International Interchange Research Articles

Activities in experimental stress and strain analysis in some asian countries

Paper discusses the recent activities in the experimental stress and strain analysis (ESSA) fields in Asia, referring the information from Japan, Korea, China and India, for example. It includes a general view of the international interchange or cooperation among Asian countries, relating to organizations, publications, education, standardization, and the backgrounds and topics of research activity and demands for ESSA in each country. Regarding the present insufficient exchange of information among Asian countries and the recent rapid progress in engineering and science in these countries, the requirement for improvement is stressed.

The Future of International Interchange for the Medical Instrument Society of Japan

The Future of International Interchange for the Medical Instrument Society of Japan

Science and the Olympics

It can well be argued that the right decision was made when U.S. Olympic officials voted not to send a team to the games scheduled for Moscow late this summer. However, whether or not the decision turns out to have been a wise one, the circumstances under which it had to be made were regrettable. They could come back to haunt the Administration. They can be seen as a blow to those who fight for human rights throughout the world. And they can also be perceived as a direct threat to other activities that involve international interchange—including science. By making his unilateral decision that no U.S. team take part in the games and announcing it prior to action by the U.S. Olympic Committee, a private organization and the only group with power to decide on U.S. participation, and by threatening legal action to make his decision stick, President Carter did nothing to enhance the ...

International interchanges: Some contributions from theories of attitude change

International interchanges: Some contributions from theories of attitude change

The Effect of International Interchange of High-Level Manpower on the United States

The Effect of International Interchange of High-Level Manpower on the United States

The Effect of International Interchange of High-Level Manpower on the United States

This report consolidates the data available from various sources in an attempt to assess the net U.S. balance in the international interchange of high-level manpower. The United States is shown to incur short-run losses in educational costs but long-run gains in the numerical supply of trained manpower. Nevertheless, the proportionate contribution of foreign stock to the high-level manpower pool of the United States is small, and the consequences of manpower losses to other nations is largely unknown. Current needs are for more centralized and complete information on the extent of the migration of talent to and from all countries of the world, including the United States, together with an assessment of the personal, societal, and scientific consequences of these manpower flows. With the current gaps in knowledge regarding international migration, and with the wide variation in national needs and level of development from country to country, the instituting of statutory restrictions on manpower flows by the United States would at this time appear inadvisable. I mmigration has been an important source of high-level manpower throughout the history of the United States. In recent years, the number of immigrants reported as professional, technical, and kindred workers has been increasing rapidly. In the half century since 1900, an average of more than 8,000 professional, technical, and kindred workers were admitted annually; in the decade 1951-1960, an average of 18,000 were admitted annually; and in recent years the number has increased from 22,000 in 1960 to 29,000 in 1965.' In 1960, as a result of this continued influx of immigrants, there were 287,000 foreign-born male and 129,000 foreignborn female professional, technical, and kindred workers in the experienced civilian labor force. This represents 6.8 percent of the total male * This research was partially supported by grants from the Carnegie Corporation and the Russell Sage Foundation to the Commission on Human Resources and Advanced Education. Appreciation is expressed to Lindsey R. Harmon and Herbert Soldz of the National Academy of Sciences-National Research Council for providing several of the tabulations herein reported, and to Helen S. Austin and John K. Folger for a number of helpful suggestions for revision of an earlier draft of this paper. 1 Computed from U.S. Bureau of the Census, Historical Statistics of the United States, Colonial Times to 1957 (Washington, D. C.: Government Printing Office, 1960), p. 60; U.S. Bureau of the Census, Statistical Abstract of the United States (Washington, D. C.: Government Printing Office, 1966), p. 95. This content downloaded from 207.46.13.134 on Sun, 25 Dec 2016 06:46:35 UTC All use subject to http://about.jstor.org/terms

A Congressman's View of Technical Co-operation

According to the Act of International Develop ment of 1950, technical co-operation programs are "Programs for the international interchange of technical knowledge and skills designed to contribute to the integrated development of the economic resources and productive capacities of economi cally underdeveloped areas." To carry out this program the United States sends technicians to host countries, brings host countries personnel to the United States for training, and con tributes to the joint support of bureaus in the host country. Since technical co-operation is primarily a program of educa tion, the emphasis is on the transfer of skills and know-how. Before a program can be successful, three elements must be present. The initial demand must come from the host country —because the idea of self-help is inherent in technical co operation, it must believe in and want the project. Further the host country must be willing to contribute its own funds to the project. When a program or project has been agreed upon, there must be proper planning. A realistic estimate must be made of the type and amount of knowledge and skill which can be supplied by us and of the time required to pro vide this education. It is also important to be aware of how much can be absorbed by the host country, keeping in mind the difference in culture between the host country and our own. When these elements are not present in the technical co-operation program or project, failures will result. Failures which have occurred so far have been ones of administration. —Ed.

3. Resolutions of the Economic and Social Council on Technical Assistance for Economic Development of Underdeveloped Countries, August 14 and 15, 1949

Having considered the report prepared by the Secretary-General, in consulltation with the specialized agencies, on an expanded programme of technical assistance for economic development, pursuant to resolution 180 (VIII), 2 Being impressed with the significant contribution to economic development that can be made by an expansion of the international interchange of technical knowledge through international co-operation among countries, Believing that a sound international programme of this character must combine and make use of the experience of many nations, with different social patterns and cultural traditions and at different stages of development, so as to facilitate progress in the less advanced countries and to help solve their technical and economic problems.

International Interchange of Students

February 1, 1919, comparatively little had been accomplished. Many students had gone from the United States to other countries, chiefly to Germany, to study in their universities, but few foreign students had come to study in our universities. The Institute was founded to develop international understanding by means of educational and cultural activities. It rapidly became a center of information and advice in its field, it published booklets on the inherent difficulties, it held conferences on long-term problems, and it directly co-operated with agencies in other countries. But the chief method for the realization of its objective was the exchange of students and teachers. The officials of the Institute were convinced that the best way of developing a knowledge of the civilization and culture of another people was by personal contact of well-chosen persons of both peoples for a sufficiently long period of time. They believed also that the end would probably best be realized were the exchanges arranged between students, young people familiar with the way of life of their own country but with sufficient flexibility of mind to appreciate the desirable characteristics of the civilization of another country. Immediately upon the establishment of the Institute, the Director visited scholars and college officials throughout our own country to acquaint them with the idea. He met with an enthusiastic response. He later visited many of the countries of Europe and Latin America and the chief countries of eastern Asia. The scholars and university administrators in those countries welcomed the plan with equal enthusiasm.

The Effect of Reparations on the Ratio of International Interchange

The Effect of Reparations on the Ratio of International Interchange