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Region""needs vision education to
<br /> ~rlhe winds of economic change ave blowing'around the ~. ~ ~ Cities Area
<br /> · xould catch those winds and sail forward, or it could be stranded in economic
<br />.~.: backwaters. Much depends on ~ leaders and its workers. Will they have enough
<br />viskm, educatlon~ akHI and creativity to meet the challenge of economic change sweeping
<br />· .' ~- .. ·.:;i through the U.S. and olher nations today? This was the focus of ~our presentations at the
<br />..~' :i: .'~.-:':.. ~MetropoUlan Council's 1987.State of the Region event described on these two pages,.and · '
<br /> .....-' in the Neal Pelrce article that begins on page 1. .... ""'. ............. ,, ·
<br /> The event, "The Changing F. eom)my: Taking ~tock and Taking Charge~ covered four
<br /> topics: the need for a new type of leadership in our cities, states and busln~ses~ the ns- '
<br /> lion's changing position In the world economy; the education of tomorrow's workers; and
<br /> the economic watershed facin~ urban and rural Minnesota.
<br /> · The Council will publish · summary.of the event this Spring. Watch for it In the "New
<br /> Publications" section of the Monitor. ~ .
<br /> .. ~ .... '.'. c,~v. Rady rtrp~h
<br />
<br />Ertl Fudo
<br />
<br />Global economy' ·
<br />needs new rules
<br />
<br />The new global econmW, which maktn i~ easy
<br />
<br /> investment fu~dq snd labor, ha~ caused
<br /> economic pmblaus tim outweigh
<br />benefits m co~umen, raid Robert L. Kulmer.
<br /> Kun~-f. an economic~ w~ ~ ~ N~,v
<br />l~,~in~ H~ek add BoJto~ Gtob~. also said the U.S.
<br />taus! face its economic pmblem~ by do~ng mom
<br />economic planning and giving greater support lo .
<br />lifckm8 i~u~ing ami rctraining of workers. He sam
<br />d~e U.S. nc~ds to reemblish · ~enae of k~ty amm~
<br />
<br />' At o~e time, the U.$, was the world's greatest
<br />producer of agricultural and industrial g~ds. &nd .
<br />
<br />he uid. Now there's · single world economy, with .-
<br />t$O countries participating.
<br />The changg has benefited comume~, who p~ iow
<br />prices k~r · wide f~..r~ of produc~. But it has also
<br />caused pro~lcms: falhng profits and wages, o~r-
<br />pmdu~tio~ that'~ resulted in · 8tut of pfoducLs ~1
<br />excess capacity in many manufacturing plants.
<br />In addition, the groond mle~ governing how
<br />co~ntric~ deal with each other on such matters as :
<br />trade, de~ and investments have eroded, making
<br />intematio~ ~ctation~ips ufl~te. New rule~
<br />
<br /> "It' we don't ~ · s/stem of m~e~ ~ all
<br />w~'ld's great economic powe~ agree on, it's
<br />impossible for arty one country to have an
<br />policy. &et ah)ne d~te Otc details of whal Llmt
<br />
<br /> What's ne~, said Kuttner. Lq "creative
<br />The histmical ~n~ i~ the strategy the LI.S,
<br />
<br /> In ~, M~ is ~ ~ si~ venture
<br /> capi~i~ ~ ~ co~n~. ~'~ m~ ~ ~ m Im
<br /> hi~-~h ~ ~ ~ ~ ~ ~ s~
<br />
<br /> ~r~o al~ ~ m ~ ~su~ ~ will h~ a ~,
<br /> ~ if ~ m ~ ~r o~ ~ g~e~t
<br /> ~ld p~ ~ g~.
<br />' ~ ~ ~ ~ iMu~ is ~bj~ ~ ~-
<br />
<br /> ~ge~m ~ ~ ~;' ~ ~id. "It h~ m ~
<br /> a '~i~ ~' ~ ~ g~m~nt is ~
<br />
<br /> ~ ~m~ly ~ a ~tic
<br />
<br /> ~ o~ ~ ~ ~ ~. It's ~ ~ ble~
<br />
<br /> ~ ~mpl~ ~ ~ini~ ~ ~ c~fi~.
<br /> it's ~ d~ ~ ~ ~ ~ mic ~ ~
<br />
<br /> ~ir ~pl~; JaUnt bankem ~l ~ ~
<br />
<br /> skills we mt o~r students to lave, ud teacbea
<br /> should f~s ~ "~ ~[' ~ ~ ~
<br /> ~e ~ ~ ~s.
<br />
<br /> ~ wi~ a ~1~ ~ ~ $24~. ~t
<br /> is ~ ~ ~ ~ ~-~int ~r ~1 ~ll~e~_~
<br /> ~ :
<br />. ~ ~ ~ ~ ~ of ~sibili~ ~ ~
<br />
<br /> ~ ~ ~ like ~i~s~'
<br /> M~I ci~ ~ ~ p~io~ ~ple ~ ~t~
<br />
<br /> ~ ~ wi~ ~inni~ t~.
<br />
<br /> ~ ~r a ~, ~u~ ~ ~le ~
<br /> a ~ is I~ ~ sink or ~m. "~ gi~ ~
<br />
<br />loyalty ~o ~; and s~areholdets am always TkO, as ~e p~e ~t~ ~ mi-
<br />ry ~ ~O mt out ~r ~ e~h~ ~ a bili~ g~ ~, ~ ~ ~ir ~ge ~ ~. ~
<br />~t[' ~id ~.' ..... ".-'.~ .... . .... "t~g, ~ ~ ~s up for lO or 1~ y~, ~ ......
<br />t~ ~n~ ~ m~?a~ a ~ ~t s~. ~ ~ ~ in ~ir ~d-~ in a
<br />~t p~ ~ ~tcmbdl~, ~b~y ~ di~lt ~i~. ~ ~ ~ into ~inis~ or
<br />t~ip~i~, ~ ~. [ 1~ ~ field. ~'s ~ i~nfi~ m s~."
<br /> . ~igh H~ ~, ~ ~ff ~ ~ ~ ~ ~
<br /> '. ~in~ ~t ~'t ~uim ~il ~. ~
<br /> ' ~ ~n~, in ~ls "~chc~ ~ ~ one--~
<br />Tomorrow's workem'
<br />
<br /> need better education
<br />~r ~im. whi~ ble~ ~ ~ ~- -
<br />wi a f~-,~ ~m. '
<br />al~ ~i~ ~m's a ~ ~r ~ ~ ' ~ ~m a ~u~mH~ pl~t ~ in ~ · ~ ~is~-~ng ~n ~ ~minis~fi~
<br />~at~,"~Ku~. Em~ -. ~ ~e,~~~ l~r~sible. ~t~am~
<br />
<br />~ civil~ ai~l~ ~ ~ f~ ~ '~.: - ~?" In ~ ~1~ ~ ~ ~ ~, ~ ~ ~ple ~ just ~ f~ in ~ir cl~
<br />~l~y ~ e~i~n8 ~1o~ ~ ~li~ · ' ~M M~I, ~W ~ ~ ~ C~ ~ ~M ~ ~ble ~ ~r ~n~ ~ ~1~
<br />
<br />~ ~u~.~.a~u~t,~U.S: ~u-~:' ~l~j I) ~ abili~ ~m~te~ '~Nat~~~ T~chi~
<br />
<br /> ~c~ on subj~-~r ~l~ge, ~ abili~ m
<br /> ~ w;~ ~r ~ w~ ~.. 2 ' . . a~ 3) ~ ~;1~ ~ ~ly p~u~ ~'xc 1~ a~ly ~t ~ ~ a cl~ ~ ~r
<br />
<br />M~s~ a ~.~ $~ ~dl~ In.~ ~ ~ ~ ~ ~ m ~ ~ ~ ~ ~m~ ~l M~ ~. '
<br />
<br />m~a .~m~ , · ~~~~~ e~~~~.h~,
<br />
<br /> · " ~ % ' ~ ~' ', - . .., .,.~'~ ~.~ '~ '~ '" ~'- ' * ',~. ' Z '~ ~ ' .. ' '
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