Quest for Global Peace
(A Personal Recollection)

Paper to be presented at
Global Peace Assembly
Organized by
The Vice President of the Republic of China
and
The Federation of World Peace and Love (FOWPAL),
The Association of World Citizens,
The Millennium World Peace Summit, and
The Women’s Federation for World Peace in Taipei
Taipei, Taiwan
August 12 to 19, 2001

(July 31, 2001)

Takeshi Utsumi, Ph.D., P.E., Chairman, GLOSAS/USA
(GLObal Systems Analysis and Simulation Association in the U.S.A.)
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; http://www.friends-partners.org/GLOSAS/

CONTENTS
Prologue
I. Introduction
II. War Experience
III. Global Peace Gaming
A. Global Collaborative Environmental Peace Gaming
B. Encountering ARPANET
C. Extension of Telenet to Japan
D. First Global Peace Gaming in Normative (Qualitative) Modea
E. De-regulation of Japanese Telecommunications Policies for the Use of E-mail
F. Global Peace Gaming in Quantitative Mode
IV. Global E-Learning
A. GLOSAS/USA
B. Tampere Workshop
C. Global University System (GUS)
D. Global Broadband Internet (GBI)
E. Global Service Trust Fund (GSTF)
F. Summary
V. Global Culture
A. Cultural Exchange Program
B. Cultural Basis of Global Information Infrastructure
C. Creativity in New Economy
D. Mind Change
E. Participatory Democracy
F. Global E-Learning for Global Peace
G. Peace Development Education
H. Rainbow Bridge Across the Pacific
I. Unification of Two Cultures
 VI. References
 
Biography of Author
Figure 1 Our Globe
Figure 2 Peace and War Gaming
Figure 3 War and Peace Games
Figure 4 Global Broadband Internet (GBI)
Figure 5 Global Service Trust Fund (GSTF)
Figure 6 Book of John (1:1)
Figure 7 Mathematical Expression of Religions and Cultures
Figure 8 Hierarchy of Information and Ethics
Figure 9 Public Service

Prologue

As a computer simulationist, I came up in 1972 an idea of establishing a Globally Collaborative Environmental Peace Gaming through global neural computer network, on the issue of environment and sustainable development in developing countries. The games are intended to train would-be decision makers in crisis management, conflict resolution, and negotiation techniques. This gaming approach is to devise rational way for conflict resolution.

Over the past three decades I played a major pioneering role in extending U.S. data communication networks to other countries, particularly to Japan, and deregulating Japanese telecommunication policies for the use of e-mail through Internet. I have also contributed by conducting innovative distance teaching trials with "Global Lecture Hall (GLH)" (TM) videoconferences using hybrid delivery technologies which spanned from Korea, Japan, New Zealand, Finland, Italy, France, Russia, Turkey, Brazil, etc.

Basing on these hard track backgrounds, we are now creating a Global University System (GUS) with colleagues in major regions of the world, which will be interconnected with Global Broadband Internet (GBI) which to be financed with Global Service Trust Fund (GSTF).

Internet, which was invented in America, carries its spirit of Justice, Equality and Freedom with individualization and participatory democracy. As it is the essence of the Western civilization, it now directly confronts with the tradition of the Eastern culture, particularly the authoritative Confucian culture.

The author of this paper hopes the young generation in Taiwan will find a way to create a new culture of the Knowledge Age in the 21st century, as cherishing tradition of spirituality (â&Mac183;åÃ) (*) and yet finding and acquiring new of high technology (ímêV) (*) for unifying the Eastern culture with Western culture synergistically.

(*): Click for Kanji (Chinese character).

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Quest for Global Peace
(A Personal Recollection)
I. Introduction

In the hey days of the Apollo Project of the US National Aeronautics & Space Administration (NASA) in late 1960s to early 1970s, people around the world were excited by the second-by-second and minutes-by-minutes broadcast of the missions and the progress that were being made in space exploration, particularly the moon landing.

A photograph of our globe (Figure 1), taken by an astronaut on his way back home, showed the earth as a beautiful ruby or marble floating in dark space. There are no national boundaries on the globe as we learned on world maps in our childhood; all living creatures and vegetation are confined in a thin fragile biosphere adhering to the surface of the globe. These realizations made significant and profound changes in the way people think. The 6 billion of us who live on earth need to love the world and live together harmoniously and peacefully.

This paper describes a brief account of the author’s past history toward this goal.
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II. War Experience

The years of the World War II coincided with my junior high school years. Thanks to living in the middle of Japan’s Honshu Island in a mountainous area, my family and my community did not experience a direct bombing. However, our family often spent many nights herding together and trembling as we heard the sound of gun battles and saw the night sky glow with dark red from the reflection of burning cities hundreds of miles away beyond the high mountains, as if it was the blood of thousands of people dying from the bombing actions of the allied forces.

Soon after we had heard the Emperor’s concession speech and an announcement of the end of the war over the radio on a hot summer day of August 15th, my father and I took a walk through the woods. During that walk through nature, a dove descended upon my shoulder, and my father tried to drive it away with his walking stick. The dove flew away but soon returned to perch on my shoulder again and again. Later, I learned that a dove is a symbol of peace.

The principal of my senior high school was a student dean of a junior college in Hiroshima. On the morning of the dropping of the atomic bomb on Hiroshima, he was in the middle of making a speech to his students at the schoolyard and was knocked down and unconscious from the shock of the bomb. When he regained consciousness, he was aghast to find hundreds of the dead bodies of his students. He was a lucky man; he was standing just behind a concrete building that shaded him from the sharp flashlight of the bomb. His home was however located near ground zero of the bomb blast. He could never find any remnants of his beloved wife and an infant baby - their bones were completely evaporated.

In the following winters, he often had pneumonia, but he neither complained nor expressed any remorse of his encounter with the bomb. As a Buddhist, he often taught us about Buddha’s principles of forgiveness, tolerance, benevolence, virtue, compassion and altruism, which may be the same as Christian’s Agape love.
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III. Global Peace Gaming
A. Global Collaborative Environmental Peace Gaming

Years later, I became a computer simulationist, especially interested in simulating the dynamics of social behaviors.

As a General Chairman, I organized a large Summer Computer Simulation Conference (SCSC) with hundreds of attendees in Boston, in 1971. A professor from the US Naval Post Graduate School in Monterey, California presented his work on war gaming. His last words were: "War gaming cannot be perfect without having its models tied together with simulation models of civilian sectors." I then said to myself, "Well, we may be able to help them, at least, in the simulation of the civilian component.(Figure 2). "This culminated in my motivation to creat a Globally Collaborative Environmental Peace Gaming, particularly on the issue of environment and sustainable development in developing countries, and the Global University System that would supply the players of the game. The games were intended to train would-be decision makers in crisis management, conflict resolution, and negotiation techniques. This gaming approach is to devise rational methods for conflict resolution.

In the early 1970s, I coined the word “Peace Gaming” in contrast to the War Gaming that is now used extensively by the military. In both of these types of gaming, roles are assigned to players to represent important opponents in a real-life confrontation. But the objectives are as different as war and peace: In war games the objective is to win the war; in peace games, players are charged with the responsibility of reaching a peaceful resolution of a conflict of ideas or objectives (Figure 3) in such a way that a war would never happen, because a nuclear war at this stage of technological advancements and military might would bring devastating effects to both sides, with lose-lose consequences.

The global peace gaming system is a computerized 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 involves interconnecting experts in many countries via global Internet to collaborate in the discovering of 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. Gaming/simulation is the best tool we have for understanding the world's problems and the solutions we propose for them. The understanding, with scientific and rational analysis and critical thinking, would be the basis of world peace, and hence ought to be the basic principle of global education for peace.

Then in 1981, I coined the phrase "Global Neural Computer Network" in which each participating game player, with his/her own desktop computer, database and submodel, would correspond to a neuron, router to a synapses, and Internet to nerves of global brain. Vice President Al Gore used this term in a speech [Washington, D.C., 1994], as the result of one member of his staff receiving quite a good bit of material from me!

Al Gore then continued with the following words:

"The Department of Defense is investing well over $1 billion in the development and implementation of networked distributed interactive simulation. This technology, which allows dispersed learners to engage in collaborative problem solving activities in real time, is now ready for transfer to schools and workplaces outside of the defense sector." [Speaking to communications industry leaders, January 11, 1994]

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B. Encountering ARPANET

At the first International Conference on Computer Communication (ICCC) in Washington, D.C. in October 1972, I saw a demonstration of ARPANET (Advanced Research Project Agency NETwork of the U.S. Department of Defense [DoD]), the first packet switching data telecommunication network. I then decided to work on its extension to overseas countries, particularly to Japan, because such a network would be the most suitable for our global peace gaming. I heard that the ARPANET was extended to England. I then thought why not to Japan? My effort of visiting many US governmental agencies failed. I learned the reason later. The connection of the ARPANET to England was actually to Norway via satellite and from Norway to England via undersea cable. The reason for connection of the ARPANET to Norway was to detect the seismic wave of underground explosion of nuclear bombs in Soviet Union. Later I learned that Japan is an island so that it cannot detect the seismic wave from Soviet Union.
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C. Extension of Telenet to Japan

As soon as the Telenet, a commercial version of ARPANET, was opened in the summer of 1976, I visited their office, offering my assistance to extend their data telecommunication network to overseas countries, particularly to Japan. By the nature of telecommunications business, such global expansion was a natural consequence.

This extension effort (which is now called "closing digital divide”) met with much opposition from the US firms who previously encountered difficulties in extending their time-sharing computer services to Japan. My petition to the US Federal Communications Commission (FCC) for extension of Telenet to Japan was to demonstrate to Japanese how networking could increase intellectual capital, decrease the cost of communications, and increase overall efficiency; it would also reveal to Japanese society and businesses how ridiculous and unempowering Japanese telecommunications policies were. The FCC finally allowed the extension of Telenet to Japan, as a demonstration of the urgency with which the FCC’s determination considered my petition and contention seriously. The extended network of Telenet provided Japanese institutions with services of many other companies compared to the exclusive time-sharing services that were previously available only from the host computers of opposing firms. Consequently, the extension of Telenet to Japan was an instant success.
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D. First Global Peace Gaming in Normative (Qualitative) Mode

After attending the 1972 SCSC in San Diego, California, I visited Professor Bob Noel of the Political Science Department of the University of California at Santa Barbara. I saw a conference room with a wall-size world map, and an American flag standing by. It was like a situation room of a governmental agency. The adjacent room was a control room with a short-wave radio that could receive world news instantaneously. The room's wall adjacent to the conference room had a glass window from which they could videotape the activities of the conference.

Dr. Noel was conducting a political gaming on international affairs using ARPANET. He assigned several different schools to act as the governments of the United States, Soviet Union, Japan, China, etc. Students had to study about the assigned countries before the start of the game.

I asked him who was acting for Japan. He said the University of Southern California. I remarked that: "However hard Americans may study about Japan, they cannot think as Japanese, since they eat stake with knife and fork while Japanese eat noodles with chopsticks." So I proposed that he invite the University of Tokyo to play the role of the Japanese government. That was when the original idea of Globally Collaborative Peace Gaming was born.

In the spring of 1973, I conducted the world-first global "Peace Gaming" with Bob Noel with the use of e-mail over computer networks. I invited the University of Tokyo and he invited the University of Brussels and the University of London in addition to several universities in the U.S. It was a "normative" gaming as exchanging diplomatic e-mail messages without the use of quantitative computer simulation models. American universities sent their messages through ARPANET and overseas universities through GEISCO (a GE’s time-sharing service firm).

Students acted as the heads of states and cabinet members of assigned countries. All messages were accumulated and re-distributed by a node at the University of California in Santa Barbara. The scenario designed by Bob Noel assumed an international crisis with a border incident between Iran and Iraq – which actually happened about 10 years later. The Japanese team sent their messages to the United Nations team, asking to make the Straits of Malaca an international zone to secure oil flow from the Middle East to Japan. They also asked the U.S. and Soviet Union teams to withdraw their navy fleets from the Pacific and Indian Oceans, respectively.
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E. De-regulation of Japanese Telecommunications Policies for the Use of E-mail

Unfortunately, this exciting global gaming had to be terminated upon instructions from KDD (Kokusai Denshin Denwa, the Japanese overseas telecommunications authority). This was due to the Japanese telecommunications regulations, which strictly prohibited the message exchange through a computer without changing its contents - although a node in Santa Barbara, California, performed such message exchange, it was clearly outside of the Japanese judicial domain. I thought that this was patently unfair.

I then found fine prints in the KDD’s user manual on the Telenet’s extension line, prohibiting the use of e-mail. This was to forfeit my previous effort of extending Telenet to Japan, since e-mail would be the best means of communication among game players. So, I had to work on the de-regulation of the Japanese telecommunications policy for the use of e-mail through the U.S. government, thanks to the help of the Late Commerce Secretary, Malcolm Baldridge. He took my issue as one of three items for discussions as Japan’s “Non-tariff Barriers” when he visited Tokyo in October 1981 (Chunichi-Shimbun, Oct. 31 1981). This was the beginning of fierce US/Japan trade battles in the following years.

My efforts encountered severe opposition from the Japanese Ministry of Post and Telecommunications (MPT), and of course KDD, which was the semi-government owned monopoly at that time. Another reason was that almost 60% of KDD's revenue was from Telex. Lo and behold, their financial status dropped into "red" a decade after I succeeded with my de-regulation effort!

My effort also triggered the privatization of Japanese telecommunications industries and de-monopolization of the Nippon Telegraph and Telephone (NTT), the world’s largest corporation, and KDD. I would now say that the greatest beneficiaries of my de-regulation efforts were large Japanese trade firms. This was because the firms till then had to have their own leased Telex lines all over the world with millions and millions of dollars in payments to KDD. About ten years ago, all of them ceased the use of Telex in favor of e-mail, thus saving huge amounts of money.

After our successful conduct of the global gaming with Bob Noel, I tried to solicit the participation of Japanese government officers for our second round. I visited an officer at the Japanese Economic Planning Agency, who was sent from the Japanese Ministry of Finance (MOF), the most powerful ministry, and who was a graduate from the Political Science Department of University of Tokyo. I explained to him that the gaming players would act as echelons of governments, according to scenarios for the perspectives of policy analysis, training on negotiation techniques, etc. He replied to me, saying: “Are you suggesting that we, as Japanese government officers, act as KABUKI Players?” I learned how difficult it was to trigger a “mind-change.”

Years later, I showed evidential materials of my efforts mentioned above to Mr. Yoshio Utsumi, then Deputy Minister of the Japanese Ministry of Posts and Telecommunications (MPT). He exclaimed, “What a stupid thing we did!” After learning the value of de-regulation, he is now Director-General of the International Telecommunications Union (ITU) in Geneva, Switzerland.
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F. Global Peace Gaming in Quantitative Mode

Later, I conducted a demonstration of global-scale peace gaming at the conference on "Crisis Management and Conflict Resolution" that was organized by the World Future Society (WFS) in New York City, in July of 1986. It was one of the largest and perhaps the most successful demonstration of global gaming/simulation so far. The event was a global gaming simulation session on a crisis scenario involving the U.S.-Japan trade, and economic issues. Nearly 1,500 people took part in New York, Tokyo, Honolulu, and at the World's Fair in Vancouver, B.C. An officer of the United Nations wrote a game scenario, and our colleagues in Tokyo supplied a world economy simulation model.

Noted U.S. economists (Professor Lester C. Thurow of M.I.T., Provost William Nordhaus of Yale, Mr. Keith Johnson of Townsend and Greenspan Company) were panelists of this event during which they interconnected electronically with Japanese counterparts for three days of computer-assisted negotiations. Several hypothetical policies were examined. One issued raised by President Emeritus of American Arbitration Association was the effect of raising military expenditures in Japan to the American level while lowering those of the U.S. to the present Japanese level. Simulation ran overnight predicted that the balance of trade would thus be even by the year 2000, with the necessity of cooperation, rather than competition by both countries in the future. This clearly indicated the cost and dilemma of the American nuclear umbrella protecting Japan's economic prosperity, thus threatening American's economic prosperity.

This event, combined with the use of inexpensive delivery systems, afforded an opportunity to contemplate how academic departments might become linked across national boundaries for the purpose of joint study, research and planetary problem-solving without expending high cost for satellite video. After this successful sessions, several former high ranking officers of the U.S./Japanese governmental agencies expressed their strong interest in a similar multi-media teleconferencing on a more regular basis to establish an early warning system for both countries' ever-closely interwoven, interdependent economic and trade relationships. System analysis for systemic change at the global level is a precondition for any significant resolution to today's global-scale problems.

From this initial effort, a series of Global Lecture Hall (GLH)TM multipoint-to multipoint, multimedia, and interactive videoconferencings was commenced, spanning many countries around the world, from Korea and New Zealand to Finland, Ukraine, Russia, Turkey and Brazil, etc., which were conducted every year.
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IV. Global E-Learning (Utsumi, et al, 2001)

Although I could tell more of my old stories of peace gaming, I would now like to consider global education and learning, since they are the prerequisites to global peace gaming. This is because of my conviction that education and learning would be fundamental to world peace, and the fostering global citizenship of the global village to developing coping mechanisms in the globalization of world economy.

The dawn of the twenty-first century came with a digital revolution and economic globalization with a New Economy. We are moving towards a global knowledge society, where information skills and competences become the driving forces of social and economic development. Effective learning requires upgraded multimedia educational materials using broadband Internet applications. The use of these applications for global e-learning and telehealth/telemedicine must be efficient and cost-effective, enabling educational institutions to foster global citizenship, and achieve "education and healthcare for all" at anytime, anywhere, and at any pace. The Internet will be the main telecommunication media of tomorrow. Broadband Internet holds great promise for improving multimedia e-learning and telehealthcare capabilities on a global scale, especially in rural and isolated areas that are not well served by commercial network providers.

A true revolution in e-learning and telemedicine requires high-speed access to the World Wide Web, and the flexibility to offer a variety of media. These might include two-way audio, full-motion video-conferencing, television-quality netcasting, and high-resolution image transfer for telemedicine. Such capabilities require medium to broad bandwidth. Developing countries need broadband Internet via international satellite and fiber-optic cable. The objective of increasing the quality of audio/video delivery, high interactivity, and system throughput can be seen as a global objective of closing the digital divide for improving e-learning and Telehealth services.

As a result of the G-8 meetings held in Okinawa, Japan, in July 2000, important initiatives have begun, and the GLOSAS projects described here fall clearly within the suggestions for action in the Okinawa Charter on Global Information Society
<http://www.g8kyushu-okinawa.go.jp/e/documents/it1.html>.
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A. GLOSAS/USA

The GLObal Systems Analysis and Simulation Association in the U.S.A. (GLOSAS/USA) is a publicly supported, non-profit, educational service organization - in fact, a consortium of organizations – that is dedicated to the use of evolving telecommunications and information technologies to further advance world peace through global communications. GLOSAS fosters science- and technology-based economic development to improve the quality of life.

As mentioned above, over the past three decades, GLOSAS/USA played a major pioneering role in extending U.S. data communication networks to other countries, particularly to Japan, and in the deregulation of the Japanese telecommunications policies regarding the use of e-mail through ARPANET, Telenet and Internet (thanks to help from the Late Commerce Secretary Malcolm Baldridge); this is now referred to as “closing the digital divide.” This contribution of GLOSAS/USA triggered the de-monopolization and privatization of Japanese telecommunications industries, and the liberalization of the telecommunication industry has now created a more enabling environment for economic and social development in many other countries. This type of reasoning has since been emulated by many other countries; at present, more than 180 countries have Internet access, and more than 380 million people are using e-mail around the world. Academic programs of universities in America and other industrialized countries now reach many under-served developing countries. This may be an example of ã&Mac240;å&Mac246;éRìÆ (*) (Literally translating to “Even a stupid fellow can move a mountain.”).

(*): Click for Kanji (Chinese character).

Another major contribution of GLOSAS towards fostering global dialogue and creating learning environments has been the innovative distance teaching trials conducted in our Global Lecture Hall (GLH)TM - multipoint-to-multipoint multimedia interactive videoconferencing, using hybrid delivery technologies. Thanks to these efforts, I received the prestigious Lord Perry Award for the Excellence in Distance Education in the fall of 1994 from Lord Perry, the founder of the U.K. Open University. The two-year senior recipient of the same award was Sir Arthur C. Clark, the inventor of satellite.
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B. Tampere Workshop

With the support of generous funds from the British Council, the Ministry of Education of Finland, the Soros Foundation/Open Society Institute, the United States Information Agency (USIA), the United States National Science Foundation (NSF), and the Information and Development Program (infoDev) administered by the World Bank, and many others, GLOSAS and the University of Tampere conducted a highly successful International Workshop and Conference on "Emerging Global Electronic Distance Learning (EGEDL’99)" in August, 1999 at the University of Tampere, Finland <http://www.uta.fi/EGEDL>.

The workshop attendees recommended the formation of the following three interrelated organizations:

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C. Global University System (GUS)

The goal of GUS is to improve the global learning and wellness environment for people in the global knowledge society, where all share global responsibilities. A central theme is the sharing and exchange of knowledge among educational, research, industry, and trade sectors. The GUS will (1) seek open, egalitarian, and culturally transparent methods to achieve improved learning and health care worldwide, cooperating closely with people around the world, (2) harness the emerging technologies of broadband Internet connectivity among institutions of higher learning in developing countries to provide learners of all ages with global e-learning across national and cultural boundaries, (3) nurture the intellectual development of youngsters around the world through creative competition for excellence with affordable and accessible broadband Internet, (4) coordinate and facilitate national and international regional systems, which will support and complement the traditional institutions of learning and health care, by using conventional methods in tandem with advanced electronic media.

GUS has group activities in the major regions of the globe, i.e., Asia-Pacific, North, Central and South Americas, Europe, and Africa to establish pilot projects. Each of these regional groups, with partnerships of higher learning and health care institutions, will foster the establishment of GUS in their respective regions, with the use of an advanced global broadband Internet virtual private network that would be financed through the Global Service Trust Fund (GSTF). They will then become the GUS counterparts of the UNESCO/UNITWIN Network program.

The officers of the GUS are: P. Tapio Varis, Ph.D., Acting President, (University of Tampere, and a former rector of the United Nations University of Peace in Costa Rica); Marco Antonio Dias, T.C.D., Vice President for Administration, (former director of Higher Education at UNESCO); Takeshi Utsumi, Ph.D., Vice President for Technology and Coordination (Chairman of GLOSAS/USA). The trustee members are: Dr. Pekka Tarjanne, (former Director-General of the ITU) and Dr. Federico Mayor (President of the Foundation for Culture of Peace, and a former Director-General of UNESCO). The special advisors are: David A. Johnson, Ph.D. (Professor Emeritus, University of Tennessee), and Fredric Michael Litto, Ph.D. (President of the Brazilian Association of Distance Education at the University of Sao Paulo.)
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D. Global Broadband Internet (GBI) (Figure 4)

GUS will foster the development of e-learning and telemedicine pilot projects using broadband Internet technology in order to enhance their teaching and learning capabilities. GUS will also facilitate connectivity among current e-learning efforts around the world and will provide support and guidance to selected pilot projects serving as models for adoption around the world.

Each regional satellite hub of the GUS will be connected with its counterparts in developed countries with the use of digital satellites across continents and oceans. The regional satellite hub will then be connected to regional constituent member organizations (elementary and secondary schools, institutions of higher education, libraries, hospitals, local governmental agencies, etc.) in mid-range (50 to 200 miles apart from each other) using microwave broadband (1.5 to 45 Mbps) Internet networks. These member organizations will then disseminate the broadband Internet service further to other organizations within the immediate vicinity (up to 25 miles) using wireless spread spectrum broadband (3 to 10 Mbps) Internet networks, which do not require licenses in most countries.

This is the so-called “fixed wireless” approach that requires “line-of-sight,” and hence, this technology can be used only between buildings. The users have to belong to the organizations using the buildings, hence prohibiting the use of the broadband Internet by individual outreach students from their homes. The buildings with broadband Internet connection will also become relay points for the so-called “third generation mobile wireless” units, which are now rapidly appearing in the Internet access market in Japan, U.S., and Europe. This advanced mobile wireless unit with laptop/notebook will make possible e-learning for anyone, anywhere, and anytime with capabilities of Internet telephony, fax, voice mail, e-mail, web access, videoconferencing, etc.

This is not only to help local community development efforts of the coalition of non-profit organizations, but also assure close cooperation among higher, middle, and lower levels of education, e.g., for teacher training, and courseware development, etc. In a sense, the regional satellite hub is to be the major Internet Service Provider (ISP) for not-for-profit organizations in a region, and the gateway to the outside world.
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E. Global Service Trust Fund (GSTF) (Figure 5)

Deployment of this high-speed Internet for education and health applications in developing countries would be financed with a Global Service Trust Fund (GSTF), which will use available satellite and optical-fiber facilities to further the cause of worldwide digital opportunities for e-learning, telehealth/telemedicine, and other social services, such as emergency warning and rescue.

Objective steps must be taken to:

The fund – GSTF - would be capitalized through contributions from two sources: (1) telecommunications companies with under-utilized bandwidth (transponder space, fiber capacity), and (2) organizations possessing financial resources (foundations, transnational corporations, international organizations, individual donors, etc.). The latter include:

Since the spring of 1998, I have worked to have the Japanese government pledge $15 billion (over three years) to close the digital divide in developing countries, during the Okinawa Summit in July 2000. The UNESCO office in Bangkok, and the Asia Development Bank have already received 170 million yen (about US$1.5 million) and 1,270 million yen (about US$10 million), respectively, in fiscal 2001 from this pledged fund.

A satellite company in Taipei kindly offered us the possibility to use a transponder that covers Taiwan, mainland China, the Philippines, and many other eastern Asian countries on an experimental basis. The current e-learning system via this satellite from Taiwan to mainland China may be enhanced further to include e-learning for peace development - see below.
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F. Summary

Thanks to our highly successful event in Tampere, Finland, substantial momentum for our Global Initiative is now building up to have follow-up workshops and conferences to forge ahead with the establishment of the GUS, through GBI and GSTF.
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V. Global Culture
A. Cultural Exchange Program

I was inspired by Senator Fulbright’s renowned cultural exchange program, since I was a Fulbright scholar. I promised the Senator in a personal meeting in 1993 that, I would spread the spirit of the his vision to every corner of the world, with the use of advanced telecommunications and information technologies.

The GUS described above is, in a sense, a 21st century version of the Fulbright exchange program. We have demonstrated, through our Global Lecture Hall (GLH) videoconferencing, the impact of e-learning, with colleagues around the world.
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B. Cultural Basis of Global Information Infrastructure

My conviction to the global vision stems on my dreadful experiences encountered during the World War II in my youth as mentioned at the beginning of this paper.

While I was a high school kid, I read a famous book “éOñØéÂã` (*) (Three Principles of People)” by ë&Mac183;ï&Mac182; (*) (Sun Yat-sen), the founding father of modern China, a medical doctor and a Christian. One of his stories in the book was about his encounter with a crew who was erecting telegram poles in a rice field. He was astonished by the telegraph technology and told the crew that the president of the telecommunications company should become a KING! That is, he immediately recognized the importance of communications.

(*): Click for Kanji (Chinese character).

Next, I read the first verse of the first chapter of the Book of John in the New Testament in ancient Greek (Figure 6).

The word “Logos” has the meaning of “Soul,” “God,” and “Truth” in religion. It is also the Greek origin of the English word “logic,” - like “Yin” and “Yang,” “Yes” or “No,” and zero (0) and one (1) which are the basis of computer language. “Logos” was also translated to “word” in the King James Bible; at first, I thought that was erroneous translation, and it should have been translated to “logic,” since logic is the basis of justice and, without justice, there is no peace. However, I soon realized that “word” is the basis of communication, which is the basis of human understanding for world peace. The Internet is now becoming the future of telecommunications.

I came up with an anecdotal mathematical expression of three major religions and cultures subsequently, as shown in Figure 7.

Judeo-Christianity is Monotheism with One and Absolute God. Arabic countries introduced the concept of Zero (0) with Arabic numerals to the western world, though the concept of Zero was originally invented in India. This is in contrast to the Roman numeral - which is almost impossible to multiply, say, 14 (XIV) by 8 (VIII). Therefore, this introduction of Arabic numeral was the most significant contribution of Arabic (Islamic) countries to the scientific advancement of the western world. [By the way, at the time that the Julian calendar was set by Julian, Emperor of Rome (361-363), there was no zero (0), so the new millennium began with one (I). This was corrected in the Gregorian calendar of Pope Gregory XIII in 1582 in which a new millennium begins with zero (0). Some countries celebrated the start of the Third Millennium at the new year’s day of 2000, and others of 2001.] If one is divided by zero the result is infinity, which is the symbol of Buddhism. I believe that peaceful coexistence of these three religions can bring infinite possibilities.

In contrast to my earnest desire for world peace, a professor of Harvard University recently observed that if there would be a World War III, it would be a very savage religious war that would arise from the lack of conciliation among the different principles of the various religious groups; such a war would be thousands of times more horrendous, with the devastation of almost all living things in the global biosphere, compared to WW II, and it may be the apocalypse of nuclear war that some people think was predicted in The Book of Revelation. I, as a faithful Christian, believe such end of the world, but I do not want to have it, certainly at least, during my lifetime nor even in the future for human beings’ happy living.

Our GUS mentioned above might provide some opportunities to prevent such a cataclysmic interaction of different cultures and philosophies, and possibly mitigate such a cataclysmic end. Our approach with advanced telecommunications is to build trust with mutual understanding among the people of the world for peace to reign. I hope that our effort can push back the triggering day of WW III as long as possible, by the use of intimate dialogue among peace-loving people of the world, via advanced broadband Internet.
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C. Creativity in New Economy

The New Economy will dominate in the 21st century. The raw materials of the old economy are tangible, e.g., steel, wheat, oil, etc., and its moral is obedience, as exemplified by Taylor’s “Time and Motion Study,” which treated human workers as a part of machinery - in a sense, an extension of slavery in the Industrial Age. In contrast, the raw materials of the New Economy are intangible, e.g., creativity and innovation, which subsequently require “Creative Destruction,” as the renowned economist, Joseph Shumpeter, said it.

I would like to quote from a private message recently received from Dr. B. K. Passi of King Mongkut's University of Technology Thonburi in Bangkok, Thailand (Passi, 2001), which succinctly summarized the transition from the Old Economy of the Industrial Age to the New Economy of the Knowledge Age:

“The ‘goal of life and hence of education’ is systematic enhancement of happiness [mental] and physical comforts. These two can be attained concurrently.

Implementation of ‘creativity in education’ requires the knowledge of ground realities and that of transforming creative ideas into actions. Further, we must know the art of creating the interfaces between creative thinking, subject mastery and ground realities. This task is easier in physical sciences but difficult in social sciences. The situation in social sciences is much more complex because the subjects can exercise their freewill.

There are many stakeholders who must change their mindsets, beliefs and perspectives for directing education toward a creative society. We need to orient our teachers, learners, parents, administrators, media experts, employers, and gatekeepers of higher education. These persons must be guided by a common goal of creating this new society.

There is a difference between education for information [information collection], education for knowledge [information processing], and education for wisdom [information collection, processing, and application, with head and heart]. The support for "education for wisdom" has to be expedited into action. However, we have to go beyond "education for wisdom" and reach the levels of insightful state of the mind (See Figure 8 for hierarchy of information and ethics - noted by T. Utsumi).

While designing this system of education, we need to reconcile with a dilemma resulting from application of the Confucius principles of Eastern societies, and the available research findings from the West. Western research findings demand the creation of a decentralized, democratic, and friendly environment in the classrooms while the Confucius Culture emphasizes an authoritarian environment. We should note that a very high level of productivity in economy and higher grades in the field of achievement have been shown by Confucius societies.

Competition is a prerequisite for excellence. Cooperation is required for interdependence amongst groups. Solidarity is required for unity of action and commitment to the purpose. All the three, without the exclusion of any, have to be built for the education of a whole individual and a productive humanity.

Critical and creative thinking have to be the hallmarks of new educational systems. We emphasize that the four pillars of education would mean: learning to learn differently, learning to do differently, learning to live differently, and learning to be different.”

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D. Mind Change

As noted by Dr. Passi, we are now facing a profound “Mind Change,” especially with the advent of Internet. The conventional command-control style, vertical, and hierarchical structures of the old industrial society no longer work effectively. The authoritative, and bureaucratic Confucius Culture was useful in the Industrial Age, but it often stifles creativity in the New Economy Age, especially among youngsters, who are originators of the creativity, and hence the initiators of the new future society.

With the proliferation of the Internet, the global village is becoming individualized and flattened more and more through global neural computer networks, thus creating a participatory democracy, the ultimate form of governance, which is the direct anti-thesis to the Confucius Culture.

This is because, first of all, the basic packet-switching technology of the Internet is to SHARE valuable telecommunication media with other users, in contrast to the EXCLUSIVE circuit switching technology of the conventional telephone network service. This sharing enabled drastic cost reduction. Our GUS is to extend this sharing principle to sharing of information and knowledge, especially with people of developing countries; this is perhaps better expressed in the Chinese words: “Sharing joy is the ultimate joy.”

The dismissal of General Douglas MacArthur by President Harry Truman was a very good lesson of civilian controlled democracy to the Japanese who were under severe control of militarism during WW II.

When Mr. Donald Regan was fired as the Chief of Staff of the White House in the spring of 1987, Professor James Kouzes of the Santa Clara University posted his comments in the New York Times (Kouzes, 1987) (Figure 9), which said, in part:

“The Government is not a corporation any more than a corporation is the Government. ... The dominant principle of large corporations is in direct conflict with the dynamics of democratic governance. Businesses are characterized by their focus on management as the rationalizing force, asserting influence and control over the company by using its hierarchical organization. Authority relationships must be clear and explicit, and power flows from top to bottom. Cost efficiency and effectiveness are the measures of success.

[On the other hand,] the cardinal rule in our society holds that the government derives its legitimacy from the consent of the governed. ... Elected officials and their staffs are not masters of the people; they are servants. ... A democratic government, whose success is measured in terms of just and equitable policies, needs give-and-take bargaining to work. Negotiating is a way of life. Those with opposing points of view are not the competition, a group to be defeated. Rather they must be seen as potential collaborators working toward a common goal. Furthermore, successful negotiators know that the process depends on listening to the other side's position rather than on reiterating one's own views.

Those who make a successful transition from private sector to public sector learn to view our Government not as a corporation, but as a political institution, driven by democratic principles. They accept the legitimacy of competing views. They learn how to build consensus and negotiate with those opposing them. They let go of the role of master and cherish the role of civil servant.”

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E. Participatory Democracy

Rapid advancements in broadband technology, particularly wireless Internet, enables everyone to participate directly in the decision-making process of a democratic society. Global citizens in the Knowledge Age desire self-realization and attainment of objectives. This subsequently stimulates their demand for participation in decision-making and the management of the economic, social and political system. The global issues they face are often matters that concern all mankind, and the settlement of which directly affects the lives of all of them.

Citizens would be enabled to participate not merely once, but repeatedly, enabling them to understand more deeply, from many angles and in a long-range perspective, both the nature and the implications of the problems arising on any issue, (as peace gaming mentioned above - noted by T. Utsumi). From this cooperation would come the fairest, the most reasonable composite solution, so that a final solution from among all proposals will come from understanding and popular consent. We can add that people would be enabled to participate from time to time in dynamic manner, changing any solution adopted, taking into consideration the actual results of implementation of their selection, and consistent with changes in the objective situation (Masuda, 1981).

Dr. Masuda, former president of Tokyo Institute of Technology (my alma mater), then postulated six basic principles for the participatory democracy in the Knowledge Age as follows:

“First principle: All citizens would have to participate in decision-making, or at least, the maximum number.

Second principle: The spirit of synergy and mutual assistance should permeate the whole system.

'Synergy' means that each person cooperates and acts from his or her own standpoint in solving common problems, and 'mutual assistance' implies readiness to voluntarily sacrifice one's own interests for the common good, to level out the disadvantages and sacrifices to other persons and/or groups.

Parliamentary democracy is a system by which the majority imposes its will and policies on the minority, according to the principle of majority rule. It is based on the spirit of egotism, a self-centered and aggressive attitude that needs to be radically changed to one that is altruistic and cooperative. This is wholly based on respect for each individual's freedom and interests.

Third principle: All relevant information should be available to the public.

Fourth principle: All benefits received and sacrifices made by citizens should be distributed equitably among them.

Fifth principle: A solution should be sought by persuasion and agreement.

Sixth principle: Once decided, all citizens would be expected to cooperate in applying the solution.”

Dr. Masuda then pointed out how to work out the following problems for an effective and functioning participatory democracy:

The first question is how to create and make available accurate and fair information.

The second problem is how people will be able to participate in the settlement of problems that involve State sovereignty. How can they participate in decisions on questions involving national defense or even war?

The only way to resolve this is for the citizens to participate in peacetime, in making decisions that will prevent a war from breaking out. But measures for the prevention of war to be really effective, citizens not only in one country, but also in countries that are in hostile relations with the former, will also be required to take concerted action, which stresses the need for international or global citizen participation (as peace gaming mentioned above - noted by T. Utsumi).

The third problem is how to deal with a problem that cannot be solved even by respect for a minority.

It is to carry out thorough enlightenment and education such as will lead the citizens to adopt a spirit of synergy and mutual assistance; as directing such enlightenment and educational work not only at individuals or groups who may be opposed to such and such a solution, but also at all people from childhood in their homes and in schools, and in all their fields of activity.”

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F. Global E-Learning for Global Peace

Here are some excerpts from Tapio Varis’ recent paper (Varis, 2001), as some suggestions for creating a new culture:

“Science and technology are a shared heritage of all mankind. East and West, South and North have all equally participated in their creation in the past as, we hope, they will in the future - the joint endeavor in sciences becoming one of the unifying forces among the diverse peoples on this globe,”

“A demand of a new renaissance education has emerged in Europe and the United States. It would combine science and technology with the art, humanities and religion. In addition to this, new media and digital literacies are needed,”

“An increasing attention is given to the civil society, people. When UNESCO was founded in 1945 and the U.S. poet and Librarian of Congress, Archibald MacLeish who drafted the constitution, was asked, "can we educate for world peace?" he answered:

"Of course we can educate for world peace. I´d be willing, for my own part, to say that there is no possible way of getting world peace except through education. Which means education of the peoples of the world. All you can do by arrangements between governments is to remove the causes of disagreement, which may become, in time, causes of war. But peace, as we are beginning to realize, is something a great deal more than the absence of war. Peace is positive and not negative. Peace is a way of living together which excludes war, rather than a period without war in which peoples try to live together” (The UNESCO Courier, October 1985, p. 27).

The only thing to add now in the beginning of the 21st century is that education today means a global challenge and dialogue between great civilizations, old and new. Furthermore, it is more and more an open, life-long learning process for all. There may be a technologically integrated world but with too much digital divide and conflicts of values.

The problem can only be dealt with qualitatively as a new kind of approach to continuing learning for all generations, using new pedagogic, institutional and intellectual solutions in a new renaissance spirit. Also quantitatively, we must be able to reach the large, young populations of the developing countries.”
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G. Peace Development Education

Motilal Sharma of Asian Development Bank in Manila observed (Sharma, 2001) that:

“It is clear that the process of transition towards democracy is one of the important factors conducive to the construction of a culture of peace. Democracies, as proved by historical experience, not only do not make war against each other, but also through their systems of governance - rule of law, participation, transparency, and accountability - diminish considerably the recourse to violence. The culture of peace should be understood as the creation of peaceful, non-violent behavioral patterns and skills. The main indispensable values on which a peace culture can be built may be grouped around such key notions as justice, human rights, democracy, development, non-violence, and peaceful resolution of conflicts.

Peace development education is the reclaiming of man’s innate state of happiness. This state of mind has been defined as “Buddha nature” in Buddhism, which is defined as a state of mind untainted by negative emotions and thoughts, and present in human beings. Human affection or compassion is an indispensable factor in developing the “Buddha nature.” When human intelligence, and human goodness or affection are used together, all human actions become constructive. When we combine a warm heart with knowledge and education, we can learn to respect the other’s views and rights. This becomes the basis of a spirit of reconciliation that can be used to overcome aggression, and resolve any conflict. The gentle emotions and positive behaviors that go with them lead to a happier family and community life.

The root of human relationships should be respect for each other as a basis for common goals, shared visions, and unity of policies and actions. Love, respect, vision, shared values, and entrepreneurial skills - this is the basic formula for a culture of peace. This should be the focus of peace development education curriculum.

The concept and practice of peace must permeate the five layers of social units. First is the individual, then the family, followed by the community, the nation, and finally, the international community. They all intervene and relate with each other and thus this interconnectedness. (Dr. Sharma then advocates the peace development education in (i) Secondary schools, (ii) Village and municipal level, (iii) District level, (iv) State or provincial level assemblies, and (v) National level -- which may be assisted by the use of peace gaming and community development approach with the use of broadband wireless Internet mentioned above - noted by T. Utsumi).

We all have a common future, and to ensure the safety of our common future, there is need for education systems around the globe to focus on developing the “Buddha nature” in students to a nurture wholesome behavior that is rich in compassion and authentic character, which are the foundations for world peace.”

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H. Rainbow Bridge Across the Pacific

The global brain has Oriental (or Eastern) and Occidental (or Western) cultures, which may correspond to the right hemisphere and to the left hemisphere of our human brain, respectively. Their comparisons may be as follows:

Human Brain

Right Hemisphere

Left Hemisphere

Intuition, passion, dream, image and qualitative analysis Logic, language and quantitative analysis

Both are connected with a corpus callosum for communication.

Global Brain

Oriental (or Eastern) Culture Occidental (or Western) Culture
Polytheism with Buddhism, Confucianism, and Shintoism, i.e., Comparison of Gods. Monotheism with Judeo-Christianity, Islam, i.e., Absolute.
Synthesis, literature and art with a subjective and emotional thinking Analytical, scientific, objective, rational and critical thinking
Truth, Goodness and Beauty Justice, Equality and Freedom

Both are to be connected with "Rainbow Bridge Across the Pacific" and
with
êM, ñ], à§, (*) (belief, hope and love).

(*): Click for Kanji (Chinese character).

A patient whose corpus callosum was cut can make pattern recognition of, say, a horse with his right brain, but cannot speak the word "horse" from his left-brain. This patient can build blocks neatly and orderly with his right hand that is controlled by his left-brain, but his left hand that is controlled by his right brain destroys it dis-orderly, though not deliberately.

Orient and Occident of our global village need to be connected with satellite and other telecommunications media. We call this a "Rainbow Bridge Across the Pacific" between the Eastern and Western cultures. As the corpus callosum has numerous channels between the two hemispheres, the more the number of telecommunications bridges, the better.

Our Global University System (GUS) is based on the above thoughts and is adopting philosophies and principles that emphasize trans-cultural unity-in-difference and moral values rather than ideologies. The priority is in academic freedom and quality in education. GUS also stresses a sharing principle, and openness.

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I. Unification of Two Cultures

Civilization is based on culture, and culture is based on religion, with a heavy interaction among them. Christianity and Islam coexisted in Spain, though the latter was eventually driven out from there.

The period of their coexistence brought the Renaissance, as a revival of classical art, architecture, literature, and learning that originated in Italy in the 14th century and later spread throughout Europe. The period of this revival, roughly the 14th through the 16th century, marked the transition from medieval to modern times.

For example, as mentioned above, Islam introduced Arabic numeral, instead of Roman, to the western world, including the concept of Zero that originated in India, thus, laying the foundation of western civilization, including the basis of our present information, computer, telecommunication (ICT) technologies with zero (0) and one (1). When two great cultures meet, there is always a struggle, labor, or upheaval to create a new culture.

Taiwan now stands at a very unique position, geographically and culturally as the meeting point of Eastern and Western cultures. She can receive broadband digital satellite from the tip of western civilization, i.e., the west coast of North America or Hawaii. She cherishes and preserves millennium old Chinese traditions and culture, and yet, has already acquired the high technology of producing personal computers, etc. (â&Mac183;åÃímêV) (*).

(*): Click for Kanji (Chinese character).

I believe, therefore, that Taiwanese youngsters can create a new culture as merging the Eastern and Western cultures, as the Renaissance of the Knowledge Age of the Global Village in the 21st century. They can lead the world in promoting mutual understanding among people around the world for an everlasting peace and love. This may be the unification of the culture of spirituality with the most advanced science and technology to move a mountain (éRìÆ) (*).

(*): Click for Kanji (Chinese character).

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VI. References

Current Reference Websites;

http://www.friends- partners.org/GLOSAS/Global_University/Global%20University%20System/Reference_web_sites.html

Kouzes, J. M., “Behind Donald Regan's Downfall: Why Businessmen Fail in Government,” The New York Times, March 8, 1987

Masuda, Y., “The Information Society: as Post-Industrial Society,” World Future Society, Washington, D.C., U.S.A., 1981, Page 101 to 108

Passi, B. K., “Creative Education for Happiness,” Private communication, July 7, 2001

Sharma, M., “Peace Development Education,” Private communication, July 4, 2001

Utsumi, T., T. Varis, P. Knight, F. Method, J. Pelton, “Using broadband to close the digital divide,” InterMedia, Vol. 29, No. 2, April, 2001, Page 4 to 8.

http://www.iicom.org/intermedia/April2001/ -- Click "First Paper" in this web site for the published version of the above paper in InterMedia

Varis, T., “Towards a Global Learning Society for Higher Humanity,” Keynote speech at the Sixth and Final Rochester Intercultural Conference, July 19th, 2001, Rochester, New York 

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Biography of Author

Takeshi Utsumi, Ph.D., P.E., is Chairman of GLObal Systems Analysis and Simulation Association in the USA (GLOSAS/USA) and Vice President for Technology and Coordination of Global University System (GUS) <www.friends-partners.org/GLOSAS>. He is the 1994 Laureate of Lord Perry Award for the Excellence in Distance Education. His public services have included political work for deregulation of global telecommunications and the use of e-mail through ARPANET, Telenet and Internet; helping extend American university courses to the Third World; the conduct of innovative distance teaching trials with "Global Lecture Hall" multipoint-to-multipoint multimedia interactive videoconferences using hybrid technologies; as well as 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 many universities, governmental agencies, and large firms in Japan and other countries. Among more than 150 related scientific papers and books are presentations to the Summer Computer Simulation Conferences (which he created and named) and the Society for Computer Simulation International. He is a member of various scientific and professional groups, including the Chemists Club (New York, NY); Columbia University Seminar on Computer, Man and Society (New York, NY); Fulbright Association (Washington, D.C.); International Center for Integrative Studies (ICIS) (New York, NY); and Society of Satellite Professionals International (Washington, D.C.). Dr. Utsumi received his Ph.D. Ch.E. from Polytechnic University in New York, M.S.Ch.E. from Montana State University, after study at the University of Nebraska on a Fulbright scholarship. His professional experiences in simulation and optimization of petrochemical and refinery processes were at Mitsubishi Research Institute, Tokyo; Stone & Webster Engineering Corp., Boston; Mobil Oil Corporation and Shell Chemical Company, New York; Asahi Chemical Industry, Inc., Tokyo.
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