This paper combines the work and insights of two approaches to teleteaching and telelearning, one the perspective of computer mediated technologies and social process, the other from the perspective of putting technology to use in the service of sustainable global peace. The paper sketches out a vision of a "Preferred Future" open learning environment.
The paper approaches teleteaching as the dual task of creating an open learning environment and animating learning activity within that environment. The task is to use the technologies at hand to construct educational objects, agents and events which serve curricular, just-in-time, and/or as-needed learning and research. It uses the GLOSAS gaming simulation as an example of "agents" and the Global Lecture Hall videoconference series as "events." It uses the government's role as a source, and provider of information to illustrate the notion of the government itself as an educational "object."
In a reversal of perspective, distance education, continuing professional development, and access to government data are no longer special extensions of the general case of curricular education and in-house use of data. Instead, curricular education and government's use of its own data are treated as special uses in a schema wherein educational objects, agents and events are designed in the initial instance to serve an open learning environment.
Given this analysis, the proper role of computer mediated technologies in the design of preferred educational futures depends on understanding what is the particular and what is the general in education. Handled correctly, this will allow educators to create an open learning environment wherein telelearners access a global open learning environment of objects, agents and events. The challenge to teleteachers and educators will then be to animate the process such that a sustainable preferred global future is both possible and likely.
This paper combines the work and insights of two educators who have approached the issues of teleteaching and telelearning from very different starting points. Lanfranco has approached the area from the perspective of computer mediated technologies and social process, with an economist's interest in the use of the technology in the production, storage, distribution and use of knowledge.1 Utsumi has approached the area from the perspective of the capacity of interactive video to support global initiatives, with a scientist's interest in putting technology to use in the service of sustainable global peace.2
The paper reflects on the tasks at hand, on what is being tried, on what has been learned from these perspectives. It examines the use of gaming simulation for decision makers for policy analysis and what this suggests for computer mediated technology and telecommunications in education, training and research. The paper will sketch out a vision of a "Preferred Future" open learning environment. The intent is not to promote this or that particular approach to using technology and education in social process. It is to identify and explore some of the issues around the delivery of education as raised by (a) the expanding technological possibilities and (b) the increasing inadequacy of funding for traditional educational delivery in the face of rising social and environmental problems.
This paper defines teleteaching as the deliberate organization of educational resources and technologies to facilitate telelearning (i.e., distance education, training and research). In turn, telelearning is taken to be deliberate efforts by a user who remains remote, in time and space, from the original site of the learning materials. By this definition, at the inside margin the user of a book qualifies as engaged in telelearning. Interest here, however, is on the extensive margin and the uses of video technology, electronic access and other multimedia strategies in the pursuit of learning. The model also incorporates distance work, in as much as the worker is a user or provider of educational or research materials, or uses the media for group work.
Teleteaching at the extensive margin facilitates several types of activity in an open learning environment. It is not necessary to identify each type of activity beyond noting that they exist along a continuum depending upon the extent to which they are constrained by a predetermined "curriculum." Telelearning to secure knowledge and obtain certification in a field, skill or subject area will be highly constrained by curriculum design. Telelearning wherein the user is self-guided by a set of userdetermined learning or research tasks will be largely self-structured with a strategy but no curriculum. The curricular mode is best thought of as a special case wherein tasks may be specific and time limited. In the self-guided mode the tasks may be "as needed," "when convenient, or "just in time."
The presumption here is that the open learning environment is not completely "free form," but is sensitive to learning styles and motivation. Educational agents (educators, institutions, applications) are responsible for creating and maintaining a learning environment which promotes learning skills and critical feedback. To distinguish between learning and research from the user's perspective, learning is a structured approach to mastering a known set of knowledge whereas research is a strategy to discover the currently unknown. This definition incorporates as research activity the pursuit of that which is known in general but unknown to the learner. This is an important inclusion, recognizing that much of teaching is about the transfer and development of problem recognition and problem solving (research) skills. It is also important because it suggests that the approach and required skills for continuing professional development in a telelearning environment are the same as those involved in obtaining education in the first place. If there is a difference it is between mastering the elementary within a curriculum and mastering the advanced on an as needed basis, a difference of degree and not of kind with both involving substantial "research" activity.
What do teleteachers do? It is inadequate to answer that they work in a multimedia, computer mediated telecommunications environment. That may be what they do in the last instance but in the first instance their responsibility is to create the telelearning environment itself, an environment in which remote, curriculum based, as needed, and just in time learning occur. An environment in which the learner can operate as a "researcher." European Community projects dealing with professional development have coined the acronym JITOL, for "just in time open learning" to refer to this process.3 Looking at teleteaching from this perspective sheds light on a number of problems faced by distance education and identifies a number of areas of promise. Some are addressed below.
What is the educational establishment in a telelearning environment? In a traditional face- to-face, one-to-one or one-to-many teaching environment it is easy to identify the tools of the task. They include buildings, books, lectures, classes, tutorials, seminars, office hours and the like. They include libraries and chalkboards alike. Introducing multimedia tools in a traditional setting may enrich learning, reduce the cost of teaching, or reduce time and space constraints with the inclusion of an element of distance education. This in itself only represents a movement toward the opportunities presented by a telelearning environment.
What then is telelearning? It is more than just a shift to the distance education end of the delivery spectrum. It involves the construction of an educational establishment to serve an open learning environment. Understanding this helps explain the failures and the frustrations around the design and delivery of specific courseware for distance education offerings. All too often the product is simply a (possibly self-paced) substitute for an instructional aid in a traditional environment. This may be adequate for certain skills training but is inadequate for the broader educational process. It may solve some of the problems facing the teacher and the institution, but usually does not address the problems faced by the learner. Also, it does not address the issue of individual versus groupwork skills as a part of the educational process, as a desired element in training. This is especially important as computer mediated technologies and telecommunications make groupwork and distance work more desirable and more effective, as well as more efficient.
What is the educational establishment to be constructed by educators and institutions? It continues to have the traditional elements of the educational establishment, and their electronic substitutes for those who cannot be "at class" at a given time and location. It is a universe of educational resources with the student/learner/researcher at the centre of a constellation of such resources. These resources can be thought of as "objects," "agents" and "events." They could be organized using other labels of course. The point here is to spread them out, put distance between various types, as an aid to understanding what sort of preferred educational establishment a society can build and inhabit in a teleteaching and telelearning future.
Educational objects are the "things" made available for telelearning. The educational establishment may construct them by organizing known material, for example, as with the Guttenberg Project and its plans to transfer all public domain English literature to on-line access. Other sectors of society may supply them, as discussed in the section below on the role of the government as an information source and provider.
Educational objects are wider than courseware, be it books or computer based tutorials. When designed to serve a specific purpose, except in the case of rather mechanical skills training and certification, educational objects tend to be expensive to make, are cost effective only if their original use cohort is large, and adapt poorly to use in other settings, as they cross language and cultural frontiers. Thus far there is nothing in computer mediated or multimedia courseware that comes close to the case of a best seller textbook. There is, of course gameware where the contrast between an earlier "bestseller," PACMAN, and a later one, SUPER MARIO, is more instructive than would appear at first glance.
The guiding principles in the design of educational objects, databases for example, should be (a) they contain "complete" information across their domain, (b) they service multiple instructional and research uses, and (c) they can accommodate a number of user interfaces. Being complete in their information domain does not mean that they contain all known information in an area. They may well be richly endowed with "flags" for important information and "pointers" directing the user to other educational objects.4 This, in turn, does not mean that they need exhaustive reference bibliographies, just that flags and pointers, be they references, "hot" words or hypertext buttons, give the user with a reasonable search strategy a reasonable probability of locating what is needed for the task at hand. Being able to access such objects on as needed, or just in time, basis is an essential element of open learning systems. Again, the discussion on the role of the government (below) helps illustrate this.
Educational "agents" are those parts of the educational environment that interact with the learning/research process itself. They include the institutions and the educators, and in group work, the other "learners." Within a computer mediated multimedia future they are more. They are more than passive "applications" such as statistical software and self-paced tutorials or training aids. At the outer limit they are what is promised, but what may not be delivered, by educational expert system and artificial intelligence applications. Promised applications such as "virtual partner" software which "learns with learner" and carries the promise of being able to critique and help improve the learner's learning and research styles, while serving as a tutor for review sessions. At the inner limit they include the access to on-line conferences and seminars which permit remote access to students, tutors and teleteachers. The GLOSAS Project and Global Environmental Peace Gaming exercise as discussed below are examples of multimedia educational agents within an open learning environment.
One assumption in this discussion of open learning environments is that educational "events" will continue to hold an important place in the learning process. Activities qualify as events to the extent that they take place with the synchronous participation. Events come in three categories: one-to-one (office hours), one-to-many (lectures) and many-to-many (seminars/tutorials). Each has its teleteaching counterpart. Electronic mail joins the office hour and phone consultations as an open learning event. The video classroom, recorded lecture and courseware join with the lecture as objects, agents or events depending upon format. The video conference and on-line electronic conference join with the seminar and tutorial. Some of these operate both in real time and as asynchronous activities. Depending upon their format they function as "events."
The assumption about the importance of educational events is based on the (admittedly untested) proposition that learning is enhanced in a number of ways by the opportunity to organize tasks and thoughts around the presentation of exceptional "special events." This will be explored more fully in the section on the Global Lecture Hall, GLOSAS and the Global University.
Where does video technology fit within telelearning and teleteaching? Technological improvements and cost reductions in the provision of video conference services have lagged only slightly behind the same trends in computer technologies. Costs are falling while connectivity and services are improving. Video technology allows for increasingly efficient information distribution across wide areas. Improved interactivity offers the potential for interactive wide-area real-time educational events. High definition television (HDTV) will bring with it the capacity to combine video transmission with the centralized control of multimedia devices.
Video technology has been used in formal education, as an educational technology, since its invention. It has been used as a non-interactive object, to substitute for or enrich live lectures, and for distance education. As commercial television, its role as an informal educational "agent" is still a subject of hot debate. What is important for telelearning is a vision of video technology as a basis for educational objects, agents and events in an open learning preferred educational future.
An important window and testing ground for future uses of video conferencing is centered on the Global Lecture Hall (GLH) videoconferences and other activities of the Global Systems Analysis and Simulation (GLOSAS) and Global (electronic) University (GU) projects.5 Takeshi Utsumi, Chairperson of GLOSAS/USA, has been mounting wide-area (multi-country) videoconferences since 1986 and in 1988 established GLOSAS/USA as a non-profit educational service organization with the goal of assisting and enhancing the quality and availability of international educational exchange through the use of computer, telecommunication and information technologies.
The GLH videoconferences demonstrate the use of video as an educational event, agent and object. GLH has used high-profile multi-country videoconference "events" to demonstrate the evolving capacities of videoconferencing. The content of the sessions operates as an interactive "agent" dealing with the technology and its uses. The 12th and 13th GLH sessions were held at the 1992 International Conference of the International Council for Educational Media (ICEM), held in Orlando, Florida. The theme of the session was the design and delivery of global education in the 21st century.
The GLH series has pursued a policy of presenting live "events" in an interactive setting to wide-area "audiences." Cost and technical considerations mean that for the moment a significant component of the interactive element continues to rely on audio, fax and electronic mail for live feedback. The interactive GLH events, as educational "agents," represent a significant advance over the use of video as a passive substitute for live lectures in an on-site or distance education mode.
The Global Systems Analysis and Simulation (GLOSAS) Project on energy, resources and environment (ERE) system for peace gaming is a project to make video a multi-user interactive educational agent.6 The ambitions project design involves a combination of computer simulations and advanced telecommunications to allow large scale gaming simulations. The global peace gaming project is designed to produce a prototype for a globally-cooperative decision support system.
The overall structure envisions cooperative computer conferencing, database and simulation systems connected along the lines of a single global system with parallel processing of individual (country) sub-systems. In essence, an unlimited number of individual sites around the world could be connected together to perform the gaming task. The system would support both global simulations and individual access to what amounts to a global scale geographic information system (GS/GIS). This GS/GIS would be like a distributed network of GIS systems. It would act as an educational agent, for simulations and gaming.
The GLOSAS Peace Gaming effort is base on the theory that global electronic networks have developed to the point where there is a potential for using an educational agent to do simulations in an environment of shared development with autonomously maintained and updated databases (objects) and simulation models (agents). The effort further assumes that gaming simulations will serve as a useful tool for understanding global problems and formulating global policy. The effort is a bold attempt to introduce computer based networking and multimedia technologies as educational agents, not just tools, in an open learning environment.
The GLH and GLOSAS undertakings are elements in a vision of a Global (electronic) University, incorporating both and taking advantage of multimedia technologies to produce a global educational agent.7 It seeks to provide on a global scale all kinds of educational cultural, information, knowledge, vocational and community activities. It intends to promote and support innovation in pedagogical and technological development by providing open learning and distance education models that are adequate to the needs and economic and technological capacities of participating institutions. Discussion and animation around the idea of the Global (electronic) University will provide fertile ground for traditional educational institutions to rethink their role in a computer mediated, multimedia based, open learning environment.
Traditional universities are facing new challenges in terms of financial constraints, what roles they should play as educational agent and a changing nature of student abilities to attend courses in a traditional format. They are facing new challenges and opportunities from the emerging technologies. Post-secondary systems in the poorer regions are looking to new technologies and international cooperation to deal with even tighter budget constraints and more complex problems in the delivery of education. For example, Mexican educators observe that students in the United States can study Mexican history without ever reading of confronting the work of Mexican scholars on the subject.8 In turn a Mexican student is unlikely to understand the "view" of Mexican history "seen" by his/her U.S. counterpart. A GLH "event" organized as a teleconference on conflicting views of Mexican history, as a prelude to a GU course on Mexican history, would enrich teleteaching and telelearning. The use of "what if" simulation gaming would enrich the process even more.
The vision of the GU is to allow institutions, learners and researchers currently limited to the resources of one site to be linked to educational objects, agents and events across the globe. The GU itself operates as an educational agent, even in its proposal stage and as a prototype. Electronic networking allows visions, projects and prototypes to animate discussion, research and development in the area of education. It is important to recognize that educational innovation in a networked environment can occur as much as a function of shared insight and shared commitment as it will follow from traditional educational research. The new networked technologies are likely to have as large an impact on research methods and the paradigm of research itself as they will on education and educational paradigms. This includes, for example in health care, an impact on the research agenda itself.
Education plays a key role in social process. It "educates" the individual for the polity and society, and it "trains" the individual for the economy. Whether this empowers or subjugates depends on how government, society and education function. On social grounds, education is central for social mobility in open society. On economic grounds, education involves human capital development and benefits the community beyond the individual.
Within the context of education the government plays another important role. That is the government as an information source and as an information provider in the educational process. Current discussion on the role of the government in education focuses on three realities. The first is that the government is the major source of funding for primary, secondary and post-secondary education, and for research. Also, the government plays a very strong role in setting educational policy with regard to certification and curriculum. Lastly, the discussion on the role of government in the new information technologies centers mainly on three topics: (a) intellectual property rights, (b) right to privacy, and (c) supporting and/or regulating electronic access.
All of the above are important as far as "setting the rules of the game." However, the government has a very important role as a source and provider of information. In a real sense, it provides society with a good part of the raw material (facts) out of which educators, researchers, cultural interpreters (writers, artists) construct our views of social reality. It collects information, ranging from census and trade data through to financial records. It generates information via its deliberations, legislation and legislative powers. Curriculum demands, and a growing need to research government data, will put pressure on government as an information provider. This is all the more true as access to information becomes crucial in production and social process activities.
How does this relate to teleteaching? Government information is an important resource, educational object, for education. Responsible government will require policies for a systematic approach to its role as a source and provider of information. Government will have to provide "access windows" to information using standardized protocols so that students, citizens and researchers, as well as legislative aides, can use the resource for a variety of educational and research purposes. The process should start from the idea of the open access educational object and not from the idea of an inside use custom object.
Recent U.S. government activities are instructive in this respect. The U.S. Government Printing Office (GPO) is responsible for publications from Congress, the Executive and other branches of the U.S. government. It is not responsible for all government publications. The Federal Depository Program, which places federal documents in 1,200 official sites around the United States, does not cover all publications of the U.S. government and its agencies. Some federal agencies do not have an internal mechanism to even keep a list of the publications of their own units.
With the advent of electronic data storage and retrieval, areas within the U.S. government have pursued different strategies with regard to distribution and access. CancerNet provides free on-line access to its files. Patent and copyright database access is contracted out to a corporate information provider, which in turn packages information for resale as expensive value-added products. The medical information service, MEDLINE, retained free Internet access while contracting to supply it via commercial services as well. The U.S. Department of Commerce National Trade Data Bank (NTDB) is on CD-ROM at a modest cost, with other services on a dialup basis. The U.S. Food and Drug Administration (FDA) maintains both dial-in, BBS style, on-line services and FTP file transfer.
We have an enough experience to draw some lessons from recent history. The lessons are: (a) It is virtually impossible for a single office or unit to either track or package all that is available from the U.S. Government; (b) It is impossible for educational and research sites to either pay for or store the material currently being made available from all sources, much less pay for and store what could and should be made available; (c) It is more efficient to provide appropriate access window to "information rich" sites than to specialize in the provision of a "packaged" information; (d) Users are increasingly equipped to search data sites and format information for local use.9
This suggests multiple government information sites operating with appropriate access windows. The role of the Government Printing Office could then focus on two activities: (a) assisting agencies in setting up appropriate data sites with standardized access windows, and (b) insuring that users know how to find what is where, with access on reasonable terms. The European Community Office for Official Publications publication, a Directory of Directory of public databases and its 44 databases produced within the Community are an example of government producing an "educational object" which "flags" important information and, in turn, "points" to other educational objects.
There are logistic and cost reasons for using a system of "flags and pointers" to identify where what is, and how to get to it. This is in opposition to trying to build large "one-shop" central database sites. Information search software is arriving, designed to search multiple sites in response to a single query. Also, government units are frequently the major users of their own information resources and better data sites are likely to be kept if the provider agency is also a major user.
There are several areas where agencies such as the U.S. Government Printing Office and the EC's Office for Official Publications could play a key role. One is to insure that agencies understand that their database and information source obligation is to build a multi-use site. In the past agencies have started from an assessment of internal needs and gradually allowed external access. The proper model is to start from the portfolio of legitimate needs and design a facility which will serve in house users as a subset of user needs, with due allowance for privacy requirements.
The different approaches taken across U.S. agencies reflect different ideas about the role of government as an information provider and reflect a political division of opinion about whether certain types of information should be provided by the government or the private sector. Such decisions should be a matter of government policy, not the whim of individual agencies, and informed by the role of such data sites as educational objects in an open learning environment.
Since the government itself is the source of much important demographic, social, economic and financial information, it is the provider of first resort and cannot avoid dealing with what to provide, how to provide it and on what terms. Information is typically a high fixed cost, low distribution cost production process. Economic theory suggests that its efficient "price" should be the marginal cost of distribution, a price which is unlikely to cover costs. Alternative pricing schemes ranging from full cost recovery to monopoly pricing are possible. Such issues determine the nature of, and access to, an important educational "object" and cannot be left to whim, chance, or the market. They also are matters for public debate where telelearners and tele teachers legitimate stakeholders.
This paper approaches teleteaching as the dual task of creating an open learning environment and animating learning activity within that environment. It treats telelearning as curricular or self-determined strategy for learning and/or research in an open learning environment. The task is to use the technologies at hand to construct educational objects, agents and events which serve curricular, just-in-time, and/or as-needed learning and research. It uses the GLOSAS gaming simulation as an example of "agents" and the Global Lecture Hall videoconference series as "events." It sees the Global University as a prototype for thinking about a wide area open learning environment which contributes to world peace and understanding. It uses the government's role as a source, and provider of educational objects to illustrate the issues surrounding the government itself as an important source of educational "objects."
This is a reversal in perspective. Distance education, continuing professional development, and educational access to government data are no longer special extensions of the general case of curricular education and in-house use of data. Instead, curricular education and government's use of its own data are treated as special uses in a schema wherein objects, agents and events are designed in the initial instance to serve an open learning environment. The task of the teleteacher is to create that environment, assisted by the new technologies at hand. Teleteachers as agents are then to assist with strategies which facilitate curricular and self-paced use of this educational environment for learning and research.
Given this analysis, the proper role of computer mediated technologies in the design of preferred educational futures depends on understanding what is the particular and what is the general in education. Handled correctly, this will allow educators to create an open learning environment wherein telelearners access a global open learning environment of objects, agents and events. The challenge to teleteachers and educators will then be to animate the process such that a sustainable preferred global future is both possible and likely.
Sam Lanfranco, Ph.D.
lanfran@vm1.yorku.ca
Associate Professor, Economics
Coordinator, Distributed Knowledge Project (DKProj)
York University, 4700 Keele Street, Toronto, Canada M3J 1P3
Tel: 416-736-5237; Fax: 416-736-5737
Takeshi Utsumi, Ph.D.
utsumi@columbia.edu
President, Global University of the U.S.A. (GU/USA)
A Divisional Activity of GLOSAS/USA Association
(GLObal Systems Analysis and Simulation Association in the U.S.A.)
43-23 Colden Street, Flushing, NY 11355-3998, U.S.A.
Tel: 718-939-0928; Fax: 718-939-0656
SprintMail: TUTSUMI/GU.USA/ASSOCIATES.TNET
FOOTNOTES
REFERENCES
Fredrick, H. H., "Computer Networks and the Emergence of Global Civil Society," in L. Harasim and J. Walls, (eds) Globalizing Networks: Computers and International Communications, 1992, (in press). [Fredrick, 1992]
Lanfranco, S., "Exchange of Information/Data Base: Issues Paper," invited paper for North American Higher Education Cooperation: Identifying the Agenda, Wingspread Conference, hosted by the Johnson Foundation and organized by Canada, the USA and Mexico, Racine, Wisconsin, September 1992, 12 pages. [Lanfranco, 1992a]
Lanfranco, S., "Teaching the Citizen, the Expert and the Wise in the Computer Age," in GOLEM: Bulletin on Computers and Learning, Spring 1992, Rome. [Lanfranco, 1992b]
Lanfranco, S., "The Use of Electronic Networks y Hemispheric Cooperation in Higher Education," in Calidad Tecnologia y Globalizacion en la Educacion Superior Latinoamericana, UNESCO/CRESALC, Caracas, (1992), pp. 397-414. [Lanfranco, 1992c]
Lanfranco, S., "Thinking about Computer Mediated Education," GOLEM: Bulletin on Computers and Learning, Spring 1992, Rome. [Lanfranco, 1992d]
Lewis, R., "Strategies for Research - integrating outcomes into practice," in Aiken, R. M. (ed) Education and Society: Information Processing 92, IFIP Transactions A-13, Vol. II, North Holland Press, (1992), pp. 158-166. [Lewis, 1992]
Ojeda-Gomez, Mario, "Mutual Understanding and Cultural Identity," invited paper for North American Higher Education Cooperation: Identifying the Agenda, Wingspread Conference, hosted by the Johnson Foundation and organized by Canada, the USA and Mexico, Racine, Wisconsin, September 1992, 12 pages. [OjedaGomez, 1992]
Rossman, P., and Utsumi, T., "Waging peace with globally interconnected computers," in Didsbury, H. F., Jr., (ed) Challenges and Opportunities: From Now to 2001, World Future Society, Bethesda, MD. (1986), pp. 98-107. [Rossman & Utsumi, 1986]
Utsumi, T., and DeVita, J., "GLOSAS Project," in Schoemaker, S. (ed) Computer Networks and Simulation II, North-Holland Publishing, Amsterdam, (1982), pp. 279-326 [Utsumi & DeVita, 1982]
Utsumi, T., and Garzon, A., "Global (electronic) University for Global Peace Gaming," in Crookall, D., and Arai K. (eds) Global Interdependence: Simulation and Gaming Perspectives, Proceedings of the Conference of the 22nd Annual International Conference of the International Simulation and Gaming Association (ISAGA), Kyoto, Japan, Springer-Verlag, July 1991. [Utsumi & Garzon, 1991]
Utsumi, T., and Abreu, M. R., "Global (electronic) University for Global Cooperation," presented at the 28th Conference of International Association for Mass Communication Research (IAMCR), Guaruja, Brazil, August 16-25, 1992, 31 pages. [Utsumi and Magalhaes, 1992]
Utsumi, T., and Villarroel, A., "Towards Establishing a Global/Latin American (electronic) University," in Calidad Tecnologia y Globalizacion en la Educacion Superior Latinoamericana, UNESCO/CRESALC, Caracas, (1992), pp. 417-442. [Utsumi & Villarroel, 1992]
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June 1993
GLOSAS NEWS was orinally posted to the WWW at URL: http://library.fortlewis.edu/~instruct/glosas/cont.htm by Tina Evans Greenwood, Library Instruction Coordinator, Fort Lewis College, Durango, Colorado 81301, e-mail: greenwood_t@fortlewis.edu, and last updated May 7, 1999. By her permission the whole Website has been archived here at the University of Tennessee server directory of GLOSAS Chair Dr. Takeshi Utsumi from July 10, 2000 by Steve McCarty in Japan.