>From /PN=TUTSUMI/O=ASSOCIATES.TNET/ADMD=TELEMAIL/C=US/@sprint.com Sun Mar 3 16:08:51 1991 Received: from sprintf.merit.edu by bikini.cis.ufl.edu (5.61ufl/2.34) id AA01171; Sun, 3 Mar 91 16:08:44 -0500 Received: by sprintf.merit.edu (5.64/1123-1.0) id AA27895; Sun, 3 Mar 91 16:09:41 -0500 From: /PN=TUTSUMI/O=ASSOCIATES.TNET/ADMD=TELEMAIL/C=US/@sprint.com Received: by sprint.com (SXG 6.0/sprint.6) with X.400 id 00boKMDua001; 3 Mar 91 21:09:08 UT Date: 3 Mar 91 21:08 UT Priority: urgent To: simulation@bikini.cis.ufl.edu Subject: Brief description of GLOSAS and Global University projects Message-Id: <"UGJB-3447-7057/27"*@sprint.com> Status: R - 1 - GLOSAS DEMONSTRATIONS OF GLOBAL UNIVERSITY POSSIBILITIES To be submitted to Telecommunication in Education News (TIE News) A Publication of the International Society for Technology in Education The University of Calgary Calgary, Canada by Takeshi Utsumi, Ph.D. Chairman of GLOSAS/USA September 16, 1990 Something highly significant is happening to transform global education, cradle to the grave--the coming of a "Global (electronic) University." Sometime in the next century it will be possible for almost anyone, at home or at any college, to take course from universities on other continents through a worldwide electronic educational system that can draw upon an array of resources that can empower individuals all over the world. Several current developments in "distance education" are steps towards such global education. First, are consortiums of universities, such as the National Technological University (NTU) in the USA, and universities in two countries that develop "sister school" relationships. In the American state of Pennsylvania it is becoming possible for any high schools student, in the smallest rural school, to connect via computer network to take any advanced course that his own school cannot offer,--with 20% better performance than in regular face-to-face courses. Millions of students are enrolled in distance-education courses in China, India, and elsewhere. Second, are such projects as the "University of the World" which is developing "national councils" to coordinate government, private education, and corporate education programs so as to participate in two-way sharing of educational resources. A third began in 1972 when Takeshi Utsumi initiated the GLObal Systems Analysis and Simulation (GLOSAS) Project for global peace gaming, a computer simulation to help decision-makers construct a Globally Distributed Decision Support System for win-win alternatives to conflict and war, to explore new alternatives for a world-order capable of addressing the problems and opportunities of an interdependent globe. Over the past dozen years, Utsumi through GLOSAS played a major role in making possible the extension of U.S. data communication networks to various overseas countries, particularly to Japan, facilitating the expansion of American and Japanese information industries to foreign markets and the deregulation of Japanese telecommunication policies for the use of electronic mail and computer conferencing through U.S./Japan public packet-switching lines. GLOSAS is a non-profit, educational SERVICE organization dealing with the issues of the quality and availability of international educational exchange through the use of computer, telecommunication and information technologies, seeking to create a Global/Pacific University (GPU). GPU can facilitate efforts of many business corporations, universities, and - 2 - consortia to offer courses from continent to continent. U.S.-Japan educational exchange is a major step toward the establishment of GPU. GLOSAS also helped achieve a de-monopolization of Japanese telecommunication industries, thus enabling various private terrestrial and satellite communication service companies to emerge. This easing of restrictions has helped make possible a wide variety of electronic education experiments and programs from continent to continent. Since 1986 GLOSAS has conducted a series of demonstrations creating a "Global Lecture Hall." A continuing series of demonstrations of Multipoint-to-Multipoint Multimedia Interactive Teleconferencing technology, developed by GLOSAS, uses audio, data, text, computer and slow-scan TV, audiographic, facsimile, packet-radio, packet-satellite and full-color, full-motion video teleconferencing, so that everyone can hear, talk to, and see other participants. These demonstrations have helped GLOSAS discover technical, regulatory, economic and marketing impediments to the creation of a Global (electronic) University system so as to show, combining a variety of improved and presently more affordable technologies, that global educational exchange via international telecommunications is a feasible endeavor. These GLOSAS experiments are finding and demonstrating low cost technology for underserved countries, such as slow-scan TV over ordinary telephone lines, or packet-radio and -satellite for computer networking, proposing a different mix of technology for each situation. GLOSAS is seeking to use the Multi-Programming (MPTV) technology (developed in China and Japan) which uses one satellite transponder to transmit as many as 44 different courses simultaneously. GLOSAS also uses the Electronic Information Exchange System (EIES) computer system, from New Jersey Institute of Technology, for constant interaction among students and instructors. With the encouragement of the United Nations Development Program (UNDP), GLOSAS is developing distributed computer conferencing, database and simulation systems among several Latin American countries; and as a long-range project, GLOSAS is working to help facilitate the establishment of a "three space-station library system" serving the entire globe. One of such demonstrations is, for example, at the XVth World Conference of the International Council for Distance Education in Caracas, Venezuela, in November, 1990, helping to develop the climate of opinion and experience which can now make it possible for the sharing of lectures, courses and research from continent to continent. It will be a panel discussion on "Global Education in the 21st Century" with worldwide prominent persons. Educational officials in a number of Latin American countries feel that such electronic sharing is the only way their educational institutions can keep up with advances in global research and education, in which quality education can be brought to all of their people. A next experiment of GLOSAS may be to extend engineering courses from U.S. universities (e.g., NTU consortium) to learning centers and individuals overseas. To support the struggle for the creation of a peaceful, healthy global community, GLOSAS thus proposes to establish a worldwide telecommunications network for education and non-profit purposes, a partnership of universities and businesses; of governmental, non-governmental and - 3 - community organizations; of students, workers and individual citizens, Global (electronic) University (GU) Consortium. GU can facilitate existing distance educational enterprises by developing a cooperative and worldwide infrastructure and by bringing the powers and resources of telecommunications to ordinary citizens around the world--into a worldwide distance educational system that can develop a specially tailored educational program for each individual, bringing to his or her home an array of resources that can empower individuals and bring new wealth to the third world also. The most ambitious GLOSAS demonstration had fourteen sites linked together, from the East Coast of the United States to the Republic of Korea, and from Anchorage, Alaska, to Brisbane, Australia. This demonstration spanned fourteen time zones and two calendar dates! Participating lecturers on "Global Education in the 21st Century" were Robert Muller, Glenn Olds, Hazel Henderson, James Grier Miller, Parker Rossman, and many other prominent distance educators. On other occasion, World Future Studies Federation conference in Nagoya, Japan, was connected with Wassily Leontief (Nobel Economic Laureate) of New York University to discuss "Environment and Sustainable Development" via a slow-scan TV (SSTV) teleconference over ordinary overseas telephone lines. Quality international education from universities can be provided to students in almost any location who, because of constraints on time, resources, or available options, are unable to go to other countries to study at regularly scheduled campus-based classes. Students could access some of the world's finest resources with a far greater variety of educational philosophies, courses and instructional styles than they could ever encounter on single campus. A videoconference is now planned as a kick-off event for our project of electronically interconnecting the International University of Japan (IUJ) with its sister schools in the U.S., i.e., School of Advanced International Studies (SAIS) of Johns Hopkins University and Amos Tuck School of Business Administration of Dartmouth College. The proposed title of the teleconference theme is "Future of U.S.-Japan Business Relations and Pacific Rim Affairs." Panelists are faculties of those schools and members and advisors of GLOSAS/USA. After a successful conducting of this event, this project may lead us in the following directions; (1) International educational course exchange on a regular basis among these schools, setting a precedent which may be followed by other schools in Japan--for example, we have recently received a Request For Proposal from the International Christian University in Tokyo which is to be included in their application to the Ministry of Education to establish an informational science program--ICU has networks of Christian universities and colleges around Asia and the Pacific region, some of which have already indicated their interests in our activities, (2) A U.S.-Japan Shadow Cabinet to ease the two countries' trade and economic frictions by daily electronic conversations among their echelons. This project was proposed by Mr. S. Nakayama, Special Advisor of the Industrial Bank of Japan and the founder of the IUJ. This project may also - 4 - include the construction and use of Distributed Decision Support System as splitting the U.S.-Japan integrated econometric and input/output model to pertinent researchers of both countries. An example of such joint effort was our global gaming simulation sessions on the U.S./Japan trade and economy issues with multi-media teleconferencing held at the World Future Society/Crisis Management and Conflict Resolution Conference in New York City in the summer of 1986. (3) GLOSAS/USA is now making an effort to de-regulate Japanese telecommunication policies for the use of receive-only antennas to receive signals directly from INTELSAT satellites for educational and non-profit purposes, such as at Urasa Campus of IUJ,--which technical feasibility is to be demonstrated with this videoconference. Successful conduct of the videoconference among IUJ, Dartmouth College and Johns Hopkins University is a step toward the establishment of a Global/Pacific (electronic) University (GPU) consortium, which, we hope, will improve the image of Japan as contributing to global education in the Age of Knowledge. The goal is to empower under-served people of third world countries by giving them access to the educational excellence of the United States and Japan. In a sense, GLOSAS is creating a new global industry: for example, the export of American education (hence participatory democracy) to overseas countries. This can later become an educational and cultural exchange when scholars in overseas countries, such as Japan, will teach American young people (to promote understanding between both countries) via satellite, and also to help bring quality education to the third world. We have already received enthusiastic mutual support/encouragement for our plan from prominent persons around the world. ********************************************************************** * Takeshi Utsumi, Ph.D. * * President, Global University in the U.S.A. (GU/USA) * * A Divisional Activity of GLOSAS/USA * * (GLObal Systems Analysis and Simulation Association in the U.S.A.) * * 43-23 Colden Street, Flushing, NY 11355-3998, U.S.A. * * Phone: 718-939-0928; EIES: 492 or TAK; * * WU EASYLINK: 62756570, WU TELEX 386131 (GIS USA) * * SprintMail: [TUTSUMI/ASSOCIATES.TNET] TNET.TELEMAIL * * INTERNET: utsumi@cunixf.cc.columbia.edu or 492@eies2.njit.edu * ********************************************************************** >From /PN=TUTSUMI/O=ASSOCIATES.TNET/ADMD=TELEMAIL/C=US/@sprint.com Sun Mar 3 16:09:50 1991 Received: from sprintf.merit.edu by bikini.cis.ufl.edu (5.61ufl/2.34) id AA01204; Sun, 3 Mar 91 16:09:44 -0500 Received: by sprintf.merit.edu (5.64/1123-1.0) id AA27913; Sun, 3 Mar 91 16:10:41 -0500 From: /PN=TUTSUMI/O=ASSOCIATES.TNET/ADMD=TELEMAIL/C=US/@sprint.com Received: by sprint.com (SXG 6.0/sprint.6) with X.400 id 00boKNAGI001; 3 Mar 91 21:10:01 UT Date: 3 Mar 91 21:09 UT Priority: urgent To: simulation@bikini.cis.ufl.edu Subject: Brief Description of GLOSAS and GU Activities Message-Id: <"AGJB-3447-7059/27"*@sprint.com> Status: R - 1 - Enclosure 1 GLOBAL UNIVERSITY AND PEACE GAMING Since 1972, Takeshi Utsumi has worked for the development of worldwide peace games. With computer simulations and a combination of advanced tele- communication channels, these games will enable experts in many countries to collaborate in finding new solutions to the problems that have heretofore been causes of war. His GLObal Systems Analysis and Simulation (USA) is a not-for-profit corporation that conducts demonstrations and will handle the American side of the program. Experience shows that the expertise necessary to participate in peace games does not exist in many parts of the world. To help educate future participants, and to promote the cause of peace by enhancing exchanges of education and joint research, Utsumi is attempting to create a Global University. He conceives of three strong networks, centered on the Pacific, Atlantic, and Indian Oceans. These regions are determined partly by cultural history and partly by the footprints of communication satellites. The Global University will deal with the technological and legal-admini- strative levels of information interchange. Collaborating institutions, which will include both traditional universities and entities of new kinds, are to deal with the substantive levels; at least in the early stages, they will set the curricula and create the courses. The role of the Global University is like that of a publisher, bookstore, or telecommunication facilitator; it has a preference for peace and holistic integration, but it promises academic freedom. - 2 - Enclosure 2 DEMONSTRATIONS OF PEACE GAME AND "GLOBAL-SCALE LECTURE HALL" Of several demonstrations organized by Takeshi Utsumi, the largest and perhaps most successful was held at a meeting of the World Future Society in July, 1986. Nearly 1500 persons took part, in New York, Tokyo, Honolulu, and Vancouver. Parker Rossman was principal collaborator; Fred Campano of the United Nations wrote a game scenario, and Akira Onishi of Soka Univer- sity supplied his FUGI model of the world economy. For communication, the demonstration used the Electronic Information Exchange System for computer conferencing; slow-scan video; graphic image telecommunication; and audio. Large-screen projectors showed text and images to the audiences. The FUGI model, with economic statistics and some political and social data from 140 nations, had been used by the United Nations and various governments for economic forecasting. In the demonstration, questions of US-Japan trade were explored by teams of negotiators in New York and Tokyo. The teams included William Nordhaus, Lester Thurow, and Keith Johnson. Several hypothetical policies were examined. One question raised by Donald Straus was the effect of raising military expenditures in Japan to the American level while lowering those of the USA to the present Japanese level. Simulation predicted that the balance of trade would be even by the year 2000. Other multimedia interactive teleconferences on global education encompassed fourteen sites ranging from the U.S. East Coast to Korea, from Anchorage to Australia, spanning fourteen time zones and two calendar dates. Participating lecturers were Robert Muller, Glenn Olds, Hazel Henderson, James Grier Miller, Parker Rossman, and many other prominent distance educators. We call this a "global-scale lecture hall." Enclosure 3 TAKESHI UTSUMI Organizer of the Global University and Global Peace Gaming Education Ph.D. Ch.E. 1964, Polytechnic University of New York M.S. Ch.E. 1957, Montana State University, after study at University of Nebraska (Fulbright scholarship 1954-1957) B.S. Ch.E. 1953, Tokyo Institute of Technology Professional Engineer, registered in Massachusetts Employment 1977 to date: President, Global Information Services, Inc., Assists businesses in Japan and other countries to use Value Added Networks. 1972-1974: Mitsubishi Research Institute, Tokyo. Director of Systems Development Division. 1967-1972: Stone & Webster Engineering Corp., Boston. Coordinator of Systems Engineering. 1965-1967: Mobil Oil Corporation, Paulsboro, NJ. 1964-1965: Mobil Chemical Company, New York 1962-1964: Shell Chemical Company, New York Specialized in simulation and optimization of petrochemi- cal and refinery processes. Public Service Chairman, GLObal Systems Analysis and Simulation Associa- tion; technical chairman for Japan. Political work for deregulation, helping extend American university courses to Asia. Board of Trustees, University of the World Created the Summer Computer Simulation Conference of Society for Computer Simulation, International. Miscellaneous Lectures, consultation, and research in process control, management science, systems science and engineering at the University of Michigan, the University of Pennsylvania, M.I.T. and several Japanese universities. Publications With Parker Rossman: Global Education for the 21st Century in T.H.E. (TECHNICAL HORIZONS IN EDUCATION) JOURNAL, March 1989 The Global Electronic University in AMERICAN JOURNAL OF DISTANCE EDUCATION, Vol. 2, No. 2, 1988 Over 100 scholarly papers in various fields. - 4 - Enclosure 4 COLLEAGUES IN CREATION OF THE GLOBAL UNIVERSITY Parker Rossman, Vice President Author and lecturer. Ph.D. Yale University, a graduate of the University of Oklahoma and the University of Chicago. He has taught at Yale, where he also served as Dean of the Ecumenical Continuing Education Center. He has served as author-in-residence at Central Philippines University, and has lectured on higher education in Geneva, Switzerland; Beirut, Lebanon; in most of the graduate universities in Asia as member of an investigative team for World University Service; and during ten years as the chairman of a research committee (including Congresswoman Edith Green and others) on students in Latin America. Rossman's many published books include HOSPICE: CREATING NEW MODELS OF CARE FOR THE TERMINALLY ILL, Follett hardcover, Fawcett books paperback, 1979; AFTER PUNISHMENT WHAT, Collins, 1980; and COMPUTERS: BRIDGES TO THE FUTURE, Judson Press, 1985; with Richard Kirby, THE WORLD OF COMPUTERS, to be published in November, 1990 by SCM in London; has a contract offer from Greenwood/Praeger to write a book on the Emerging Global Electronic University. Rossman has written several articles in collaboration with Utsumi, and about 100 other articles, including: The Coming Great Electronic Encyclopedia, EDUCATION DIGEST, December, 1982; The Network Family, THE FUTURIST, Dec. 1985; Collective Intelligence, VISIONS, Sept, 1986; Global-Scale Peace Gaming, BREAKTHROUGH, spring, 1988. Robert Bonn, Secretary Professor of Sociology, John Jay College of Criminal Justice. Dr. Bonn's interests are in criminology, bureaucratic organizations and the occupational structures of modern societies. He is author of CRIMINOLOGY (McGraw-Hill, 1984) and papers on dispute resolution and religious occupations. His most recent publication is a review essay of SOCIAL DEFENSE: THE FUTURE OF PENAL REFORM; he has also been involved in a public debate on issues of criminological theory. His current research is on imprisonment trends in today's society. David G. Hays, Consultant Generalist in social science and computation, working independently after serving as Professor of Linguistics at the State University of New York at Buffalo and on the staff of the RAND Corporation. Hays took his B.A., M.A. and Ph.D. from Harvard University. His most recent publications are on cognition and the principles that make the brain a cognitive organ; he is - 5 - writing on cultural evolution. Earlier, in computational linguistics, he was president of the American association and as founding chairman of the Inter- national Committee; Director of Postdoctoral Seminars for RAND; first editor of the American Journal; and author of the first Introduction to Computa- tional Linguistics (Elsevier 1967). He has been an advisor to the National Science Foundation and member of the editorial boards of Information Systems and the Journal of Pragmatics, among many other honors and positions. His dozens of scientific articles have appeared in such journals as AI Magazine, American Anthropologist, American Sociological Review, Computers and the Humanities, Daedalus, Mechanical Translation, and Psychometrika. At RAND, he designed a plan for high-reduction microfiche to provide a thousand iden- tical libraries of a million volumes each, "A Billion Books for Education in America and the World." Gerald Mische, Consultant President and co-founder (1973) of Global Education Associates, a network of associates in over 80 countries. He is a graduate of Columbia University's Graduate School of International Affairs. GEA and its associates have con- ducted more than 2500 workshops, seminars, and courses; it publishes a maga- zine and a series of monographs. It is developing an International Center for World Order Alternatives to facilitate and coordinate dialogue, research, and networking on global alternatives. Mische directed a community development leadership project in Mexico and subsequently co-founded the Association for International Development -- a non-profit organization that trained and placed people to work in 22 countries in Africa, Asia and Latin America. He has served as consultant to governmental and nongovernmental agencies and insti- tutions, and has lectured on global interdependence and world order on five continents. Mische is co-author of a book, TOWARD A HUMAN WORLD ORDER, and has written many articles and monographs on development and world security alternatives. - 6 - Enclosure 5 ENDORSING ORGANIZATIONS The Global University has received letters of endorsement from: Australia International organizations Brisbane College of Advanced Educa- Association of Christian Universi- tion ties and Colleges in Asia Darling Downs Institute of Advanced Education Japan Knowledge Victoria, Ltd. University of New South Wales Institute of Vocational Training INTEC, Inc. of Tokyo, (affiliate of Canada GTE/Telenet) International Christian University University of British Columbia International University of Japan University of Calgary Mitsubishi Electric University of Windsor NEC Corporation NHK Network Services, Inc. (Japan Costa Rica Broadcasting Corporation) Tokyo Institute of Technology U. N. University for Peace University of Electro-Communica- tions Fiji Korea South Pacific Bureau of Economic Cooperation Korea Air & Correspondence Univ- University of the South Pacific ersity French Polynesia Malaysia De Polynesia Francaise/Tahiti Disted Services SDN. BHD. India Mexico Central Institute of Educational National University/Centro de Technology/National Council of Investigacion Cientifica y de Educational Research & Training, Education de Ensenada New Delhi University of Monterrey Indira Gandhi National Open Univer- sity Norway Indonesia Norwegian Association for Distance Education Indonesia Open University - 7 - People's Republic of China CLASSROOM EARTH, Illinois College of Micronesia Jaio Tong University/Shanghai Colorado State University, Fort Ministry of Radio, Film and TV Collins Shanghai University Colorado Video, Inc. Community College of Micronesia/ Philippines Ponape, E.C.I. Dartmouth College/Amos Tuck Asian Development Bank School of Business Administra- Ministry of Education, Culture and tion Sports Digital Equipment Corporation National Greening Movement Foun- East-West Center, Honolulu, Hawaii dation Foundation for Global Broadcasting Philippine Institute of Alternative Global Education Associates Futures GTE/Spacenet Corporation Trinity College of Quezon City GTE Telenet Communications Cor- University of Life poration Hall High School, District 502 Singapore The Interactive Instructional Net- work (TI-IN) Asian Mass Communication Research International Center for Integrative and Information Center Studies, New York City International Internship Programs, Sri Lanka Seattle, WA. International University Consortium Arthur C. Clarke Centre For Modern John Jay College of Criminal Jus- Technologies tice Center for Space Science and Tech- Johns Hopkins University/School of nology Advanced International Study Massachusetts Institute of Techno- Switzerland logy Mitsubishi Electric Sales America, Transnational Perspectives Inc. National Peace Institute Foundation Thailand National Technological University, Fort Collins, CO Ministry of Education National University Teleconference Sukhothai Thammathirat Open Univ- Network/Stillwater, OK ersity/Nonthaburi New Jersey Institute of Technology, UNESCO/Regional Office for Educa- Newark tion in Asia and the Pacific New York University/Higher Educa- tion Program U.S.A. Northern Marianas College/Saipan, CNMI Alaska Pacific University NYNEX Corporation Aleutian Region School District, Pacific Bell Corporation/Telesis Alaska Management Institute Americas Society, Inc. Pacific Science Association/Science AT&T Communications Communication and Education California State University, Chico Committee Canon U.S.A., Inc. City University of New York - 8 - Pacific Postsecondary Education Council (PPEC)/University of Guam Pennsylvania Distance Learning University (in process of for- mation) Pennsylvania Teleteaching Project, Mansfield Polytechnic University in New York Private Satellite Network, New York Public Service Satellite Consortium, Washington, D.C. Society for Computer Simulation, International Sony Corporation of America Tuft University United Board for Christian Higher Education in Asia United States Agency for Inter- national Development United States Department of The Navy/Defense Activity for Non-Traditional Education Support University of Florida University of Guam University of Hawaii University of Wisconsin-Madison/ Disaster Management Center University of the World U.N. University in Tokyo/American Council U.S. Sprint Virginia A. Ostendorf, Inc. World Future Society/Alaska Chap- ter, Anchorage Copies of support letters can be supplied upon request. August 5, 1990 >From /PN=TUTSUMI/O=ASSOCIATES.TNET/ADMD=TELEMAIL/C=US/@sprint.com Sun Mar 3 16:09:53 1991 Received: from sprintf.merit.edu by bikini.cis.ufl.edu (5.61ufl/2.34) id AA01205; Sun, 3 Mar 91 16:09:45 -0500 Received: by sprintf.merit.edu (5.64/1123-1.0) id AA27917; Sun, 3 Mar 91 16:10:43 -0500 From: /PN=TUTSUMI/O=ASSOCIATES.TNET/ADMD=TELEMAIL/C=US/@sprint.com Received: by sprint.com (SXG 6.0/sprint.6) with X.400 id 00boKNAua001; 3 Mar 91 21:10:14 UT Date: 3 Mar 91 21:09 UT Priority: urgent To: simulation@bikini.cis.ufl.edu Subject: Tax and Foundation Status of GLOSAS/USA Message-Id: <"CGJB-3447-7061/27"*@sprint.com> Status: R FOR IMMEDIATE RELEASE November 18, 1990 CONTACT: TAKESHI UTSUMI Chairman, GLOSAS/USA 718-939-0928 TAX AND FOUNDATION STATUS OF GLOSAS/USA The U.S. Internal Revenue Service (IRS) recently determined that the GLObal Systems Analysis and Simulation Association in the United States of America (GLOSAS/USA), Inc. has tax exempt status under section 501(c)(3) and foundation status under section 509(a)(1) of the Internal Revenue Code. (The latter is similar to museums, the Red Cross, and United Way.) GLOSAS/USA is a publicly supported, non-profit, educational service organization dealing with the issues of the quality and availability of international educational exchange through the use of computer, telecommunication and information technologies, seeking to create a Global/Pacific University (GPU). GPU can facilitate the efforts of many business corporations, universities, and consortia to offer courses from continent to continent. U.S.-Japan educational exchange is a major first step toward the establishment of GPU. Dr. Takeshi Utsumi, chairman of GLOSAS/USA, also plans to bring Japanese courses on high technology, manufacturing, and management know-how to the U.S. in the future. A few among many projects that GLOSAS/USA is currently engaged are: (1) In order to help Latin American distance educators, GLOSAS/USA successfully organized a demonstration of large scale interactive satellite teleconference "Global Lecture Hall" with the use of various inexpensive global telecommunication media to show the possibilities of global education on the occasion of the XVth World Conference of the International Council of Distance Education (ICDE) in November, 1990, in Caracas, Venezuela -- total attendees of 1300 professionals from 80 countries. The conference organizer believed this demonstration (our 5th of a series) to be extremely important for the future of distance education in Latin America. Ranging from the east coast of North America to Japan, and from Fairbanks, Alaska, to South America, it was a panel discussion on "Tools, Methodologies, and Principles for Global Education in the 21st Century" with worldwide prominent persons. More than 20 participating schools were interlinked for interactive question- and-answer. (2) A preliminary Japanese marketing survey of American courses in computer science, manufacturing engineering, and management of technology available from about 30 member schools of the National Technological University (NTU), Fort Collins, CO, through satellite and various telecommunication media. Using satellites, quality international education from universities can be provided to students in almost any location who, because of constraints on time, resources, or available options, are unable to go to other countries to study at regularly scheduled campus-based classes. Students could access some of the world's finest resources with a far greater variety of educational philosophies, courses and instructional styles than they could ever encounter on a single campus. **************************************** ********************************************************************** * Takeshi Utsumi, Ph.D. * * President, Global University in the U.S.A. (GU/USA) * * A Divisional Activity of GLOSAS/USA * * (GLObal Systems Analysis and Simulation Association in the U.S.A.) * * 43-23 Colden Street, Flushing, NY 11355-3998, U.S.A. * * Phone: 718-939-0928; EIES: 492 or TAK; * * WU EASYLINK: 62756570, WU TELEX 386131 (GIS USA) * * SprintMail: TUTSUMI/GU.USA/ASSOCIATES.TNET * * INTERNET: utsumi@cunixf.cc.columbia.edu * ********************************************************************** >From /PN=TUTSUMI/O=ASSOCIATES.TNET/ADMD=TELEMAIL/C=US/@sprint.com Sun Mar 3 16:11:10 1991 Received: from sprintf.merit.edu by bikini.cis.ufl.edu (5.61ufl/2.34) id AA01253; Sun, 3 Mar 91 16:11:03 -0500 Received: by sprintf.merit.edu (5.64/1123-1.0) id AA27928; Sun, 3 Mar 91 16:12:01 -0500 From: /PN=TUTSUMI/O=ASSOCIATES.TNET/ADMD=TELEMAIL/C=US/@sprint.com Received: by sprint.com (SXG 6.0/sprint.6) with X.400 id 00boKOQua001; 3 Mar 91 21:11:25 UT Date: 3 Mar 91 21:10 UT Priority: urgent To: simulation@bikini.cis.ufl.edu Subject: Request of Support Letter Message-Id: <"EGJB-3447-7063/27"*@sprint.com> Status: R FOR IMMEDIATE RELEASE July 4, 1990 CONTACT: TAKESHI UTSUMI Chairman, GLOSAS/USA 718-939-0928 Request of Support Letter To De-regulate Japanese Telecommunication Policies for The Use of Receive-Only Antennas for Educational Purposes For the past several years, we have been making an effort to de-regulate Japanese telecommunication policies for the use of receive-only antennas to receive signals directly from INTELSAT satellites for educational and non- profit purposes. This is to ask you to provide us with a letter in support of our effort. Your support letter will be attached to our petition to Japanese Minister of Posts and Telecommunications (MPT) and the U.S. Trade Representatives (USTR). See the attached letter we received from Dr. Lionel V. Baldwin, President of National Technological University -- we have also received a similar one from Dr. E. Marie Oberle, Director of National University Teleconference Network. Global education via satellite and other telecommunication media is the way of the future toward the twenty-first century, the Age of Knowledge, laying a social infrastructure for global citizenship of the global village. Extending communications through a global network and sharing ideas and educational opportunities with other locations is of paramount interest. The quality of education for those unable to attend conventional universi- ties in disadvantaged countries could be greatly enhanced. Such distance educational service can also become an exportable commodity to remedy American trade deficits. The INTELSAT system was originally established for satellite telecommunica- tion between countries. Because of its monopolistic structure, downlinking (including microwaving from its signatories' earth stations to user sites) currently costs an amount that is prohibitive for any educational use, in contrast to the fact that uplinking from the U.S. has been de-monopolized and became inexpensive recently. On the other hand, due to the advent of the Very Small Aperture Terminal (VSAT) antenna, signals from INTELSAT have been eavesdropped (unofficially) at various sites (in a similar way as a home TV set) for testing and educational purposes in Japan. It is now technically possible to utilize INTELSAT satellites inexpensively for one- way broadcasting of educational courses from the U.S., once monopolistic regulation is cleared. Once Japanese policy is de-regulated on this matter, other countries may follow suit, as was the case for the use of electronic mail and computer conferencing, etc., in Europe, East Asia, Australia, and Latin America -- see below. - 2 - The Japanese are now attempting to establish satellite universities. In the future, they wish to import American educational courses via INTELSAT which is to be downlinked at the Japanese INTELSAT signatory's (Kokusai Denshin Denwa = KDD) earth station (or an antenna truck) and then uplinked to Japanese domestic satellites for their clients/students to receive the courses with VSAT at various sites in Japan. However, once our de-regula- tion effort succeeds, these extra hops (and downlinking in Japan) can be eliminated, thus saving considerable expense (on the order of millions dollars a year). This affordable trans-Pacific educational services will be the basis of our planned Global/Pacific (electronic) University (GPU) when other Pacific periphery countries follow the Japanese lead, since the foot-print of the INTELSAT satellite can well cover some of those areas, too. Recent devel- opment of private international satellites, such as PAN-AM, ASIASAT, etc., will also provide us with a glut of international satellite capacity to make the cost even cheaper in the very near future -- more suitable for educational use. (Chinese TV University now has three transponders on INTELSAT satellites, one purchased and two leased, for one million students -- less than a half dozen years after their establishment.) Over the past dozen years, GLOSAS played a major role in making possible the extension of U.S. data communication networks to other countries, par- ticularly to Japan. GLOSAS helped the expansion of American and Japanese information industries to foreign markets and the deregulation of Japanese telecommunication policies for the use of electronic mail and computer con- ferencing through U.S.-Japan packet-switching lines. GLOSAS also helped achieve a de-monopolization of Japanese telecommunication industries, thus enabling various private terrestrial and satellite communication service companies to emerge. This easing of restrictions included a statutory pro- vision allowing the entry of foreign enterprises into Japanese telecommuni- cation markets, thus enabled cost reduction of telecommunications; and the European Economic Community (EEC) and Latin American countries have follow- ed suit. Japanese initiatives were a model for the world. The way has thus been paved for the global educational exchange with experiential learning via various telecommunication media in the service of better understanding of global issues. We also worked to secure a financial contribution from NHK (Japan Broad- casting Corporation), which enabled the International University of Japan to purchase a slow-scan TV unit from the U.S. This unit can be rented to Japanese educational institutions. (The slow-scan TV unit enables Japanese to send their images to American instructors and fellow colleagues.) We also conducted many demonstrations of "Global Lecture Hall" where every- body can hear, talk, and see the other with inexpensive methods for third world countries. The most ambitious demonstrations encompassed 14 sites ranging from the U.S. East Coast to Korea, from Anchorage to Brisbane, Australia, spanning 14 time zones and two calendar dates! Our receipt of INTELSAT's letter stating that the matter is not within their jurisdiction cleared the next-to-last obstacle to realization of GPU. Our next step is to clear the policy of the Japanese MPT on this matter. - 3 - They have already indicated their willingness to consider this matter when we bring the letter from INTELSAT. On the other hand, since the Sri Lanka government has already approved the same for Dr. Arthur Clarke -- an inventor of satellite telecommunication and a long standing friend of Dr. Parker Rossman, our Vice Chairman, we expect to receive MPT's favorable response. So far, I have done the above with my considerable time, effort and private funds in the past two decades -- it has been a long, lonely, strenuous road!! I was however fortunate to have support from the U.S. White House, the U.S. Trade Representative, the U.S. Department of Commerce (particular- ly the Late Secretary Malcom Baldrige), the U.S. Federal Communication Commission, American educational and industrial organizations, and the Japanese Liberal Democratic Party (especially, Mr. Tadashi Kuranari, former Minister of Foreign Affairs), etc. So, once we obtain the MPT's approval on this matter, we will have confirm- ed the following technologies; (a) computer conferencing for asynchronous communication between inst- ructors and students -- a vital factor if you take into account the time difference between the U.S. and Japan; (b) two-way slow-scan TV teleconferencing via inexpensive audio grade overseas telephone lines; (c) many demonstrations of "Global Lecture Hall"; (d) one-way, inexpensive video teleconferencing via INTELSAT satel- lite. Those technologies, in addition to occasional use of facsimile, next day delivery, etc., will suffice for the start-up operation of our GPU between the U.S. and Japan, and other East Asian Countries can join later. GLOSAS/USA was established as a non-profit educational service organization in 1988 with the goal of assisting and enhancing the quality and availabi- lity of the existing educational institutions for international education exchange through the use of computer, telecommunication and information technologies. It will also seek to provide in global scale all kinds of educational, cultural, information, knowledge, vocational and community activities, rather than being confined only to traditional educational offerings. It will also seek a way to create a GLOBAL (electronic) UNIVER- SITY (GU) CONSORTIUM which will become the more permanent organization of the international education exchange via various telecommunication media. I look forward to receiving your support letter, Sincerely, Signed by Takeshi Utsumi, Ph.D. President, Global University in the U.S.A. (GU/USA) A Divisional Activity of GLOSAS/USA P.S.: Upon request, pertinent evidential materials about our previous and present efforts can be provided to due-paid GLOSAS/USA members. - 4 - Letterhead of National Technological University July 2, 1990 To Whom It May Concern: This letter is to support Dr. Takeshi Utsumi's effort to clear Japanese telecommunication policy on the use of RECEIVE-ONLY antennas to receive signals directly from INTELSAT satellites for non-profit and educational purposes in Japan. His effort is an important factor for his establishing a Global/Pacific (electronic) University and, subsequently, similar ones around the world. In view of the global environmental change previously unknown to humankind, world leaders are now taking unprecedented positions and actions to bring global sustainable development to the top of the agenda of international affairs. Global education via telecommunication media is the way of the future toward the twenty-first century, laying a social infrastructure for global citizenship of the global village. Extending communications through a global network and sharing ideas and educational opportunities with other locations is of paramount interest. We have long seen the urgent need for precisely this type of project. The quality of education for those unable to attend conventional universities in disadvantaged countries could be greatly enhanced. Dr. Utsumi is to be commended for his hard work and great success, as he has devoted his own time, efforts, and a great deal of his own personal money, during the past dozen years or so, in extending U.S. Value Added Networks (VANs) to the Pacific regions, particularly to Japan; and for his successful efforts to have Japanese telecommunication policies deregulated, thus securing cost reductions in their use overseas. His work thus brought enormous benefits to Japanese and American computer, telecommunications, and information industries. We applaud his eclectic approach in attempting to use available technologies to their fullest potential at prices that are possible and reasonable. The combination of Dr. Utsumi's profound vision, experience, technical expertise, and creative but practical initiatives, and his long standing relationship with telecommunications-related industries and with graduate- level educational institutions, and his leading role in establishing a Global (electronic) University, leads us to urge your support in every aspect, politically, financially, and technically. We very much appreciate his friendship and efforts and certainly wish to encourage his further activities to the greatest possible extent. Sincerely, Signed by Lionel V. Baldwin President - 5 - ********************************************************************** * Takeshi Utsumi, Ph.D. * * President, Global University in the U.S.A. (GU/USA) * * A Divisional Activity of GLOSAS/USA * * (GLObal Systems Analysis and Simulation Association in the U.S.A.) * * 43-23 Colden Street, Flushing, NY 11355-3998, U.S.A. * * Phone: 718-939-0928; EIES: 492 or TAK; * * WU EASYLINK: 62756570, WU TELEX 386131 (GIS USA) * * SprintMail: [TUTSUMI/ASSOCIATES.TNET] TNET.TELEMAIL * * BITNET: utsumi@cunixc.cc.columbia.edu or 492@eies2.njit.edu * ********************************************************************** >From /PN=TUTSUMI/O=ASSOCIATES.TNET/ADMD=TELEMAIL/C=US/@sprint.com Sun Mar 3 16:13:35 1991 Received: from sprintf.merit.edu by bikini.cis.ufl.edu (5.61ufl/2.34) id AA01320; Sun, 3 Mar 91 16:13:24 -0500 Received: by sprintf.merit.edu (5.64/1123-1.0) id AA27939; Sun, 3 Mar 91 16:14:21 -0500 From: /PN=TUTSUMI/O=ASSOCIATES.TNET/ADMD=TELEMAIL/C=US/@sprint.com Received: by sprint.com (SXG 6.0/sprint.6) with X.400 id 00boKQcua001; 3 Mar 91 21:13:56 UT Date: 3 Mar 91 21:11 UT Priority: urgent To: simulation@bikini.cis.ufl.edu Subject: Paper: "Global University for Global Peace Gaming" Message-Id: <"HGJB-3447-7066/27"*@sprint.com> Status: R THE ESTABLISHMENT OF A GLOBAL (ELECTRONIC) UNIVERSITY FOR GLOBAL PEACE GAMING Paper to be published in EDUCATION IN COMPUTING (EC) Published by EDIZIONI FRATELLI LATERZA 70121 Bari, Italy October 30, 1990 Takeshi Utsumi, Ph.D. President, Global University in the U.S.A. (GU/USA) A Divisional Activity of GLOSAS/USA Association (GLObal Systems Analysis and Simulation Association in the U.S.A.) 43-23 Colden Street, Flushing, NY 11355-3998, U.S.A. Tel: 718-939-0928; EIES: 492 WU Telex: 386131 (GIS USA), WU EASYLINK: 62756570 SprintMail: TUTSUMI/ASSOCIATES.TNET BITNET: utsumi@cunixf.cc.columbia.edu Parker Rossman, Ph.D. Vice-President of GU/USA Chair of Long Range Planning Committee Former Dean, Ecumenical Continuing Education Center at Yale Box 382, Niantic CT 06357 Tel: 203-739-5195 SprintMail: ROSSMAN/ASSOCIATES.TNET - i - ABSTRACT This paper describes construction of an infrastructure for global peace gaming -- specially on the issue of "Environment and Sustainable Develop- ment" in third world countries. The gaming is to train "would-be decision makers" on crisis management, conflict resolution, and negotiation techni- ques. Experience shows that the expertise necessary to participate in peace games does not exist in many parts of the world. To help educate future partici- pants, and to promote the cause of peace by enhancing exchanges of educa- tion and joint research, the GLObal Systems Analysis and Simulation (GLOSAS) Project is attempting to create a Global (electronic) University (GU) consortium. This paper provides a brief account of the steps taken over the past dozen years which have led to the development of the Global University that is being organized to meet the challenge of global issues both today and in the twenty-first century. - 1 - I. INTRODUCTION The need to understand economic, social and environmental issues that are being faced in different regions of the planet and the need for peoples of the whole planet to learn to communicate and to cooperate has never been more urgent. Economic, ecological and political issues today are global. Global warming, acid rain, the diminished ozone layer, famine, poverty, deforestation, are social, economic and political issues and they must be faced in all of their complexity. It is imperative to develop an authentic sense of planetary citizenship and to confront planetary issues that en- danger the life of our species and life with which our species is in sym- biotic relationship. To support the struggle for the creation of a peaceful, healthy global com- munity, we propose to establish a worldwide telecommunications network for education and non-profit purposes, a partnership of universities and busi- nesses; of governmental, non-governmental and community organizations; of students, workers and individual citizens, a Global (electronic) University (GU) Consortium. GU can facilitate existing distance educational enterpri- ses by developing a cooperative and worldwide infrastructure and by bring- ing the powers and resources of telecommunications to ordinary citizens around the world. The quality of education for those unable to attend con- ventional universities in disadvantaged countries could be greatly enhanc- ed. Connections between departments of economics, sociology and political sci- ence in various countries are being established to explore conflict reso- lution and for new world-order alternatives to war, with the use of global teleconferencing. Faculties, researchers, would-be decision-makers, and students of those departments of colleges and universities can be the play- ers of the global peace gaming. II. ENVIRONMENT AND SUSTAINABLE DEVELOPMENT ISSUES In view of the global environmental change previously unknown to humankind, world leaders are now taking unprecedented actions to bring global sustai- nable development to the top of the agenda of international affairs. Envi- ronmental issues are industrial and energy issues; and are, therefore, eco- nomic and political issues which must be handled with wisdom, understanding the diversity of the world cultures on our finite, closed planet. Development is necessary to reduce the economic inequity that contributes to environmental destruction; and environmental restoration, conservation, and preservation are necessary if development is to be sustainable. If world poverty is to be reduced there must be development; but if sustaina- ble growth is to occur, the environment must be preserved. Economic growth without environmental preservation is global suicide (Utsumi and Clements 1989). This task is too large for government regulation, aid agencies or develop- ment banks alone. Restoration of the environment must engage all citizens of the globe; yet sustainable development is ultimately a local activity. People, not governments, do development and preserve the environment or - 2 - destroy it. A political system that secures effective citizen participa- tion in decision is required. So global education and knowledge is a pre- requisite for human survival on earth. Each country has its own role to play. GU therefore seeks to facilitate communication for the clarification of issues through global study. III. BACKGROUND A. GLOSAS Project In 1972, Takeshi Utsumi initiated the construction of an infrastructure for a project of GLObal Systems Analysis and Simulation (GLOSAS) on Energy, Resources, and Environment (ERE) System for global peace gaming (a term coined by Utsumi in 1971) (Utsumi 1977; Rossman and Utsumi 1986; Utsumi, Mikes, and Rossman 1986) -- specially on the issue of "Environment and Sustainable Development" in third world countries. With computer simula- tions and a combination of advanced telecommunication channels, the gaming will enable experts in many countries to collaborate in finding new solu- tions to the problems that have heretofore been causes of war. The gaming is also to train "would-be decision makers" on crisis management, conflict resolution, and negotiation techniques. B. Establishment of Infrastructure Over the past dozen years, GLOSAS played a major role in making possible the extension of U.S. data communication networks to other countries, par- ticularly to Japan. GLOSAS helped the expansion of American and Japanese information industries to foreign markets and the deregulation of Japanese telecommunication policies for the use of electronic mail and computer con- ferencing through U.S.-Japan public packet-switching lines. GLOSAS also helped achieve a de-monopolization of Japanese telecommunication indust- ries, thus enabling various private terrestrial and satellite communication service companies to emerge. This easing of restrictions included a statu- tory provision allowing the entry of foreign enterprises into Japanese telecommunication markets. This enabled cost reduction of telecommunica- tions and the European Economic Community (EEC) and Latin American count- ries have followed suit. Japanese initiatives were a model for the world. The way has thus been paved for the global educational exchange with expe- riential learning via various telecommunication media in the service of better understanding of global issues. C. A Series of Demonstrations Multipoint-to-Multipoint Multimedia Interactive Teleconferencing technology which GLOSAS/USA has developed and demonstrated for the past several years uses audio, data, text, computer and slow-scan TV teleconferencings, audio- graphic, facsimile, packet-radio and packet-satellite, and full-color, full-motion video teleconferencing. All panelists are provided with an audio teleconferencing connection. Their conversations are uplinked to a satellite from a conference monitor center so that the conversation as well as panelists' video (full-motion or freeze frame) are downlinked at any other off-site locations with their - 3 - receive-only antennae. Some of panelists and off-site participants who have a slow-scan television unit can send/receive their freeze-frame image via ordinary telephone lines to the monitor center at low cost which is then uplinked to satellite. Electronic Information Exchange System (EIES) of the New Jersey Institute of Technology is used for on-line, real-time computer conferencing for back-stage coordination to save valuable audio lines and conference time. Facsimile communication is also used in paral- lel to receive questions from off-site participants. GLOSAS/USA has conducted many demonstrations of a "Global Lecture Hall," where participants in several countries can hear, talk, and see each other with inexpensive methods for third world countries. The demonstrations included uplinking to satellites, combined with audio and slow-scan tele- conferencing, global computer conferencing as well as facsimile for ques- tion-and-answer exchanges. The most ambitious demonstration encompassed fourteen sites linked together, from the East Coast of the United States to the Republic of Korea, and from Anchorage, Alaska, to Brisbane, Australia. This demonstration spanned fourteen time zones and two calendar dates! Participating lecturers on "Global Education in the 21st Century" were Robert Muller, Glenn Olds, Hazel Henderson, James Grier Miller, Parker Rossman, and many other prominent distance educators. On other occasion, a World Future Studies Federation conference in Nagoya, Japan, was connected with Wassily Leontief (Nobel Economic Laureate) of New York University to discuss "Environment and Development" via a slow-scan TV (SSTV) teleconference over ordinary overseas telephone lines. In the particular case of Latin America, there has been an obvious inabili- ty on the part of its educational systems to promote the necessary condi- tions for self-sustained development. To confront this situation, Latin American governments have attempted innovative ways to provide education more efficiently and which is more appropriate to the needs of their soci- eties. Since 1976 one of the most important alternatives to conventional education in Latin America has been distance education. This educational mode has dramatically grown in the whole region. Its adoption has been spearheaded by distance teaching institutions of higher education, as attested by the creation of the Latin American Cooperative Network for the Development of Distance Education (REDLAED) in May of 1989. In order to help Latin American distance educators, GLOSAS/USA organized a demonstration of large scale interactive satellite teleconference "Global Lecture Hall" with the use of various inexpensive global telecommunication media to show the possibilities of global education on the occasion of the XVth World Conference of the International Council of Distance Education (ICDE) in November, 1990, in Caracas, Venezuela. The conference organizer believed this demonstration (our 5th of a series) to be extremely important for the future of distance education in Latin America. Ranging from the east coasts of North and South America to Japan, and from Fairbanks, Alaska, to South America, it was a panel discussion on "Tools, Methodolo- gies, and Principles for Global Education in the 21st Century" with world- wide prominent persons. Such GLOSAS projects have clearly demonstrated how people can be linked across various boundaries for joint study, discussion, debate, research, - 4 - planetary problem-solving, and political action. They have also helped foster a participatory spirit and sense of transnational identity among participants. Also these demonstrations have helped GLOSAS discover any technical, regulatory, economic and marketing impediments to the creation of a Global (electronic) University system so as to show, combining a vari- ety of improved and presently more affordable technologies, that global educational exchange via international telecommunications is a feasible endeavor. We have received considerable interest from various organiza- tions around the Pacific rim, Latin America, and Europe. IV. GLOBAL UNIVERSITY Human society now faces urgent problems which require a global restructur- ing of education at all levels to cope with the planetary issues. Quite apart from what any government or university does, or does not do, however, something highly significant is happening to transform global education, cradle to the grave. Global University will distribute education from all the world's best sources to all the students who crave knowledge, wherever they are, so as to enlarge and expand the present exchange of courses -- "distance education" which now exists on five continents -- into a world- wide educational system that can develop a specially tailored educational program for each individual, bringing to his or her home an array of resources that can empower individuals and bring new wealth to the third world also. The area of education which is considered to be growing the fastest today is that of distance education. It has been perceived as a powerful means to utilize telecommunication technology for the dissemination of teaching experiences and ideas, information, production of two way exchanges between the emitter and the receiver, as well as bridging time and space limita- tions. A. Organization GLOSAS/USA was established as a publicly supported, non-profit, educational service organization in 1988 with the goal of assisting and enhancing the quality and availability of the existing educational institutions for international educational exchange through the use of computer, telecommu- nication and information technologies. It seeks to provide in global scale all kinds of educational, cultural, information, knowledge, vocational and community activities, rather than being confined only to traditional educa- tional offerings. It also seeks a way to create a GLOBAL (electronic) UNIVERSITY (GU) CONSORTIUM which will become the more permanent organiza- tion of the international education exchange via various telecommunication media. To help educate future participants in peace gaming, and to promote the cause of peace by enhancing exchanges of education and joint research, GLOSAS is attempting to create Global/Pacific University (GPU) and Global/ Latin American University (GLAU) consortia. These, along with a Global/ Indian University (Charp 1988), can become part of a true Global Universi- ty. GU can facilitate efforts of many business corporations, universities, and consortia to offer courses from continent to continent. The U.S.-Japan - 5 - educational exchange is a major first step toward the establishment of a GPU. These three strong network regions are determined partly by geogra- phy, cultural history and by the footprints of communication satellites. Similar consortia are being created in Canada, Japan, Australia, Sri Lanka, and other countries. The GU, in each country and region, may consist of a federation of consortia, each invited to have an authorized, cooperative, and collaborative relationship with the GU/USA. Member schools of the Association of Christian Universities and Colleges in Asia (ACUCA) indicated their interest in working with GU/USA. The Latin American Network for the Development of Distance Education (REDLAED) with more than 100 members of prominent colleges and universities, has decided to give highest priority to four topics: Environmental problems, literacy, women's issues, and teacher training. GLOSAS/USA is requested to provide their activities with inexpensive international telecommunication networks. ACUCA and REDLAED can become the core of GPU and GLAU, respectively. B. Benefits By participating in GU, institutions that currently are limited to one country will be able to extend their services to learning centers and learners in regions where there may be a shortage both of trained faculty and of resources in technical and other fields of study. Using satellites and various telecommunication media, quality international education from universities can be provided to students in almost any location who, becau- se of constraints on time, resources, or available options, are unable to go to other countries to study at regularly scheduled campus-based classes. Students could access some of the world's finest resources with a far greater variety of educational philosophies, courses and instructional styles than they could ever encounter on single campus. A university, of course, is much more than courses. Efforts are being continued in GLOSAS to facilitate international research electronically. The vast amount of electronic collaboration on research projects, from continent to continent, is another evidence of the emergence of the "global electronic university" quite beyond and outside the efforts of all organi- zations and agencies. The exchange of knowledge among/between countries can make major contributions to world peace, helping to ease frictions, to promote joint research and development and mutual exchange and understand- ing. An example of such joint effort was our global gaming simulation reported below. V. ELECTRONIC DELIVERY SYSTEM GU seeks to provide at nominal cost a "technology package" for participat- ing colleges, universities, community associations, and local governments to use for accessing educational resources via various telecommunication media. For example, a joint effort of GUs in various countries/regions to lease international telecommunications lines and/or satellite transponders will make it possible for members of GU to obtain discounted telecommunica- tions costs. Consortia in any country can thus unite their strengths so that international information and educational exchange can readily become attainable. Some other examples are: - 6 - (1) Computer Conferencing Systems. Electronic mail or computer con- ferencing (such as the Electronic Information Exchange System [EIES] of the New Jersey Institute of Technology, etc.) can become the basis of communi- cation among students and instructors on a global basis. In contrast to electronic mail, EIES provides interactive dialogue among participants independent of time and space constraints. Their dialogue can be retrieved at any time from almost anywhere on the world. Thereby, all participants, however far apart they may be, "congregate as in a room." Or it can be considered as a shared file cabinet for them to use as they participate in various projects. EIES has been used to offer education to Singapore, Scandinavia, and middle eastern countries with teachers in Japan, Venezu- ela, and elsewhere around the globe. (2) Packet-Radio and -Satellite Systems. The Big Sky Project in the State of Montana uses packet-radio for transmission of audio, text and ani- mated color graphics in a 50 miles range. The packet-satellite technique, developed at the University of North Texas, has already been tested for the connection of personal computers linked together in Texas, Florida, Hawaii, American and Western Samoa, and Tonga via NASA's Applied Technology Satel- lite (ATS) free of charge. The foot-print of the satellite covers all North, Central and South Ameri- ca, and many Pacific islands to Marshall Islands. The linkage enables retrieval of library catalogue at the University of Hawaii. The transce- iver to be attached to a personal computer costs in the range of $1,500. (3) Slow-Scan TV (SSTV) Teleconference Systems. A slow-scan (or freeze-frame) TV unit is now at the International University of Japan (IUJ) -- thanks to NHK's donation. It can be used for real-time demonstrations between American and Japanese schools, and for other joint research in various fields. Such connections with SSTV can be an effective supplement to distance education with electronic mail or computer conferencing, the so- called "Virtual Classroom" or "Global Classroom." (4) Full-Color, Full-Motion Video Teleconference Systems. Although the uplinking charges to international satellites from the United States are not too expensive, the downlinking cost is currently prohibitive due to the various PTT (Post, Telegraphy, Telephony) agencies which regulate the charges for information received into a country. VI. CURRENT DEVELOPMENTS A. De-Regulation of Japanese Telecommunication Policies GLOSAS/USA is now making an effort to de-regulate Japanese telecommunica- tion policies for the use of receive-only antennas to receive signals directly from INTELSAT satellites for educational and non-profit purposes. We have so far received favorable responses from various U.S. governmental agencies. The INTELSAT system was originally established for satellite telecommunica- tion between countries. Because of its monopolistic structure, downlinking (including microwaving from its signatories' earth stations to user sites) - 7 - currently costs an amount that is prohibitive for any educational use, in contrast to the fact that uplinking from the U.S. has been de-monopolized and became inexpensive recently. On the other hand, due to the advent of the Very Small Aperture Terminal (VSAT) antenna, signals from INTELSAT have been eavesdropped (unofficially) at various sites (in a similar way as a home TV set) for testing and educational purposes in Japan. It is now technically possible to utilize INTELSAT satellites inexpensively for one- way broadcasting of educational courses from the U.S., once monopolistic regulation is cleared. Once Japanese policy is de-regulated on this matter, we can expect inexpen- sive U.S.-Japan educational exchange. Other countries may follow suit, as was the case for the use of electronic mail and computer conferencing, etc., in Europe, East Asia, Australia, and Latin America. The Japanese are now attempting to establish satellite universities. In the future, they wish to import American educational courses via INTELSAT which is to be downlinked at the Japanese INTELSAT signatory's (Kokusai Denshin Denwa = KDD) earth station (or an antenna truck) and then uplinked to Japanese domestic satellites for their clients/students to receive the courses with VSAT at various sites in Japan. However, once our de-regula- tion effort succeeds, these extra hops (and downlinking in Japan) can be eliminated, thus saving considerable expense (on the order of millions of dollars a year). This affordable trans-Pacific educational services will be the basis of our planned Global/Pacific (electronic) University (GPU) when other Pacific periphery countries follow the Japanese lead, since the foot-print of the INTELSAT satellite can well cover some of those areas, too. Recent devel- opment of private international satellites, such as PAN-AM, ASIASAT, etc., will also provide us with a glut of international satellite capacity to make the cost even cheaper in the very near future -- more suitable for educational use. (Chinese TV University now serves a million students through three transponders on INTELSAT satellites, one purchased and two leased, -- less than a half dozen years after their establishment.) B. Export of U.S. Courses to Japan via Satellite The phenomenal economic growth and technological advancement of Japan are now the envy of the world. The globe is now shrinking thanks to the rapid development of global telecommunication and transportation systems. Japan needs to educate youngsters for the globalization of their economy and industry; and the world, on the other hand, requires that Japan educate youngsters of other countries with their technological, manufacturing, and business know-how, and culture which brought her current prosperity. A questionnaire to test the exportability of U.S. technical courses to Japanese industry through a satellite over the Pacific is being distributed by GLOSAS/ USA. The reverse direction of educational exchange will be a natural consequence as to be the future step. The results of this survey will be the basis of our business plan and economic feasibility study for extending American courses to Japan on regular basis. - 8 - The National Technological University, known as NTU, Fort Collins, CO, dis- tributes courses from about 30 American universities and technical schools through satellite to domestic buyers of major American corporations, such as AT&T, Boeing, DEC, Kodak, Du Pont, GE, GTE, Hewlett-Packard, Honeywell, IBM, Motorola, NCR, Pacific Bell, Texas Instruments, and Xerox, etc. Its market is mainly for continuing education of engineers who are assigned to locations where advanced courses are not readily available. GLOSAS/USA believes that these courses would be useful to companies in Japan for the same reason. GLOSAS/USA also plans to bring Japanese courses on high tech- nology, manufacturing, and management know-how to the U.S. in the future. A brief outline of delivery system from America to Japan: 1. Potential Students Potential students will receive American courses via telecommunication media in the following order: (a) Employees of Japanese affiliates of American companies, (b) Employees of Japanese companies, (c) Students of Japanese schools which have sister relationship with American schools from which the courses will be extended -- see below, (d) Students of Japanese schools, (e) General public. The initial phase of this project will emphasize Items (a) and (b) above. Potential students are those who cannot go abroad to study in America. Subsequently, there will be no attempt for simultaneous translation of courses delivered from America to them. 2. Subjects Areas Although depending on our further market survey, the following list sug- gests tentative priority subjects in which courses might be offered in those areas from American universities; (a) Facilitator training on the use of electronic mail and computer conferencing, the installation of receive-only antenna, and on the use of various advanced telecommunication, computer, and information technologies, (b) Engineering (computer science, telecommunication, etc.), (c) Manufacturing and business administration, (d) Finance and accounting, (e) Social, economic and political sciences, (f) Humanities, etc. 3. Commencement of Japanese Operation As a kick-off event for our Japanese operation, we are planning to conduct a U.S.-Japan Joint Seminar on "Global Trade and Economy, Telecommunica- tions, Education, and Culture" (tentative title) which is to be held in - 9 - 1992. This will have videoconferences every day with prominent persons of the fields in both countries. There will also be training courses how to access electronic- mail and computer conferencing from Japan, and on the use of slow-scan TV unit, etc. After its successful conclusion, we plan to establish a small school which will train teachers and facilitators how to access electronic-mail and com- puter conferencing in the U.S. and how to operate receive-only antenna. Students will be not only be from Japanese companies and schools, but also from Asian and Pacific regions. They will be the core group of Global/ Pacific (electronic) University in their countries. C. Project for U.S.-Japan Sister Schools A videoconference is now planned as a kick-off event for our project of electronically interconnecting the International University of Japan (IUJ) with its sister schools in the U.S., i.e., School of Advanced International Studies (SAIS) of Johns Hopkins University and Amos Tuck School of Business Administration of Dartmouth College. The proposed title of the teleconfer- ence theme is "Future of U.S.-Japan Business Relations and Pacific Rim Affairs." Panelists are faculties of those schools and members and advi- sors of GLOSAS/ USA. After successful conduct of this event, this project may lead us to the following directions; (1) International educational course exchange on a regular basis among these schools, setting a precedent which may be followed by other schools in Japan. For example, we have recently submitted a proposal to the International Christian University in Tokyo which is to be included in their application to the Ministry of Education to establish an informational science program. ICU has networks of Christian univ- ersities and colleges around Asia and the Pacific region, some of which have already indicated their interests in our activities, (2) U.S.-Japan Shadow Cabinet to ease the two countries' trade and economic frictions by daily electronic conversations among their echelons -- see below. VII. GLOBAL PEACE GAMING The global peace gaming of GLOSAS is a computer gaming simulation to help decision makers construct a Globally Distributed Decision Support System for positive sum/win-win alternatives to conflict and war. The idea in- volves interconnecting experts in many countries via global Value Added Networks (VANs) to collaborate in discovering new solutions for world crises such as the deteriorating ecology of our globe and to explore new alternatives for a world-order capable of addressing the problems and opportunities of an interdependent globe (Mische 1988, 18). The globally distributed peace gaming simulations (on the scale of Penta- gon's war game) will be for policy analysis and conflict resolution for win-win cooperation and training in negotiation techniques, since the envi- - 10 - ronmental problems are essentially social, economic and political issues. The gaming simulation would be the best tool we have for understanding the world's problems and the solutions we propose for them. The distributed mode with autonomously maintained and updated databases and simulation models will not only give credibility and integrity to the databases and models but also can motivate local people. A. Systems Analysis for Environment and Development Issues Global peace gaming can apply new methodologies for delivering the global and ecological paradigm in education to incorporate empowerment strategies for human responsibility, and with gaming strategies based on Gaia hypothe- sis (Gang 1989). Through a systemic approach, materials will demonstrate how all of the components of Gaia can work together in perfect harmony to clarify humanity's role as part of the interconnected web of life -- a tre- mendous potential for constructing computer simulation models. B. Previous Demonstration of Global Gaming Simulation Of several demonstrations organized by Takeshi Utsumi, the largest and per- haps most successful was held at the "Crisis Management and Conflict Reso- lution" conference of the World Future Society in New York City in July, 1986. A global gaming simulation sessions on the U.S./Japan trade and economy issues was held with multi-media teleconference. Nearly 1500 persons took part, in New York, Tokyo, Honolulu, and Vancouver. Parker Rossman was principal collaborator; Fred Campano of the United Nations wrote a game scenario, and Akira Onishi of Soka University supplied his FUGI model of the world economy. For communication, the demonstration used the EIES for computer conferenc- ing; slow-scan video; graphic image telecommunication; and audio. Large screen projectors showed text and images to the audiences. The FUGI model, with economic statistics and some political and social data from 140 nations, had been used by the United Nations and various governments for economic forecasting. In the demonstration, questions of U.S.-Japan trade were explored by teams of negotiators in New York and Tokyo. The teams included William Nordhaus, Lester Thurow, and Keith Johnson. Several hypothetical policies were examined. One question raised by Donald Straus was the effect of raising military expenditures in Japan to the Ame- rican level while lowering those of the USA to the present Japanese level. Simulation predicted that the balance of trade would thus be even by the year 2000, with necessity of cooperation, rather than competition, of both countries in the future. C. Projects with Globally Distributed Gaming Simulation (1) U.S.-Japan and Around the Pacific Rim The establishment of a U.S.-Japan Shadow Cabinet was proposed to GLOSAS/ USA by Sohei Nakayama, Special Advisor of the Industrial Bank of Japan and the founder of the IUJ, to ease the two countries' trade and economic fric- tions by daily electronic conversations among their echelons. This project may include the construction and use of a Distributed Decision Support Sys- - 11 - tem as splitting the U.S.-Japan integrated econometric and input/output model to pertinent researchers of both countries. This project may also be extended for similar gaming among Asian and Pacific countries. (2) Latin American Countries The countries of Latin America and the Caribbean have experienced environ- mental deterioration, ecosystem destruction and species loss. Education and socio-economic system simulation are the warp and woof in the fabric of projects that GLOSAS/USA is weaving in collaboration with voluntary associ- ates in several states and overseas countries. In Latin America, education and system simulation are two of the many activities needed to save the environment while pushing industrial development. The United Nations Development Program (UNDP) decided to support developing countries' efforts to articulate a point of view on the interface between environment and development, poverty, and the sustainable management of natural resources. The Latin America and Caribbean Bureau of the UNDP is now fostering a package of five large, long-term projects. The UNDP plans to establish a "Latin American Environmental NGO Network," a subproject of their "Environment and Development" Project. It is to strengthen the non-governmental organizations (NGOs) to address critical issues of environment and development in support to Latin American Govern- ment efforts and priorities. It will support cooperative problem-solving by facilitating dialogue and exchange of information among NGOs, government agencies, private businesses, academic institutions and the general public. GLOSAS/USA is writing plans for one of those with their colleagues, a pro- ject that will expand and exploit computer telecommunications systems with- in Latin America and outside to the United States and Japan. The specific objectives GLOSAS/USA proposed to the UNDP are: (1) to organize the opera- tion of telecommunication networks for sharing experiences and reporting regional issues; (2) to build databases on environmental issues in distri- buted mode; (3) to implement training and educational courses; and (4) to construct a "Globally Distributed Decision Support System" with distributed interactive computer gaming simulation system for problem analysis, policy formulation, and assessment, which will be used for training of "would-be decision makers" on conflict resolution and negotiation. These are to be done with distributed computer conferencing, database and simulation systems among several Latin American countries -- globally distributed peace gaming simulation focusing on environmental issues. The several systems will be interconnected to form a "global neural computer network" (a term coined by Utsumi in 1981) in such a way that the total system will act as if a single system with parallel processing of those sub-systems in individual countries -- here, each game player with his submodel and database corresponds to a neuron of a global brain. UNDP sees nongovernmental organizations as an important resource in the complex job of saving Latin America's impoverished people and its endanger- ed environment at the same time. With bulletin boards, databases, and eventually distributed computer simulations of the economic and environ- mental effects of proposed ventures, UNDP hopes to empower these organiza- - 12 - tions which can talk to both governments and the public at large in their countries and regions as well as their colleagues in the United Sates, Japan and other countries. (3) Distribution of FUGI model The aforementioned FUGI world economic forecasting model has now been incorporating various sectors of resources, population, environment, energy, etc. GLOSAS has a basic agreement with Akira Onishi to distribute the submodels of those sectors to individual countries where they belong, as soon as GLOSAS and GUs can accommodate them. D. Technological Outlines of Distributed Gaming Simulation (1) Need of Open Modelling Network A major difficulty standing in the way of the further improvement of global modeling is that of gathering data that some countries considered proprie- tary. The advocated solution was to have each nation develop a model of its own country in which sensitive data could be used, but "hidden" -- only inputs from other national models, and outputs to the global model, would be needed. Obviously there would have to be a global "shell" that would establish requirements for the characteristics of the national models, and to develop that would indeed be quite an undertaking, but it should entail difficulties at least an order of magnitude smaller than those presented by gathering data from foreign countries concerned about their national security. Furthermore, many nations already have national models which could possibly be modified to fit the global shell (McLeod 1990). A comprehensive model of global resources, ecology and economy is needed for the rational management of ecology and for economic cooperation between nations and economic blocs. As a solution to the dilemma between the need for a unified model and a diversity of views and the special interests of diverse groups, we propose a public Open Modeling Network (OMN) which will consist of models developed by local experts interconnected by global VANs (Utsumi, Mikes, and Rossman 1986). (2) Globally Distributed Computer Simulation System The complementary models written by experts of various disciplines and countries, with their preferred simulation languages, methodologies and geographically dispersed dissimilar computers will be interfaced and exe- cuted interactively and cooperatively, as parts of the total simulation required. A "distributed" computer system with databases and simulation submodels will be implemented by interconnecting subsystems in individual countries via telecommunication to act jointly as a single system. In this way NGOs, rather than a single group of experts, can directly communicate with their colleagues in other regions of the world, thus providing credi- bility and accuracy for the databases and models which will be updated and maintained autonomously by them. (3) Interconnection of Dissimilar Computers and Models - 13 - For peace gaming on energy, resources and environmental (ERE) systems, architectures for linking heterogenous computers were outlined in the reference (Utsumi and DeVita 1982) with the use of protocols of the Inter- national Standards Organization's (ISO) Open Systems Interconnection (OSI) reference model (the palindromic acronym ISO-OSI) over global public data communication networks, and with the use of Transmission Control Protocol (TCP) and Internet Protocol (IP) over Internet network which interconnects over 150,000 computers in academic, research and government fields around the world. The reference also described communication procedures through multi-party gaming simulation. Because of inevitable time difference among participants scattered around the world, it is necessary to devise asynchronous scheduling for the paral- lel execution of distributed simulation submodels, with the use of rollback mechanism based on the Time Warp method (Utsumi, Mikes and Rossman 1986). (4) Postulated Example The outline of the hierarchical structure and distributed components of the integrated interactive peace gaming simulation system for the energy, eco- nomics, foreign trade, etc. on the United States and the Japanese sides was depicted as in Figure 1 (Utsumi 1974). Each block in the figure represents dissimilar computers of the public VANs in those countries. Those comput- ers include simulation models designated in each block. All models will be executed simultaneously and concertedly via satellite and terrestrial telecommunication links. The world dynamics model here will provide a common area through which the information of variables will be exchanged among the models of both count- ries. Accordingly, the flow of petroleum from oil producing countries will be regulated by their own decisions as well as by decisions made by game players (pseudo-decision-makers) of both countries. The information of petroleum flow will be cascaded down from the foreign trade model to the petroleum industry model, which will be supplemented with a petrochemical industry model. The communication linkages are also shown in the figure. These include (1) display units for showing simulation results to experts and pseudo- decision-makers in each field, and (2) display units for infor- mation exchange among them with the computer conferencing system. After the simulation progresses for a time period, results will be shown on the display units. For example, suppose that pollution in Japan exceeded a certain allowable level, say, around 1977 on Figure 2 (Utsumi 1974), the Japanese expert watching it on his display unit will stop the entire simu- lation. All participants, wherever they are located, will then try to find, with the use of the conferencing system, a consensus on a new set of pseudo-alternative-policy parameters which will be executed until a new crisis appears, say, around 1984 on the figure. The process will be repeated for rational policy analysis basing on "facts and figures" with international cooperation of experts in both countries. (5) Use of Global Gaming The purpose of an interactive gaming mechanism is to help find appropriate alternative policies by establishing consensus among participating parties. - 14 - It is suggested here that globally distributed computer simulation be tested interactively with man (game player) in-the-loop for inserting pseudo-policy-parameters to the models whenever necessary, during the exe- cution of simulation. This is the so-called "peace gaming" simulation (Utsumi 1977) similar to the "war games" practiced by military strategists (Schram, et al 1971). Global modelling and simulation studies have been conducted by various groups and institutions since early 1970s for enhanc- ing the usefulness of international modelling (and policy-making) activi- ties. However, with the advent of global VANs and standard interface pro- tocols for interconnecting various dispersed, dissimilar host computers, the potential exists for ensuring the coordination of international efforts by providing more frequent communications and an environment for shared development, enabling more credible simulation study than ever before. It is now possible to combine existing technologies to make sophisticated and more holistic explorations of various scenarios for solving global social problems. Many small computers in different countries can be inter- connected, through globally distributed network processing, and information processing, into modeling and simulation instruments for playing "peace games" on the scale of Pentagon war games (McLeod 1987). E. Scenarios of New World-Order Alternatives Twenty-five international organizations, with Global Education Associates as principal coordinator, are initiating Project Global 2000 to write, publish, promote and use global-frame monographs. Their purpose is to re-conceptualize security and sovereignty within the context of ecological and economic interdependence. They believe that ecological, economic, and military security are only facets of the integral security that should be the goal of all people. The Project's goal is to develop a common frame- work for analysis and public policy development to resolve such global- scale problems as ecological degradation, Third World debt, world hunger and poverty, international drug-trafficking, and interstate conflict. The monographs will hopefully provide global peace gaming with basic scenarios. VIII. CONCLUSION Global education via satellite and other telecommunication media is the way of the future toward the twenty-first century, the Age of Knowledge, laying a social infrastructure for global citizenship of the global village. Extending communications through a global network and sharing ideas and educational opportunities with other locations is of paramount interest. The quality of education for those unable to attend conventional universi- ties in disadvantaged countries could be greatly enhanced. The exchange of knowledge among/ between countries can make major contributions to world peace, helping to ease frictions, to promote joint research and development and mutual exchange and understanding. Developments in global electronic education can transform education at all levels around the world, and can enrich and transform human society. GU is an evolutionary concept with no global precedent. It can now take shape gradually through parallel steps and many kinds of initiatives in many regions, encouraging a sense of universally shared responsibility, a - 15 - spirit of participation, and of genuine collaboration, in an enterprise truly global in scope. In a sense, we are creating a new global industry: for example, the export of American education (hence participatory democracy) to overseas count- ries. This can later become an educational and cultural exchange when scholars in overseas countries, such as Japan, will teach American young people (to promote understanding between both countries) via satellite, and also to help bring quality education to the third world. We have already received enthusiastic mutual support/encouragement for our plan from promi- nent persons around the world. Seen in a global context, the proposal of a global university consortium may be understood as one of the ways that mankind is responding to the critical challenges that confront us at this time in the history of huma- nity. Global education is a major key to sustainable survival. The world is "shrinking" in the electronic sense and all people and all educational programs are becoming increasingly interconnected and more and more depen- dent upon one another. With this interconnection, however, there comes the potential for escalating regional conflicts, so the need for global educa- tion with global peace gaming has never been greater. Senator Fulbright once said that learning together and working together are the first steps toward world peace. The time is ripe for global education. Technology is now available. What we need now are people who are eager to face the challenges of our time and to forge ahead toward the twenty-first century education. IX. REFERENCES Charp, S. 1988. "Editorial." T.H.E. Journal, 8 August. Gang, P. 1989. "Educating for Human Responsibility." Private note. McLeod, J. 1987. "TAK is TICKING." Simulation, December, 1987: 273-4. McLeod, J. 1990. "Toward Internationally Distributed Models." Simulation, May, 1990: 295. Mische, G. 1988. "Partners for World-Order Alternatives." Breakthrough, 9 (1-3): 18 Mische, G. 1989. "GEA Report." Breakthrough, Winter/Spring: 89 Rossman, P., and T. Utsumi. 1986. "Waging peace with globally-interconnect- ed computers." In Challenges and Opportunities: From Now to 2001, ed. H. F. Didsbury, Jr. Bethesda, MD: World Future Society. Schram, S., H. Marks, W. Behrens, G. Levin, and J. McLeod, et al. 1971. "Macro-System Simulation." Panel Discussion Session at the 1971 Summer Computer Simulation Conference (SCSC) (Appeared on pp. 1491 to 1502 of 1972 SCSC Proceedings). - 16 - Utsumi, T. 1974. "Joint US/JAPAN Project on Global Systems Analysis and Simulation (GLOSAS) of Energy, Resources and Environment (ERE) Sys- tems." Proceedings of the Conference on Energy Modelling and Forecast- ing, Berkeley, California, June 28 to 29: 121-144. Utsumi, T. 1974. "Japan Petrochemical Industry Model for the GLOSAS Project." Proceedings of SCSC, 318-325. Utsumi, T. 1977. "Peace Game." Simulation, November: 135. Utsumi, T., and J. DeVita. 1982. "GLOSAS Project." Computer Networks and Simulation II, ed. S. Schoemaker, 279-326. Amsterdam: North-Holland Publishing Co. Utsumi, T., P. O. Mikes, and P. Rossman. 1986. "Peace games with open modeling network." Computer Networks and Simulation III, ed. S. Schoemaker, 267-98. Amsterdam: North-Holland Publishing Co. Utsumi, T., and M. Clements. 1989. "Proposal for Global/Pacific (electro- nic) University." Paper presented at the Pacific-Basin Conference of World Future Studies Federation/"Linking Long-Range Visions to Short- Range Decisions in the Pacific-Basin Networking Community," Nagoya, Japan, November 20-23. - 17 - Figure 1 Same as Figure 13 of (Utsumi and DeVita 1982) - 18 - Figure 2 Same as Figure 14 of (Utsumi and DeVita 1982) - 19 - AUTHOR BIOGRAPHIES Takeshi Utsumi, Ph.D., P.E., is President of Global Information Services, a firm which assists businesses in various countries, and especially Japan, to access computer information via global Value Added Networks (VANs). He is Technical Director of the GLOSAS/Japan Association, responsible for using advanced computers, telecommunications, systems analysis, and simu- lation technology to seek solutions to world wide problems. Among his over a hundred related scientific papers are many presentations, for example, to the Summer Computer Simulation Conferences which he created and named. He is a member of Japanese and American societies for computer simulation, as well as other scientific groups, and is now completing a technical book in the area of this proposal. Parker Rossman, Vice President of GU/USA, Ph.D. Yale in Higher Education, has taught at Yale and at Central Philippines University, and has lectured at many universities in Asia and Europe. For ten years he was the chair of a research project (with Congresswoman Edith Green and others) on students in Latin America. His many published books include HOSPICE: CREATING NEW MODELS OF CARE FOR THE TERMINALLY ILL, Follett hardcover, Fawcett books paperback, 1979; AFTER PUNISHMENT WHAT, Collins, 1980; COMPUTERS: BRIDGES TO THE FUTURE, Judson Press, 1985; with Richard Kirby, THE WORLD OF COMPUT- ERS, SCM Press, London, 1990. He has a contract offer from Greenwood/ Praeger to write a book on the Emerging Global Electronic University. A member of the ASIS World Brain group, his more than a hundred published scholarly articles include several co-authored with Utsumi and others on "The Coming Great Electronic Encyclopedia," EDUCATION DIGEST, December, 1982; "Collective Intelligence," VISIONS, Sept, 1986; Global-Scale Peace Gaming, BREAKTHROUGH, spring, 1988.