[gu-l] (06/02/02) Global Education
Tak Utsumi
utsumi@columbia.edu
Sun, 02 Jun 2002 16:21:19 -0400
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<<June 2, 2002>>
Archived distributions can be retrieved by clicking =B3Correspondence=B2 in our
home page at <http://www.friends-partners.org/GLOSAS/>.
For those after 2/27/01, see or bookmark:
<http://www.friends-partners.org/pipermail/gu-l/> and click on =B3Date,=B2 for
example. The most recent archives are the bottom line.
Dear E-Colleagues:
(1) I am taking the liberty of distributing excerpts from the New York Time=
s
on global education for your reference ( ATTACHMENT I and II).
(2) I hope our Global University System (GUS) with UNESCO/UNITWIN Networkin=
g
Program will meet with the goals mentioned by Prof. Sen.
(3) Prof, Sen=B9s praising Japan=B9s success to become the second world economi=
c
power is rather flattering, but there is some truth to his reasoning, i.e.,
emphasis on education by Confucianism -- backed with feudalistic strict
government control =8B Nikkei newspaper (an equivalent to the Wall Street
Journal) once said that the most successful country with communistic
economic policy out of the Soviet Union was Japan!!
> As mentioned before, after introducing Telenet (a predecessor of Internet=
) to
> Japan, I initiated cracking down non-tariff trade barriers starting with =
the
> deregulations of the Japanese telecom policies for the use of email and
> de-monopolization and privatization of Japanese telecom industries (with =
the
> help from Secretary Malcom Boldrige) almost two decades ago.
Japan=B9s economic success was achieved by educated employees of feudalistic
companies and government bureaucrats, as importing western technologies and
civilization.
> For example, a recent Japanese newspaper reported that Toyota now became =
the
> third world largest automobile company. Its predecessor was Toyota Shokk=
i
> Company (Toyota Weaving Machine Company) which initially imported weaving
> technology from Manchester, England (or New England in the US?). After
> succeeding to take over textile industry from England and the US, Toyota =
and
> other Japanese automobile industry is now succeeding to take over automob=
ile
> industry from the US, which is used to be the core industry of the US.
>=20
> I also successfully imported several key American technologies of
> petrochemical, computer hardware and software, etc., to Japan many years =
ago.
>=20
However, most of those Japanese industries are now facing hollowing
phenomena, as other Asian countries are now taking over those industries,
and worse yet, Japanese have not been able to create their own new industry
nor society yet =8B Japanese unemployment rate is now highest in history.
As symbolized by the word =B3Creative Destruction=B2 by Joseph Schumpeter, an
economist, creative activity accompanies destruction. Japanese culture wit=
h
Confucian teaching cannot allow this destruction, hence no creativity. Thi=
s
is hence leading to stagnation and doldrums of current Japanese economy =8B
Taiwan is also getting the same situation.
> Over a century ago, Yukichi Fukuzawa, the founder of Keio University (the
> largest private university in Japan) said, =B3When you import western
> civilization, you also have to import its culture.=B2 Alas, Japanese tradi=
tion
> with Confucianism and feudalistic society with Shintoism cannot import we=
stern
> culture (e.g., freedom, equality, justice, etc. which are the American va=
lue),
> since it is deeply embedded with Judeo-Christianity =8B Japan=B9s Christian
> population is still only one percent or so even after 500 years since Xav=
ier
> introduce it to Japan.
>=20
>> Of course, those principles are written in the Japanese constitutions, b=
ut
>> alas, in Japan, un-written laws supersede and prevail them, as Edwin
>> Reischauer, American Ambassador to Japan once said.
>=20
> Japan is now clearly standing at the turning point with vital and urgent
> necessity of reforming structures of government, education, society and
> industries.
An economist of Brookings Institute in Washington, D.C. said at the Global
Peace Assembly in Taipei, Taiwan last August that the Mainland China would
become the second world economic power overcoming Japan by 2025. Then, I
also read an article by an economist from the Mainland China saying that
China would face the similar dilemma as Japan, too.
As our world society is shifting from primary industry (mining and
agriculture, etc.) to manufacturing industry with tangible commodities, to
service, information and knowledge industries with in-tangible commodities
(ideas and creativities, etc.), provision of the educational content has to
meet with the local need with their future vision, as balancing the
transformation of their societies.
The above is my comment as reading Sen=B9s article.
(4) Incidentally, the =B3Fundamental Code of Education=B2 (=B3Kyoiku Chokugo=B2 in
Japanese, which was issued by Emperor Meiji) mentioned in Sen=B9s article was
translated into English by grand-father of my wife, Hisae, who was a member
of the Japanese government mission team (probably with Kido Takayoshi) to
tour Europe and North America for their surveys how to build a new nation o=
f
Japan almost a century and a half ago.
Best, Tak
ATTACHMENT I=20
<<June 2, 2002>>
Excerpt from;
http://www.nytimes.com/2002/05/27/opinion/27SEN.html?pagewanted=3Dprint&posit=
i
on=3Dbottom
=20
May 27, 2002
To Build a Country, Build a Schoolhouse
By AMARTYA SEN
AMBRIDGE, England
Isaiah Berlin has argued: "Men do not live only by fighting evils. They liv=
e
by positive goals." The advice was not aimed at the leaders of the war on
terror: Berlin was speaking more than 40 years ago. But his idea is worth
the attention of current world leaders. And one of the most important
positive goals has already been identified by the United Nations: universal
primary education by 2015.
I am aware that when I argue that basic education for all can transform the
miserable world in which we live, I sound a little like a Victorian
gentlewoman delivering her favorite recipe for progress. As it happens,
however, extensive empirical studies have demonstrated the critical role of
basic education in economic and social development in Europe and North
America as well as in Asia, Africa and Latin America.
When Japan set out in the 19th century to catch up with the Western nations=
,
its Fundamental Code of Education, issued in 1872, expressed the public
commitment to make sure that there must be "no community with an illiterate
family, nor a family with an illiterate person." Kido Takayoshi, one of the
leaders of Japanese reform, explained the basic idea: "Our people are no
different from the Americans or Europeans of today; it is all a matter of
education or lack of education." By 1910 Japan was almost fully literate, a=
t
least for the young, and by 1913, though still very much poorer than Britai=
n
or America, Japan was publishing more books than Britain and more than twic=
e
as many as the United States. The concentration on education was
responsible, to a large extent, for the nature and speed of Japan's economi=
c
and social progress.
Later on, China, Taiwan, South Korea and other economies in East Asia
followed similar routes. Explanations of their rapid economic progress ofte=
n
cite their willingness to make good use of the global market economy, and
rightly so. But that process was greatly helped by the emphasis all of thes=
e
countries placed on basic education. Widespread participation in a global
economy would have been hard to accomplish if people could not read or writ=
e
=8B or produce according to specifications or instructions.
The contribution of basic education to development is not, however, confine=
d
to economic progress. Education has intrinsic importance; the capability to
read and write can deeply influence one's quality of life. Also, an educate=
d
population can make better use of democratic opportunities than an
illiterate one. Further, an ability to read documents and legal provisions
can help subjugated women and other oppressed groups make use of their
rights and demand more fairness. And female literacy can enhance women's
voices in family affairs and reduce gender inequality in other fields, a
benefit to men as well as women, since women's empowerment through literacy
tends to reduce child mortality and very significantly decrease fertility
rates.
The lives that are most burdened and impoverished by over-frequent bearing
and rearing of children are those of young women. A greater voice of young
women in family decisions tends, therefore, to cut down birth rates sharply=
.
For example, the fertility rates in the different districts that make up
India vary extremely widely, from almost 5 (roughly, five children per
couple) in some districts to less than 1.7 in some others. Empirical
investigations by Mamta Murthi and Jean Dr=E8ze indicate that only two genera=
l
variables significantly help to explain these differences: female literacy
and female economic participation.
In sub-Saharan Africa, 40 percent of primary-age children have no
opportunity for schooling. Around the world, there are currently 125 millio=
n
children who have never, at any time, seen the inside of a classroom. A wel=
l
coordinated global initiative on basic education is crucial. To be sure, it
is also important that the priority of basic education be fully accepted an=
d
pursued by the developing countries themselves. But a global approach to
schooling can inspire initiatives and bring ongoing efforts together, as
well as help with resources.
The need for a new kind of partnership =8B a global alliance =8B on schooling i=
s
hard to exaggerate. The time to live by positive goals has certainly come =8B
not least for the leaders of G-8 countries who meet at a summit next month
in Canada.
Amartya Sen, master of Trinity College, Cambridge, is honorary president of
Oxfam. He received the Nobel Prize in economics in 1998.
Copyright 2002 The New York Times Company
ATTACHMENT II=20
<<June 2, 2002>>
Excerpt from;
http://www.nytimes.com/2002/06/02/opinion/L02EDUC.html?pagewanted=3Dprint&pos=
i
tion=3Dbottom
=20
June 2, 2002
Global Education: Reach Ever Higher
o the Editor:
Amartya Sen is correct to point out the value of basic education to economi=
c
and human development ("To Build a Country, Build a Schoolhouse," Op-Ed, Ma=
y
27). The United Nations' goal of achieving universal basic education, thoug=
h
important, is not ambitious enough.
Secondary education is also essential if the benefits that Professor Sen
describes, particularly for young women, are to be realized. Evidence shows
that secondary education postpones the age of marriage and provides young
women with better knowledge of their bodies and the importance of family
planning.
Secondary education also provides young women with advanced skills necessar=
y
for narrowing gender gaps in the labor force. More study is necessary to
identify thresholds at which additional years of education translate into
specific health, economic and demographic benefits.
The American Academy of Arts and Sciences is assembling an international
team of experts to undertake this work. But we know enough to be sure that
secondary education should not be neglected. =A0 MARTIN MALIN
Cambridge, Mass., May 29, 2002
The writer is staff director of the American Academy of Arts and Sciences
Project on Universal Basic and Secondary Education.
=80=A0
To the Editor:
As Amartya Sen has so aptly pointed out (Op-Ed, May 27), we must see to it
that there is universal primary education by the year 2015. Mr. Sen was
short, however, on the steps we must take toward that goal.
I suggest that a task force and a fund be created under the auspices of the
United Nations for this specific purpose. An international conference on
universal primary education could then be called, with participation from
all member nations. Resources could be disbursed to the specially designate=
d
nongovernmental organizations in recipient countries for this specific
purpose.=20
The cycle of illiteracy can be broken within the next decade or two if the
world community actually makes a global effort. =A0 ABDUL REHMAN
Staten Island, May 27, 2002
Copyright 2002 The New York Times Company
**********************************************************************
* Takeshi Utsumi, Ph.D., P.E., Chairman, GLOSAS/USA *
* (GLObal Systems Analysis and Simulation Association in the U.S.A.) *
* Laureate of Lord Perry Award for Excellence in Distance Education *
* Founder of CAADE *
* (Consortium for Affordable and Accessible Distance Education) *
* President Emeritus and V.P. for Technology and Coordination of *
* Global University System (GUS) *
* 43-23 Colden Street, Flushing, NY 11355-3998, U.S.A. *
* Tel: 718-939-0928; Fax: 718-939-0656 (day time only--prefer email) *
* Email: utsumi@columbia.edu; Tax Exempt ID: 11-2999676 *
* http://www.friends-partners.org/GLOSAS/ *
**********************************************************************
--B_3105879681_2153850
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<HEAD>
<TITLE>(06/02/02) Global Education</TITLE>
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<BODY>
<FONT FACE=3D"Verdana"><<June 2, 2002>><BR>
Archived distributions can be retrieved by clicking “Correspondence&#=
8221; in our<BR>
home page at <<FONT COLOR=3D"#0000FF"><U>http://www.friends-partners.org/G=
LOSAS/</U></FONT>>.<BR>
For those after 2/27/01, see or bookmark:<BR>
<<FONT COLOR=3D"#0000FF"><U>http://www.friends-partners.org/pipermail/gu-l=
/</U></FONT>> and click on “Date,” for<BR>
example. The most recent archives are the bottom line.<BR>
<BR>
<BR>
<B><U>Dear E-Colleagues:<BR>
</U></B><BR>
(1) I am taking the liberty of distributing excerpts from the New York Time=
s on global education for your reference ( <B><U>ATTACHMENT I</U></B> and <B=
><U>II</U></B>).<BR>
<BR>
(2) I hope our Global University System (GUS) with UNESCO/UNITWIN Networkin=
g Program will meet with the goals mentioned by Prof. Sen.<BR>
<BR>
(3) Prof, Sen’s praising Japan’s success to become the second w=
orld economic power is rather flattering, but there is some truth to his rea=
soning, i.e., emphasis on education by Confucianism -- backed with feudalist=
ic strict government control — Nikkei newspaper (an equivalent to the =
Wall Street Journal) once said that the most successful country with communi=
stic economic policy out of the Soviet Union was Japan!!<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Verdana">As mentioned before, after introduc=
ing Telenet (a predecessor of Internet) to Japan, I initiated cracking down =
non-tariff trade barriers starting with the deregulations of the Japanese te=
lecom policies for the use of email and de-monopolization and privatization =
of Japanese telecom industries (with the help from Secretary Malcom Boldrige=
) almost two decades ago.<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Verdana"><BR>
Japan’s economic success was achieved by educated employees of feudal=
istic companies and government bureaucrats, as importing western technologie=
s and civilization.<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Verdana">For example, a recent Japanese news=
paper reported that Toyota now became the third world largest automobile com=
pany. Its predecessor was Toyota Shokki Company (Toyota Weaving Machin=
e Company) which initially imported weaving technology from Manchester, Engl=
and (or New England in the US?). After succeeding to take over textile=
industry from England and the US, Toyota and other Japanese automobile indu=
stry is now succeeding to take over automobile industry from the US, which i=
s used to be the core industry of the US.<BR>
<BR>
I also successfully imported several key American technologies of petrochem=
ical, computer hardware and software, etc., to Japan many years ago.<BR>
<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Verdana">However, most of those Japanese in=
dustries are now facing hollowing phenomena, as other Asian countries are no=
w taking over those industries, and worse yet, Japanese have not been able t=
o create their own new industry nor society yet — Japanese unemploymen=
t rate is now highest in history.<BR>
<BR>
As symbolized by the word “Creative Destruction” by Joseph Schu=
mpeter, an economist, creative activity accompanies destruction. Japan=
ese culture with Confucian teaching cannot allow this destruction, hence no =
creativity. This is hence leading to stagnation and doldrums of curren=
t Japanese economy — Taiwan is also getting the same situation.<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Verdana">Over a century ago, Yukichi Fukuzaw=
a, the founder of Keio University (the largest private university in Japan) =
said, “When you import western civilization, you also have to import i=
ts culture.” Alas, Japanese tradition with Confucianism and feud=
alistic society with Shintoism cannot import western culture (e.g., freedom,=
equality, justice, etc. which are the American value), since it is deeply e=
mbedded with Judeo-Christianity — Japan’s Christian population i=
s still only one percent or so even after 500 years since Xavier introduce i=
t to Japan.<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Verdana">Of course, those principles are wri=
tten in the Japanese constitutions, but alas, in Japan, un-written laws supe=
rsede and prevail them, as Edwin Reischauer, American Ambassador to Japan on=
ce said. <BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Verdana"><BR>
Japan is now clearly standing at the turning point with vital and urgent ne=
cessity of reforming structures of government, education, society and indust=
ries.<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Verdana"><BR>
An economist of Brookings Institute in Washington, D.C. said at the Global =
Peace Assembly in Taipei, Taiwan last August that the Mainland China would b=
ecome the second world economic power overcoming Japan by 2025. Then, =
I also read an article by an economist from the Mainland China saying that C=
hina would face the similar dilemma as Japan, too.<BR>
<BR>
As our world society is shifting from primary industry (mining and agricult=
ure, etc.) to manufacturing industry with tangible commodities, to service, =
information and knowledge industries with in-tangible commodities (ideas and=
creativities, etc.), provision of the educational content has to meet with =
the local need with their future vision, as balancing the transformation of =
their societies.<BR>
<BR>
The above is my comment as reading Sen’s article.<BR>
<BR>
(4) Incidentally, the “Fundamental Code of Education” (“K=
yoiku Chokugo” in Japanese, which was issued by Emperor Meiji) mention=
ed in Sen’s article was translated into English by grand-father of my =
wife, Hisae, who was a member of the Japanese government mission team (proba=
bly with Kido Takayoshi) to tour Europe and North America for their surveys =
how to build a new nation of Japan almost a century and a half ago.<BR>
<BR>
Best, Tak<BR>
<HR ALIGN=3DCENTER SIZE=3D"3" WIDTH=3D"95%"></FONT>
<P ALIGN=3DCENTER>
<FONT FACE=3D"Verdana"><B><U>ATTACHMENT I
</U></B></FONT>
<P>
<FONT FACE=3D"Verdana"><BR>
<<June 2, 2002>><BR>
Excerpt from;<BR>
http://www.nytimes.com/2002/05/27/opinion/27SEN.html?pagewanted=3Dprint&p=
osition=3Dbottom<BR>
<BR>
<BR>
May 27, 2002<BR>
<BR>
To Build a Country, Build a Schoolhouse<BR>
By AMARTYA SEN<BR>
<BR>
AMBRIDGE, England<BR>
Isaiah Berlin has argued: "Men do not live only by fighting evils. The=
y live by positive goals." The advice was not aimed at the leaders of t=
he war on terror: Berlin was speaking more than 40 years ago. But his idea i=
s worth the attention of current world leaders. And one of the most importan=
t positive goals has already been identified by the United Nations: universa=
l primary education by 2015.<BR>
<BR>
I am aware that when I argue that basic education for all can transform the=
miserable world in which we live, I sound a little like a Victorian gentlew=
oman delivering her favorite recipe for progress. As it happens, however, ex=
tensive empirical studies have demonstrated the critical role of basic educa=
tion in economic and social development in Europe and North America as well =
as in Asia, Africa and Latin America.<BR>
<BR>
When Japan set out in the 19th century to catch up with the Western nations=
, its Fundamental Code of Education, issued in 1872, expressed the public co=
mmitment to make sure that there must be "no community with an illitera=
te family, nor a family with an illiterate person." Kido Takayoshi, one=
of the leaders of Japanese reform, explained the basic idea: "Our peop=
le are no different from the Americans or Europeans of today; it is all a ma=
tter of education or lack of education." By 1910 Japan was almost fully=
literate, at least for the young, and by 1913, though still very much poore=
r than Britain or America, Japan was publishing more books than Britain and =
more than twice as many as the United States. The concentration on education=
was responsible, to a large extent, for the nature and speed of Japan's eco=
nomic and social progress.<BR>
<BR>
Later on, China, Taiwan, South Korea and other economies in East Asia follo=
wed similar routes. Explanations of their rapid economic progress often cite=
their willingness to make good use of the global market economy, and rightl=
y so. But that process was greatly helped by the emphasis all of these count=
ries placed on basic education. Widespread participation in a global economy=
would have been hard to accomplish if people could not read or write —=
; or produce according to specifications or instructions.<BR>
<BR>
The contribution of basic education to development is not, however, confine=
d to economic progress. Education has intrinsic importance; the capability t=
o read and write can deeply influence one's quality of life. Also, an educat=
ed population can make better use of democratic opportunities than an illite=
rate one. Further, an ability to read documents and legal provisions can hel=
p subjugated women and other oppressed groups make use of their rights and d=
emand more fairness. And female literacy can enhance women's voices in famil=
y affairs and reduce gender inequality in other fields, a benefit to men as =
well as women, since women's empowerment through literacy tends to reduce ch=
ild mortality and very significantly decrease fertility rates.<BR>
<BR>
The lives that are most burdened and impoverished by over-frequent bearing =
and rearing of children are those of young women. A greater voice of young w=
omen in family decisions tends, therefore, to cut down birth rates sharply. =
For example, the fertility rates in the different districts that make up Ind=
ia vary extremely widely, from almost 5 (roughly, five children per couple) =
in some districts to less than 1.7 in some others. Empirical investigations =
by Mamta Murthi and Jean Drèze indicate that only two general variabl=
es significantly help to explain these differences: female literacy and fema=
le economic participation.<BR>
<BR>
In sub-Saharan Africa, 40 percent of primary-age children have no opportuni=
ty for schooling. Around the world, there are currently 125 million children=
who have never, at any time, seen the inside of a classroom. A well coordin=
ated global initiative on basic education is crucial. To be sure, it is also=
important that the priority of basic education be fully accepted and pursue=
d by the developing countries themselves. But a global approach to schooling=
can inspire initiatives and bring ongoing efforts together, as well as help=
with resources.<BR>
<BR>
The need for a new kind of partnership — a global alliance — on=
schooling is hard to exaggerate. The time to live by positive goals has cer=
tainly come — not least for the leaders of G-8 countries who meet at a=
summit next month in Canada.<BR>
<BR>
<BR>
<BR>
Amartya Sen, master of Trinity College, Cambridge, is honorary president of=
Oxfam. He received the Nobel Prize in economics in 1998.<BR>
<BR>
Copyright 2002 The New York Times Company<BR>
<HR ALIGN=3DCENTER SIZE=3D"3" WIDTH=3D"95%"></FONT>
<P ALIGN=3DCENTER>
<FONT FACE=3D"Verdana"><B><U>ATTACHMENT II
</U></B></FONT>
<P>
<FONT FACE=3D"Verdana"><BR>
<<June 2, 2002>><BR>
Excerpt from;<BR>
http://www.nytimes.com/2002/06/02/opinion/L02EDUC.html?pagewanted=3Dprint&=
;position=3Dbottom<BR>
<BR>
<BR>
June 2, 2002<BR>
<BR>
Global Education: Reach Ever Higher<BR>
<BR>
o the Editor:<BR>
<BR>
Amartya Sen is correct to point out the value of basic education to economi=
c and human development ("To Build a Country, Build a Schoolhouse,"=
; Op-Ed, May 27). The United Nations' goal of achieving universal basic educ=
ation, though important, is not ambitious enough. <BR>
<BR>
Secondary education is also essential if the benefits that Professor Sen de=
scribes, particularly for young women, are to be realized. Evidence shows th=
at secondary education postpones the age of marriage and provides young wome=
n with better knowledge of their bodies and the importance of family plannin=
g.<BR>
<BR>
Secondary education also provides young women with advanced skills necessar=
y for narrowing gender gaps in the labor force. More study is necessary to i=
dentify thresholds at which additional years of education translate into spe=
cific health, economic and demographic benefits. <BR>
<BR>
The American Academy of Arts and Sciences is assembling an international te=
am of experts to undertake this work. But we know enough to be sure that sec=
ondary education should not be neglected. ? MARTIN MALIN<BR>
Cambridge, Mass., May 29, 2002<BR>
The writer is staff director of the American Academy of Arts and Sciences P=
roject on Universal Basic and Secondary Education.<BR>
??<BR>
To the Editor:<BR>
<BR>
As Amartya Sen has so aptly pointed out (Op-Ed, May 27), we must see to it =
that there is universal primary education by the year 2015. Mr. Sen was shor=
t, however, on the steps we must take toward that goal.<BR>
<BR>
I suggest that a task force and a fund be created under the auspices of the=
United Nations for this specific purpose. An international conference on un=
iversal primary education could then be called, with participation from all =
member nations. Resources could be disbursed to the specially designated non=
governmental organizations in recipient countries for this specific purpose.=
<BR>
<BR>
The cycle of illiteracy can be broken within the next decade or two if the =
world community actually makes a global effort. ? ABDUL REHMAN<BR>
Staten Island, May 27, 2002<BR>
<BR>
<BR>
Copyright 2002 The New York Times Company<BR>
<BR>
</FONT><FONT FACE=3D"Courier">***********************************************=
***********************<BR>
* Takeshi Utsumi, Ph.D., P.E., Chairman, GLOSAS/USA  =
; &nb=
sp;*<BR>
* (GLObal Systems Analysis and Simulation Association in the U.S.A.) *<BR>
* Laureate of Lord Perry Award for Excellence in Distance Education *=
<BR>
* Founder of CAADE &n=
bsp; =
&nbs=
p; &n=
bsp; *<BR>
* (Consortium for Affordable and Accessible Distance Education)  =
; *<BR>
* President Emeritus and V.P. for Technology and Coordination of &nbs=
p; *<BR>
* Global University System (GUS) =
&nbs=
p; &n=
bsp; *<BR>
* 43-23 Colden Street, Flushing, NY 11355-3998, U.S.A. &n=
bsp; *<BR>
* Tel: 718-939-0928; Fax: 718-939-0656 (day time only--prefer email) *<BR>
* Email: utsumi@columbia.edu; Tax Exempt ID: 11-2999676 &=
nbsp; *<BR>
* http://www.friends-partners.org/GLOSAS/ &nb=
sp; &=
nbsp; *<BR>
**********************************************************************<BR>
<BR>
</FONT>
</BODY>
</HTML>
--B_3105879681_2153850--