Presents an abridged version of a statement delivered this year to the Preparatory Committee for the United Nations Conference on Science and Technology for Development in Switzerland. Goals for a New International Economic Order and the role of scientists are included. (HM)

Describes provisions for education in Barbados, Guyana, Jamaica, and Trinidad and Tobago. The preprimary, secondary, technical, teacher training, and higher education levels are covered. Notes the influence of the countries' economy and social goals and analyzes the desire for education in many previously excluded groups. (KC)

Technological considerations may overwhelm the user's capacity to analyze problems and select the most appropriate medium for the task. This discussion paper describes video use in Botswana over a four-year period and then makes a comparative analysis of video and other communication media as tools for nonformal education. (Author/JEG)

Discusses how the people of the Third World countries view social science researchers and consultants from industrialized countries who are doing fieldwork there. Suggestions for making the fieldwork research meet the real needs of developing countries are also presented. (HM)

Discusses the women's movement in Kenya, in particular the women's movement known as harambee, which has become widespread throughout Kenya during the last ten years. (HM)

Discusses the conditions in developing countries which govern the use of scientific research as part of the general development policy. Indicates that the creation of a national science foundation, and a national information system is a desirable model for adoption by developing countries. (HM)

Discusses the importance of the transfer of techniques and technology from the developed to the developing countries. The article covers different ways of transferring technology from the Soviet Union to developing countries. (HM)

The place of postgraduate studies is discussed, with reference to the need to produce highly-trained, high-quality personnel capable of making a unique contribution to the development of a country's resources. The postgraduate system in Argentina is described, and some suggestions are made for its future development. (Author/LBH)

Explains that the role of physics in a developing country should be relevant and productive. Discusses the state of research in physics, and concludes that it should be geared toward practical and local needs, and that adequate funding is vital. (GA)

Presents a long-term energy policy, to ensure a stable world civilization in the next century, that requires the developed nations to lower their energy consumption to the present world average. (GA)

First of a series of articles that examine questions of security and arms control in the Pacific and Asia. Concentrates on the issue of whether the economic growth in Asia has altered relations within Asia and between Asia and the rest of the world. (GA)

Reviews the literature concerning the role of the American science educator in developing countries, pointing out the major difficulties facing science teachers in these countries, and how the American science educator can be of help. (GA)

Emphasizing that the Indian future does not have to be bleak if only Indians take greater control over energy development on their lands. Two-thirds of the total Indian population control 33 percent of U.S. low-sulfer, strippable coal; 80 percent of U.S. uranium reserves; and about 10 percent of petroleum and gas reserves. (Author/RTS)

Discusses six aspects of the energy crisis that are related to the agricultural sector. This article recommends that energy policy should take account of each of these problem areas in agriculture.

Based on the research of Benjamin Bloom, this article emphasizes the role of preschool education in the development of a nation, discusses the problems of the acculturation of disadvantaged children, and suggests practical considerations for the training of preschool teachers in developing nations. (JK)