Morris, Richard J. (1978). Ethical Standards and Behavior Modification Research in Institutions for Retarded People. Guidelines (established at the Syracuse Development Center) for conducting human research with institutionalized mentally retarded persons are discussed, particularly in relation to research in behavior modification. After a literature review, the five step procedure suggested by the Center is listed with such steps as submitting a proposal which identifies benefits and risks and obtaining written informed consent from the subjects, parents, or legal guardians. The difficulty of determining what constitutes subject informed consent and the possibility that parents or guardians may not always be acting in the best interests of their children has led to guidelines requiring (1) that permission also be obtained from the facility's Human Rights Committee and (2) that no S ever be forced to participate in a study even though appropriate consent was obtained. Other issues addressed include obtaining consent from no-treatment control subjects, the use of aversive conditioning methods, and…

P√©ter Miskolczi (2024). Recurring Vagueness: A Longitudinal Study of What Students Think about Sociology Before, Right After, and Years after Taking the Introductory Course. Teaching Sociology, v52 n1 p15-26. The introductory course to sociology serves the multiple roles of providing students with the foundations of the field while also being its "public face" and possibly improving its image. The outcomes of introductory courses have been investigated mostly in quantitative ways in the past. The article presents a qualitative, longitudinal study of the "mental image" that 397 students of an introductory course at a Hungarian university formed about sociology. Participants were asked to draw mind maps around the central concept of "sociology" right before, right after, and years after taking the course. Results from the content analysis of mind maps indicate that while students are able to situate sociology as a science of the human world, their mental image of the field is often vague beyond that. Mind maps drawn years after taking the course bear the closest resemblance to the ones drawn even before studying it…. [Direct]

Cahill, Helen (2014). Withholding the Personal Story: Using Theory to Orient Practice in Applied Theatre about HIV and Human Rights. Research in Drama Education, v19 n1 p23-38. When applied theatre is used in service of a health promotion or rights agenda, particular responsibilities come into play. The artist must be able to articulate their theory of change and translate it into action. In this article, I trouble the borderline between an ethical and an exploitative use of story when working to provide opportunities for "youth voice". I use a reflective practitioner method, working between theoretical argument and case story involving a project conducted in Thailand with a group of young drug users who were commissioned to make the "youth voice" plenary presentation at "Response Beyond Borders: The Second Asian Consultation on the Prevention of HIV-related to Drug Use" (Bangkok, January 2010). I discuss some of the key decisions I made as the arts-based practitioner leading a group of young people who identified neither as actors nor as advocates. I discuss the challenges I encountered in working between the ethics and the… [Direct]

Arbuckle, Dugald S. (1977). Consumers Make Mistakes Too: An Invited Response. Personnel and Guidance Journal, 56, 4, 226-8, Dec 77. The author responds to the consumer rights issue of the Personnel and Guidance Journal. He presents his reactions to the questions of human and consumer rights. (HMV)…

Weinrach, Stephen G. (1977). The Fear of Trying: Response to Arbuckle. Personnel and Guidance Journal, 56, 4, 228, Dec 77. The author presents a rebuttal to Arbuckle's assessment of the concepts of human and consumer rights. The issue of the counselor's role is discussed. (HMV)…

Ross, Andrew (2011). Human Rights, Academic Freedom, and Offshore Academics. Academe, v97 n1 p14-17 Jan-Feb. Despite the carnage wrought on higher education by the Great Recession, evidence persists that the sector is still host to a speculator psychology. One example is the unabated stampede to set up branches and programs overseas. Colleges have many reasons to go offshore: (1) to reduce costs; (2) to build their "brands" in "emerging markets"; and (3) to spread their assets. Some have even been driven by genuine faculty interest in international education. But the rush to respond to lucrative offers from local governments, especially in China and the Gulf states, has all the hallmarks of high-risk investment. In the corporate world, casualties of overseas joint ventures are legion. It should be no surprise that several universities have crashed and withdrawn from this line of business: a major recent example is Michigan State University, which in July abandoned its Dubai campus. Nonetheless, the long-term prognosis for such ventures is rosy. According to analysts of… [Direct]

Brady, Sheila; And Others (1991). It's Yours: The Bill of Rights. Lessons in the Bill of Rights for Students of English as a Second Language. This curriculum presents lessons and materials designed to teach immigrant students their rights and responsibilities under the U.S. legal system. The lessons employ interactive strategies, and develop higher order thinking skills as they foster English language learning. The curriculum contains eight units: (1) "Roots of Rights: Introduction to the Bill of Rights"; (2) "Free Speech, Assembly, Press: Freedom of Speech; Freedom of Press; Freedom of Assembly; Freedom to Petition Government"; (3) "Freedom to Believe: Freedom of Religion"; (4) "It's about Privacy: Freedom from Unreasonable Search and Seizure"; (5) "Rights of the Accused: Right to a Lawyer; Right to Trial by Jury; Protection Against Cruel and Unusual Punishment"; (6) "Equal Protection Under the Laws: Equal Rights"; (7) "The Bill of Rights and Your Body: Right to Privacy"; and (8) "The Right to Vote: Right to Vote and Participate." The…

Geoghegan, Tracy (2003). State of the World's Mothers, 2003: Protecting Women and Children in War and Conflict. In commemoration of Mother's Day, Save the Children has published its fourth annual report focusing on the tens of millions of mothers and children whose lives have been disrupted by war and armed conflict and suggesting actions required to support women who are raising the children under horrific conditions and to shield children from the most brutal excesses of war. The report highlights the first-ever "Conflict Protection Scorecard," which analyzes 40 of today's brutal conflicts against six areas of protection, which include protection from military recruitment of children, separation from family, and trafficking of women and children for prostitution. Findings reported include the following: (1) the Scorecard finds widespread violations of women's and children's human rights in every conflict zone and in every region of the world; (2) the Scorecard identifies Afghanistan, Angola, Burundi, Democratic Republic of Congo, and Sierra Leone as five of the worst conflict… [PDF]

Graves, Kathleen, Ed.; McKay, Penny, Ed. (2006). Planning and Teaching Creatively within a Required Curriculum for School-Age Learners. Teachers of English to Speakers of Other Languages, Inc. (TESOL) As the second volume of a seven-volume series, this book describes curriculum development as three interrelated processes: planning, enacting, and evaluating. Curriculum development is a dynamic process that happens among learners and teachers in the classroom. In this volume, readers will encounter teachers, curriculum developers, and administrators from all over the world who sought to understand their learners' needs and capacities and to respond to them in creative, realistic, and effective ways. The chapters in this volume describe two distinct sets of social and educational contexts for English language curriculum development for school-age learners. The first set consists of contexts in Taiwan, Hong Kong, and Japan, in which learners from the same culture study English in school but do not necessarily have immediate needs for it once they leave the language classroom. The second consists of contexts in which learners, often from a variety of cultures, are in schools in… [Direct]

Bakhshzadeh, OmolBanin Ali; Entekhabian, Ozra; Sabet, Moloud Garmroudi (2021). The Right to Education and Study and Women's Labor Rights in Iranian Jurisprudence and Law and the UNESCO 2030 Document. Journal of Educational Psychology – Propositos y Representaciones, v9 spec iss 3 Article e1123 May. In this article, the researcher seeks to examine the right to education and study and women's labor rights in Iranian jurisprudence and law and the 2030 UNESCO document. The present study is a descriptive-analytical study using the library method to investigate the question. The results of the study indicate that both in Islam and Iranian law, as well as in international documents, the equality of women's rights with men is emphasized but the concept of equality in Islam is explained in the sense of proportion and not equality in international instruments, however, equality between men and women means that their rights are equal. Regarding the right to education, there is no contradiction between Iranian jurisprudence and law and the 2030 document because in both Iranian jurisprudence and law, as well as in the documents emphasized in the 2030 document, which leads to the empowerment of women, the right to equal education has been emphasized. Regarding labor rights, it should be said… [PDF]

Jon Armstrong; Mark Fincher (2024). Transgender Athletes in College Sports: A Human Resources and Legal Perspective from 2020 Forward. Journal of Education Human Resources, v42 n2 p278-294. From the chaos of 2020 arose many social conversations, among which were the legal rights of gay and transgender Americans. Landmark cases established precedents for potential legislation and reform regarding the transgender community. One particular issue is that of transgender athletes in college sports. While many are in staunch opposition to a future where people who are born male may play on women's sports teams in college, legal battles indicate the possibility that gender may cease to be a deciding factor in participation on national and collegiate sports teams. The appropriate management of transgender athletes related issues has consequently become an important issue in human resources for colleges and universities. While college athletes are not currently seen as employees, the people who work with them are. The purpose of this paper is to examine, from a human resource management and legal perspective, the issue of transgender athletes playing college sports in both the… [Direct]

Espiritu, Karen; Moore, Donald G. (2008). \Beyond Ground Zero\: The Futures of Critical Thought after 9/11. Review of Education, Pedagogy & Cultural Studies, v30 n3-4 p198-219 Jul. In the wake of the September 11, 2001, attacks on the Pentagon and World Trade Center, and amid sweeping patriotic declarations that the suicide hijackers had waged a war on America as well as democracy, the energetic response by public intellectuals, academics, philosophers, and theorists has been to ask, what \America,\ what \democracy,\ what \war,\ \for\ and \against whom?\ This essay questions how one can respond to such provocation when informed critiques of foreign and domestic state policies, as well as calls to investigate and cease reported human rights abuses of \suspected enemy combatants\ in military prisons, are aggressively dismissed as \unpatriotic\ or counterproductive measures in the \War on Terror\? The authors thus pose the question: \Is 9/11 unteachable?\ Their aim in exploring this central question is two-fold. First, to examine what they argue is 9/11's agonistic resistance to teaching, teachability, and education; and, second, to consider what an inquiry into… [Direct]

Greaves, Tom, Ed. (1994). Intellectual Property Rights for Indigenous Peoples: A Sourcebook. This sourcebook presents a collection of papers focusing on the intellectual property rights (IPR) of indigenous peoples–their rights to protect and control their cultural knowledge. Subsidiary IPR goals are to manage the degree and process by which cultural knowledge is shared with outsiders and, in some instances, to be justly compensated for it. An introductory chapter outlines legal and conceptual questions about intellectual property rights, attitudes of indigenous groups, and practical issues in implementing IPR. Other chapters describe cases in which indigenous groups have asserted their intellectual property rights and discuss efforts of researchers and corporations to develop reciprocal relationships with indigenous communities; acknowledge the role of community cultural knowledge; and provide appropriate compensation (money, education and training, support for conservation). Chapters include: (1) "IPR: A Current Survey" (Tom Greaves); (2) "Gifts from the…

Amy Schneider; Asier Hernandez-Saez; Bastian Thomsen; Bryan Breidenach; Dane Nickerson; David Fennell; David G. Lewis; Judy Chen; Kellen Copeland; Kelly Faulkner; Liann Goldmann; Marley Taylor; Marshall Floyd; Matea Mihaljevic; Max Duggan; Megan Mooney; Michael Harte; Price Willoch; Reilly Scheffing; Sam Fennell; Shaozeng Zhang; Shelby Copeland; Sommer Dalla-Bona (2023). Posthuman Pedagogy: Experiential Education for an Era of Mutualism. Environmental Education Research, v29 n10 p1443-1459. Wildlife-human relations in the United States are predominantly influenced by Euro-American sociocultural dynamics and (neo)colonial legacies. Humans dominate nonhuman animals through violence, suffering, and death. Wildlife management as a practice is becoming increasingly criticized. Disagreement emerges from epistemological and ontological foundations and remains contentious in theory and practice. Environmental education reinforces the subjugation of nonhumans and particular individuals that are governed by human decision-making, and power assemblages. However, public values have shifted to a mutualism orientation where management practices are challenged by shifting moral standards of society that value the intrinsic rights, welfare, and agency of individual beings. We present two related case studies that showcase posthuman pedagogy and illustrate how 'real-world' field experiences can shape students' ontologies and cosmologies. This work draws from the first author's fieldwork… [Direct]

(1983). Intergovernmental Conference on Education and International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms, with a View to Developing a Climate of Opinion Favourable to the Strengthening of Security and Disarmament (Paris, France, April 12-20, 1983). Final Report. The purpose of this conference was to review the activities undertaken by members to implement the recommendations established by the 1980 General Conference concerning education aimed at international understanding and cooperation, peace, human rights, and fundamental freedoms. Pepresentatives of 122 member states of UNESCO attended this conference, which had a total of 546 participants. There are three major parts to the report. Part 1, the \General Report,\ discusses preparations for and the work of the conference, the adoption of the draft final report and recommendations, and reports of the closed meeting and of the plenary. Part 2 contains the \Reports of the Commissions.\ Topics examined are basic principles, traditions, policies, and legal measures; formal education; out-of-school education, intercultural exchanges, and the role of the media; training of educational personnel, research, and experimentation; international cooperation; the preparation of reports at the…

Elliott, RoAnne (1993). We: Lessons on Equal Worth and Dignity, the United Nations, and Human Rights. Educating for Peace Project. This document is a curriculum module on the theme of tolerance for upper elementary and middle school students. The lessons provide opportunities for students to develop knowledge about issues and events of intergroup relations, increase student awareness of the dynamics of intolerance, and help students build a framework for developing their thinking about these issues. The module is divided into five sections. Section 1 is an invitation for all teachers to reflect on a personal commitment to create a classroom where it is safe to discuss issues of tolerance, where all viewpoints are addressed and heard. A sample letter to parents is included. In section 2, "Language and Permission," students perform a skit, explore the challenges of defining tolerance, and reflect on the positive and negative power of words. This section is especially helpful in creating a classroom environment of trust. In section 3 students look at how hurtful racial and religious intolerance is,… [PDF]

Cahn, Claude; Carlisle, Kathryn D.; Fregoli, Claudia; Kiuranov, Deyan; Petrova, Dimitrina (2000). Campland: Racial Segregation of Roma in Italy. Country Reports Series. This report addresses racial segregation and human rights abuses against Roma in Italy, focusing on: "Anti-Gypsyism in Italy"; "Roma in Italy: Racial Segregation"; "Abuses by Police and Judicial Authorities" (e.g., abusive raids and evictions, abusive use of firearms, torture and physical abuse, discriminatory targeting of Roma by police, theft by authorities, confiscation of papers, sexually abusive searches of women, failure to provide proper interpretation to foreign Roma accused of criminal acts, threats and police violations of the right of assembly, discrimination by judicial authorities, and expelling Roma from Italy); "Violence against Roma by Non-State Actors"; "Discriminatory Treatment of Roma in the Provision of Public Services"; "Denying Roma the Right to Education in Italy"; "The Right to Employment"; and "A Just Settlement: Recommendations of the European Roma Rights Center to the Government of… [PDF]

Reagan, Timothy; Rojas, Eliana D. (2003). Linguistic Human Rights: A New Perspective on Bilingual Education. Educational Foundations, v17 n1 p5-19 Win. Bilingual education has been an extremely controversial and contentious topic in recent years among both educators and the general public in the United States. Long a bastion of what some writers have called "ideological monolingualism," the United States has not demonstrated either great sensitivity to or tolerance of linguistic diversity historically. In this article, the authors discuss the case for bilingual education programs, though, from a somewhat different perspective from that generally offered by supporters and advocates of bilingual schooling in the United States. Most of the arguments in favor of bilingual education are grounded in defenses of the "effectiveness" of bilingual education programs–that is, in arguing that bilingual education is a good thing because it works. Although they believe this to be true, and briefly review the arguments and evidence for this claim, what they suggest here is that there is a far more powerful, and relevant,… [PDF] [Direct]

(1983). Basic Facts about the United Nations. The work of the United Nations is described in summary form. Material is divided into sections on the origin, programs, purpose, principles, and structure of the United Nations; the United Nations at work for International Peace; the United Nations at Work for Economic and Social Development; The United Nations at Work for Decolonization; the United Nations at Work for Human Rights; the United Nations at Work for International Law; and Intergovernmental Agencies. Each section contains paragraph overviews of relevant issues, developments, and United Nations efforts. For example, the section on international peace contains short descriptions of peace efforts in Afghanistan, Kampuchea, the Middle East, Cyprus, South Asia, the Congo, and Korea as well as discussions on disarmament, outer space, and the law of the sea. The section on international law includes coverage of judicial settlements, codification of international law, and international trade law. Appendices include a list of…

Barrington, Lowell W. (1994). An Explanation of the Citizenship Policies of Estonia and Lithuania. This study attempts to examine and explain the citizenship choices made by the governments of Estonia and Lithuania. The report explains the factors driving the inclusiveness of the policies. The project attempts to discover those factors that lead the government of a newly independent state to develop a more inclusive or more exclusive citizenship policy. Factors that likely affect the development of citizenship policies include: (1) an ethnically defined nation or political-territorially defined nation; (2) whether or not the newly independent state is seen as a nation-state or as a multi-national state; (3) a perceived threat to survival of the nation; (4) strength of minority groups in size, concentration, and economic power; and (5) powerful neighbors interested in inclusive policies due to a large ethnic minority in their own country or human rights organizations monitoring citizenship policies. These factors and questions, although applied to Lithuania and Estonia, also… [PDF]

Burgoon, Michael, Ed. (1982). Communication Yearbook 5. Annual Review. The fifth in a series of annual volumes published by the International Communication Association, this yearbook provides reviews, overviews, and syntheses of developments in the evolution of the science of communication. The 40 articles in the volume are categorized as follows: (1) communication reviews and commentaries, including issues in communication theory and mass communication research in Europe; (2) information systems, including mathematical modeling in communication research; (3) interpersonal communication, including the question of validity, and six models of coorientation; (4) mass communication, including research on children and television; (5) organizational communication, including communicator competence in the workplace and the effects of job-related stress; (6) intercultural communication, including human rights as intercultural communication; (7) political communication, including communication of political information during early presidential primaries; (8)…

Reed, Carole Ann (1998). Religious Observance Accommodation in Ontario Universities. Discussion Paper. This paper highlights the religious accommodations that Ontario (Canada) universities have undertaken to create an inclusive, supportive learning community for all students, faculty, and staff. It outlines the demographic changes and public policy surrounding religious accommodation issues in Canada and in Ontario in particular, focusing on the Ontario Human Rights Code policy on creed and accommodation of religious observance. The paper then discusses some of the multifaith tensions present in Ontario university communities, including the lack of clarity of basic definitions, secularism, ambivalence toward religious expression, discrimination, diversity within diversity, intergroup tensions, and discrepancy of views concerning current accommodation measures. The paper describes the accommodation needs of different groups, including Muslims, Hindus, Jews, and other groups, along with successful accommodations for worship and ceremonial space, athletic facilities, residence life, and… [PDF]

(1992). Work Survival Skills. Instructional materials are provided for a course that deals with improving assertiveness and attitude at work. Designed for use in a workplace literacy project, the course, developed by Mercer County Community College (New Jersey) and its partners, is also intended to teach students techniques of dealing with difficult people and effective listening. A one-page course outline lists objectives and provides a topical outline. Informative materials, activities, quizzes, rating scales, and articles are provided that deal with these topics: what one should know about people; self-analysis/work attitude; how people perceive others; classifying behaviors; assertiveness; what happens when one listens; effective listening; personality types; \human\ rights; describing behaviors; dealing with difficult people; understanding others; assessing oneself; coping; persistence; time management; establishing priorities; priority management; good planning; external and internal time wasters;… [PDF]

(1988). Employment Equity for Women: A University Handbook. Information, suggestions and guidelines are provided regarding employment equity for women in Ontario universities. Information is provided on the following topics: the office of the Employment Equity Coordinator; data and program development; employment systems (hiring, career development, compensation, and employees with family responsibilities); and the university environment (non-sexist language and imagery, women in nontraditional areas, safety and security, sexual harassment, and teaching and scholarship). The following materials are appended: "Women in the Universities of Ontario," Report of the Committee on the Status of Women, Council of Ontario Universities; Ontario Human Rights Commission employment application form and interview guidelines; a list of women's journals and newsletters, women's groups and associations; some considerations in operating a child care center; some considerations in establishing procedures for formal and informal resolution of…

(1966). Resources Available to Member States for the Advancement of Women through Technical Co-operation Programmes of the United Nations System and through Programmes of Non-Governmental Organizations in Consultative Status. Part One contains information on United Nations technical cooperation programs which provide assistance on the request of the government concerned and are intended to help to prepare more people to contribute toward the progress of their countries by advising, showing, or teaching them or by giving them the opportunity to exchange and develop the information which they already have. Programs include services in the areas of human rights, social development, and public administration. Agencies providing additional relevant services are the International Labor Organization, the Food and Agriculture Organization, the Educational, Scientific and Cultural Organization, and Children's Fund. Part Two contains information on programs of non-governmental organizations in consultative status. Assistance includes advanced education, literacy training, home-making courses, civic and political education, and training for social services, nursing, secretarial work, and kindergarten teaching…. [PDF]

Sagara, Iichi (1969). Kokusai kyoiku gyosei shiron (Some Ideas on International Educational Administration). Kyoto University Research Studies in Education, v14 p136-49 Mar 68. This document is an English-language abstract (approximately 1,500 words) of an educational research study on the twin concept of educational administration that is international in scope and administration for the advancement of international education. The basic principles of international education administration are internationalism, noninterference in domestic affairs, regionalism, regard for human rights, and advisory administration. The bodies that have taken responsibilities in various aspects of international education administration are UNESCO, ILO, OECD, and IBE. Decentralization is desirable in international politics and administration as well as in domestic government. International administration is as yet only advisory because there is no functional rule of law. Educational administration affects both the externa–finance, equipment, personnel–and the interna–objectives, curriculum, methods. The education of adults and young adults, particularly illiterates, has…

Lewin, Keith M. (1993). Education and Development: The Issues and the Evidence. Education Research. Serial No. 6. This literature review is divided into two main sections. The first part identifies key dimensions of the policy debate that will condition future patterns of investment in education. The themes chosen are the impact of recession, the effects of debt and structural adjustment programs on the resources available for education; the implications of demographic trends in developing countries; technological change and changing patterns of employment and livelihoods; the continued degradation of the global environment; the new priorities attached to human rights and good government; and the importance of gender issues in education and development. The second part provides and up-to-date culling of the research literature relating to seven specific fields. These fields are: (1) education and economic development issues; (2) school effectiveness and student achievement; (3) technical and vocational education; (4) the balance of investment between educational levels; (5) private educational… [PDF]

Corradini, Luciano (1988). Social and Civic Values of Young Italians and the Educational Role of the Family, the School, Local Bodies, Associations, and the Working World. This paper briefly outlines Italian pedagogical research on youth since World War II and presents the sociological interaction of youth to family, friends, work, and current issues. A 1987 survey is reviewed with youth responses given in percentages and ranked according to the importance of family, work, friends, leisure activities, studies and cultural interests, sports, social commitments, religious commitments, and political activity. Youth responses to family, friends, and work are discussed in detail while disaffection for politics, human rights, and international justice, and other controversial issues are examined because Italian youth expressed their powerlessness to change these situations. Prior to the International Year of Youth (1985), Italian schools had not differentiated youth from students. Today, the Italian Ministry for the Family and Social Affairs and the Ministry of Education, along with local governments and public institutions, have created programs to study…

Gallo, Donald R., Ed. (1985). Books for You: A Booklist for Senior High Students. New Edition. The books listed in this annotated bibliography, selected to provide pleasurable reading for high school students, are arranged alphabetically by author under 49 main categories, including the following: (1) adventure and survival; (2) animals and pets; (3) archaeology and anthropology; (4) art and architecture; (5) biography and autobiography; (6) careers and jobs; (7) cars, motorcycles, and racing; (8) old and modern classics; (9) computers and microprocessors; (10) death and suicide; (11) drama and theater; (12) drugs and alcohol; (13) easy reading; (14) education, language, and self-improvement; (15) essays; (16) ethnic experiences; (17) family conflicts; (18) fantasy; (19) physical and emotional handicaps; (20) health and physical fitness; (21) historical fiction; (22) history; (23) hobbies and crafts; (24) holocaust; (25) horror, witchcraft, and the occult; (26) human rights; (27) humor and satire; (28) poetry; (29) recreation; (30) science; (31) sexuality; (32) social… [PDF]

Deibel, Terry L. (1987). Presidents, Public Opinion, and Power: The Nixon, Carter and Reagan Years. Headline Series No. 280. Compiled for use in classrooms, seminars, and discussion groups, this document examines changes and shifts in U.S. foreign policy during the Nixon, Carter, and Reagan presidential administrations. This book considers the foreign policy achievements of each administration that might become lasting or stabilizing factors in post-Reagan foreign policy and the positive and negative effects of a decline in national power, shifts in public opinion, and changes in presidential leadership. The Nixon-Kissinger emphasis on policies concerning China and the USSR are examined and contrasted to those of the Carter administration, which stressed global issues and problems, such as human rights. The Reagan administration's efforts to stress the importance of foreign policy leadership and emphasis on United States-Soviet relationships are highlighted. Elements which will be necessary for the development of successful foreign policy during the next presidential administration are considered, and…