed and delivered. The following are among the themes addressed in the individual papers: rival views of technology and their impact on education; the learning needs of older adults using information technologies; entrepreneurship education; lifelong learning on the World Wide Web; issues faced by polytechnics and institutes of technology as they respond to the challenges of Internet technologies and new media; working knowledge; flexible delivery; strategies for teaching technical students to be critical; development of curricula incorporating "hands-on" experience and interaction with industry; a framework for open, flexible, and distributed learning; models of online teaching; the transition from secondary to university education; digital curriculum databases; use of technology to foster authentic communication for second language students; labor and education dilemmas facing the Arab Gulf States; the future of women's colleges; universal education; English for workplace purposes; empathy as a paradoxical key to successful human learning futures; economic education; and funding problems of technical education in developing countries. Many papers include substantial bibliographies. (MN)

The following papers (with nine in French) are included: "Refocusing the Multicultural Discourse in Adult Education" (Acton); "University Extension and the Service University" (Archer); "Linking Cases to Course Content" (Block); "The Effects of Education on Food Security among Low Income Urban Adults" (Blunt); "Adult Education Research Trends in Canadian Universities" (Bouchard); "Born of Different Visions" (Briton, Spencer); "Virginia Griffin's Path and Contribution toward the Holistic Orientation" (Campbell); "Learning a Living" (Church, Creal); "Art and Storytelling" (Crawford); "Economic Globalization" (Cruikshank); "Constructing a Need" (Davidson); "The Marginalization of Adult Education" (Deshpande); "Surfacing Tensions in Graduate Adult Education" (Dewar); "New Directions for Adult Education Programs in Community Colleges" (Feng, Hian); "Domination and Resistance in Workers' Political Learning" (Foley); "The Life History Method" (Gerding); "Looking Back, Looking Forward" (Grace); "New Realities" (Hian, Feng); "The Past, Present and Future of Adult Education in the Kitikmeot Region, Northwest Territories" (Isnor, McLean); "The Future Manager as Leader and Coach" (Leclair); "Recruitment, Retention, and Support Protocols for Women's Literacy Programs" (MacKenzie); "Antonio Gramsci and Adult Education" (Mayo); "Educative Consequences of a Paradigm Shift" (Morin); "Continuing Educators as Learners" (Percival); "'Training for What?' An Educational Response to the Adult Unemployed in a Post-Industrial Society" (Pittas); "Restorying Living" (Randall); "Adult Education and Deinstitutionalization of Psychiatric Patients" (Roy); "Peripheral Visions" (Sanderson); "In the Beginning" (Selman); "Analysis of a Relapse Prevention Programme Designed to Help Penitentiary Inmates" (Shewman); "Codes of Ethics in Adult Education" (Sork); "What Makes a Successful Workplace Education Program?" (Taylor); "Meaningful Learning in Organizations" (Walker); "'Fraught with Wonderful Possibilities'" (Welton); "Distance Education Techniques in Community Development" (Baggaley, Coldevin, Gruber); "Why Do Community Workers Do What They Do?" (Cawley, Guerard, Campo); "Adult Education in an Emerging Postmodern Condition" (Deneff, Schmitt-Boshnick, Scott); "Languages of Inclusion & Creativity" (Hall et al.); and "CASAE [Canadian Association for the Study of Adult Education] Peace Portfolio" (Rosenberg et al.). (MN)

This document contains the following plenary speeches from the 1994 annual conference of the Pacific Telecommunications Council (PTC): "Forging New Links--Focus on Developing Economies" by Sir Donald Maitland of the Independent Commission for World-Wide Telecommunications Development (United Kingdom); "The Missing Link: Still Missing? The Continuing Role of the ITU in Telecommunications Development" by Pekka Tarjanne of the International Telecommunication Union; "Forging New Links Philippine Style" by Josefina T. Lichauco of the Department of Transportation and Communications (Philippines); "Telecommunications Liberalization--The Hong Kong Model" by Alex Arena of the Telecommunications Authority (Hong Kong); "Information Technologies--Present and Future" by Warren E. Falconer of AT&T (United States); "KDD's International Cooperation Activities under a Competitive Regime" by Kunishi Nosaka of Kokusai Denshin Denwa (Japan); "Telecommunications in the Pacific" by Ieremia T. Tabai of the South Pacific Forum Secretariat (Fiji); "The Co-Ordinating Role of APT in Promoting Telecommunications in the Asia Pacific Region" by Riluvan Shareef of the Asia-Pacific Telecommunity; "Compatible Roles of Government and the Private Sector in Fostering Telecommunication Development" by Derek H. Burney of BCE Telecom International, Inc.; and the abstract only of "Let's Take a Ride on the International Information Highway" by Mike Thurk of Digital Equipment Corporation (United States). The winner of the 1993 PTC research prize competition, "Telecommunications, Capabilities and Development: Towards an Integrated Framework for Development Communication" (Nikhil Sinha), is also included; this paper contains 54 references. (MES)

This volume comprises the papers presented at the 1994 conference of the Pacific Telecommunications Council. This gathering, which focused on the theme, "Forging New Links: Focus on Developing Economies," brought together more than 1,100 participants from over 40 countries. The 146 papers are organized chronologically, according to date of presentation. Topics covered in the papers include accounting rates/tariffs, alliances, area networks, asynchronous transfer mode, broadband applications, broadcasting policy, broadcasting technology, cable television, cellular applications, competition/privatization, convergence, data communications, development applications/technologies, multinational/international development policies, national development policies, technology transfer, disaster communications, distance education, foreign investment, INTELSAT, Internet, multimedia, network management, network technologies, personal communications, policy issues, regulatory issues, rural and remote applications, satellite applications, competitive systems satellites, satellite technologies, security issues, socio-cultural issues, standards, submarine cables, telework/telecommuting, trade issues, training/human resources development, videoconferencing/teleconferencing, videotext, virtual networks, and wireless local loop. Subject, country, and author indexes are included. Many of the papers contain references.

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]

This document contains 123 papers from an international conference on vocational education and training (VET) for lifelong learning in the information era. The papers focus on the following themes: (1) societal and ethical issues; (2) human resource development and personnel training; (3) international issues; (4) information technology in VET; (5) partnership for VET; (6) program development; and (7) skills for the new millennium. The following are among the subthemes addressed in the individual papers: manpower planning; social issues; cross-border and culture issues; partnership issues; modeling and process; future directions; training effectiveness; language teaching; curriculum development and competency; curriculum and standards; leadership and professional development; distance education; program development; new information technology initiatives; teacher training; workplace initiatives; program outcomes; teaching and learning; VET in the workplace; modeling and training; teaching practice and assessment; educational approaches; industrialization and technological change; learning systems; management and planning; program design and teaching; competency and benchmarking; technological issues; knowledge development in VET; Web-based learning; impacts of VET; strategies and partnerships; pedagogical issues; skill testing, work-based training, and industrial partnerships; and international and multinational issues. Most papers contain substantial bibliographies. (MN)

Caribbean migration to the United States has largely resulted from capital investment in the region. Such investment attracted labor to areas targeted for high economic development, and when employment opportunities in those areas dwindled, the migrants headed toward the United States, where industries welcomed these sources of cheap labor. While early United States immigration policy favored the entrance of Europeans over other immigrants, changes in policy after 1965 brought in greater numbers of migrants from Third World countries. Caribbean migration to the United States remains economically motivated for the most part. However, recent immigration for political reasons has made it difficult to distinguish between economic and political refugees, and has complicated the American immigration policy making process. Recent Caribbean immigrants include many women and professional and skilled workers who aspire for upward mobility. It is not clear whether Caribbean countries have lost or gained from their citizens' emigration; what is clear is that the United States has benefited from the influx of both trained and unskilled workers. Among immigrants themselves, entrance into American society may allow some to achieve economic mobility, but may push others into the ranks of the urban underclass. (MJL)

Eleven papers are presented from the International Round Table on Vocational Training and Employment. Introductory materials are the program and list of participants. The papers are as follows: "Evolution de la Formation Professionnelle en Afrique et Contribution du Ciadfor au Cours de la Derniere Decennie" (in French); "Educacion, Empleo y Formacion Profesional en Venezuela" (Rita Pucci de Liprandi, in Spanish with an English summary, "Vocational Education and Training in Venezuela"); "Labour Policies, Employment and Training: An Overview of the Fondazione Giacomo Brodolini" (Leonello Tronti); "Vocational Training and Employment in Czechoslovakia" (Jaromir Coufalik); "Review of Vocational Training Programmes of Selected Developing Economies of Asia-Pacific Region" (A. M. A. H. Siddiqui); "Country Paper--Arforghe (Tunisia)" (Abdessalem Ajmi); "Current Vocational Training in Latin America" (Joao Alexim); "Vocational and Technical School in China and Prospects of International Cooperation" (Y. N. Chen); "Interaction between Secondary Education and Productive Work in China" (Qian Tang); and "Education and Training for Employment in the United States of America" (Ray Ryan). (YLB)

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. "E-Learn 2015: World Conference on E-Learning" took place in Kona, Hawaii, October 19-22, 2015. This year's E-Learn conference again covered many different topics from the ever-present MOOCs to learner analytics to more rare topics such as personal innovativeness and semantic text theme generation. There are over 300 papers covering these topics in the proceedings. The following are the award papers presented at the conference: (1) Implementation of the Inverted Classroom Model for Theoretical Computer Science (Karsten Morisse); (2) Students' Conceptual Understanding of Leadership in a Global World: Learning via a Web-based Simulation of Political and Economic Development (Seungoh Paek and Daniel L. Hoffman); (3) Ready to Practice? Learning Skills Using Digital Simulated Patients (Nataly Martini, Ashwini Datt, Anuj Bhargava, and Craig Webster); (4) Mobile Learning for Students with and without Disabilities in K-12 Educational Setting (Jingrong Xie and James Basham); and (5) Using ADDIE to Design Online Courses via Hybrid Faculty Development (Michelle Read, Gwendolyn Morel, and Danyelle Hennington). [For the E-Learn 2014 proceedings, see ED602926.]

Nine papers comprise the proceedings from the conference on cultural interdependence between the border regions of San Diego, California, and Tijuana, Mexico. The papers discuss the following: (1) insurgence of the Southwest's Spanish-speaking minority since 1960; (2) opportunities for cooperation between the United States and Mexican governments; (3) increased compatability of people on both sides of the border through education and intercultural understanding; (4) the role of folklore in border relations; (5) United States/Mexican relations in the 1970s; (6) impact of undocumented immigration from Mexico on the United States and Mexican economies; (7) trade and investment programs between the United States and Mexico; (8) urban aspects of the Tijuana/San Diego region; and (9) environmental conservation of the border area. Several general areas of concern are stressed by program speakers and commentators: the Spanish heritage has been historically important and will continue to be significant in the area; the United States/Mexican border region is of an anomalous nature; development of the borderlands must be controlled through policies developed cooperatively by nations on both sides of the border; cultural, scientific, and educational exchanges will probably enhance intercultural understanding; and a solution to the immigration must be found. (Author/DB)

These proceedings of a conference on the role of education in the reindustrialization of the United States consist of the conference introductory remarks, the texts of five conference presentations, reactor comments and concluding remarks, an executive summary, and a list of conference participants. The first conference report describes the South Carolina Technical Education System, which focuses on improving industrial training by developing special programs, employee-upgrading courses, and occupational programs. The need for greater cooperation between education and the world of work through improved linkages between employers and employee trainers is the subject of the second presentation. Discussed next is the importance of the small business to the American economy. Effective human resource development and management as a path for increasing employment opportunities for minorities, youth, women, and the handicapped is the key issue examined in a presentation on industry-education cooperation as affirmative action in economic development. The final presentation deals with quality control in industry and the training function in industry and the public schools. (MN)

The United States has a renewed emphasis on advanced manufacturing as an engine of economic development. Numerous reports, conferences and initiatives have been created by entities in the public, private and non-profit sectors to give guidance on this topic. The Advanced Manufacturing Partnership (AMP) is one of the most prominent of these many initiatives. Among the many related issues is the need for a highly skilled engineering workforce at the sub- Bachelor The United States has a renewed emphasis on advanced manufacturing as an engine of economic development. Numerous reports, conferences and initiatives have been created by entities in the public, private and non-profit sectors to give guidance on this topic. The Advanced Manufacturing Partnership (AMP) is one of the most prominent of these many initiatives. Among the many related issues is the need for a highly skilled engineering workforce at the sub- Bachelor's level. Numerous studies have indicated that the U.S. has a dearth of these workers in the educational pipeline, and industry reports that many such jobs are going unfilled, in spite of the very high youth U.S. unemployment rates; (August 2013 unemployment rates for those aged 20-24 was 13%; 16-19 was 22.7%) Austria has one of the world's lowest unemployment rates, including one of the lowest youth unemployment rates (August 2013 rates for those aged 15-24 was 8.6%). While it is understood that many factors are involved, a significant element is the country's dual-track education system, in which students at relatively young ages; 14 or 15, can choose to enter into a combined academic and vocational training program. Austria uses a well-integrated system of government, academic and trade union partnerships to make this system work. Students learn engineering technical training skills on the job, as well as in the classroom. The result of this system is a well-trained workforce that continuously brings youth and innovative ideas into the workplace, and at the same time provides industry with the needed skills and talents to ensure a well-qualified workforce. The lack of enough highly skilled young workers to enter into the advanced manufacturing system in the U.S. is highly problematic, and has significant impacts on the potential success of the afore-mentioned AMP initiative and others. Years ago, U.S. high schools played a role in vocational education, but this system has been largely dismantled in favor of a mostly college- bound academic track. Community colleges in the U.S. have taken up the mantle with some success, but the integration of industry and academia remains problematic with serious skills gaps. In addition, in contrast to Austria's positive relationships between trade unions, industry and the public sector, in the U.S. these same relationships have been largely antagonistic for many years. What can we learn from Austria that could aid the U.S. in its efforts to revitalize our advanced manufacturing sector? Discussion in the paper will focus on the following: * The resurgence of advanced manufacturing in the U.S. and the resultant need for a highly skilled engineering education workforce at the sub-Bachelor's level * The state of career and technical education in the U.S. at the sub-Bachelor's level * The state of career and technical education in Austria at the sub-Bachelor's level American Association for Engineering Education Draft Paper for Annual Conference, Indianapolis, IN 2014 * Pilot programs in the U.S by Austrian companies to try to create the needed skilled workforce for their U.S. manufacturing facilities * New and unique programs that focus on the recent entrance of U.S. trade unions into the advanced manufacturing innovation ecosystem * Lessons learned from Austria with recommendations for further study and action [ABSTRACT FROM AUTHOR]

Many nations strongly reliant on natural resources are taking measures to diversify their economy. One of the opportunities for developing non-oil sector is stimulating and supporting innovative entrepreneurship. Emerging economies in the post soviet region including Azerbaijan view economic growth based on innovation as a tool for ensuring sustainable growth in the 21st century. As these nations develop models for stimulating innovative entrepreneurship, it is important to study the experience of the successful startup ecosystems. This paper discusses the factors behind the success of world’s highest ranked startup ecosystems, with special emphasis on the startup ecosystem in the US. It analysis the relationship between such elements as availability of talent pool, access to forms of risk finance such as angel investments and venture capital firms, existence of legal framework that protects the rights of entrepreneurs as well as investors and regulates relationships between them. The paper also discusses the importance of catalysts of innovative entrepreneurship – incubators and accelerators and their importance in increasing the innovative potential of startup ecosystems. The final section of the paper discusses the emerging startup ecosystem in Azerbaijan and analyses the newly established incubators and accelerators in Baku, capital of Azerbaijan. The paper concludes with recommendations on stimulating innovation based entrepreneurship in Azerbaijan. A strategy on increasing the role of universities and research centres in this process is discussed. [ABSTRACT FROM AUTHOR]

Fronteras 1976 is a bicentennial project, coordinated by two cities that share a common geographic region--San Diego, California, and Tijuana, Mexico. The project, developed from the need for structured binational cooperation in this region, focuses on the quality of life for the next century, especially the mutual opportunities and mutual problems of the two cities. The proceedings of the May 1976 plenary session are contained in this document. "A View of the Border from Mexico was the theme. The key address discussed the close ties and resulting impact of one country's actions on the other. The former Mexican Under Secretary of Commerce for Border Development then reviewed the economic growth in the border regions of the United States. The economic progress of the border was discussed along with border problems. A sociological paper was presented which challenged the existing definition of the illegal alien situation as a potential self-fulfilling prophecy with adverse consequences. An architect stressed the need for future binational planning efforts in the context of physical problems facing the people of the region. A senior mexican diplomat who is a specialist on international education concluded the conference by speaking about defining the role of educational exchange in international relations. (Author/ND)

A conference dealing with new enterprise and economic development initiatives today, Project NEED IT was designed to familiarize decision makers at all levels of the public, private, and educational sectors with the best new enterprise development projects being carried out in the United States today. During the conference, a series of papers and discussions focused on methods for launching innovative technology-based enterprises, ways of identifying and training potential entrepreneurs, means of helping minority group members and women to participate in entrepreneurship, procedures for starting a financing program, ways to finance for growth, proven techniques for strengthening entrepreneurs' management and technical skills, methods for helping firms explore entrepreneurial markets, and public and private partnerships. (This report comprises a discussion of Project NEED IT, a Project NEED IT conference agenda, a list of conference speakers, and profiles of 24 organizations manifesting exemplary strategies for accomplishing the eight entrepreneurship objectives and goals addressed during the conference.) (MN)

The wave of popular protests against neoliberal orthodoxy and the resistance of governments across the Global South to the policy prescriptions of the International Monetary Fund (IMF), the World Bank, and the World Trade Organization (WTO) suggest that globalization is in transformation. In this paper, we consider the future of globalization by examining the influential role of Keynsianism in the global economy over the past century and in the present struggle over the future organization of the world political economy. We organize our paper into four sections beginning with an outline of the historical roots of the Keynesian Revolution. Next, we examine the internationalization of Keynesianism placing particular emphasis on the Bretton Woods regime and its influence in the modernization strategy of Third World development (1945-1973). We then consider the crisis of Keynesianism (1973-1980) and the consolidation of neoliberalism (1980). Lastly we suggest that the present state of globalization centers on the struggle between neo-Keynesianism and neoliberalism or neo-colonialism. [ABSTRACT FROM AUTHOR]