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Each of the papers in this collection offers a much-needed antidote to the forces that disconnect educators from the places in which they teach, learn, and live. Together, they provide an opportunity to reflect on the power of place in education. This issue offers an opportunity--an invitation--to embrace all that the places both in and outside the classroom have to offer. Individual essays in this paper include: (1) Reclaiming the Promise of Place: An Interview with David Greenwood (Roberta Altman); (2) Playing in Literary Landscapes: Considering Children's Need for Fantasy Literature in the Place-Based Classroom (Sarah Fisher); (3) Guggenheim for All: Museum Education for Students on the Spectrum (Chiara Di Lello); (4) Curtain Up: Place-based Teaching & Learning in the New York City Theater District (Peggy McNamara and Bryan Andes); (5) Place-Based Education: (Re)Integrating Ecology & Economy (Mark T. Kissling and Angela Calabrese Barton); (6) Discovering Place-based Education in the Foothills of the Himalayas (Monimalika Day with Doug Hernandez); (7) Learning Naturally: An Inquiry Study of Streams in Hawaii (Becca Kesler); (8) Nature Preschools: Putting Nature at the Heart of Early Childhood Education (Ken Finch and Patti Ensel Bailie); and (9) Preparing Teachers for Place-based Teaching (Amy Vinlove). Individual essays contain references and figures.

Five working papers in linguistics and education are presented. "The Mediators: Providing Access To Texts in English in a Semi-Urban Maharashtrian College Community" (Grace Plamthodathil Jacob) examines the teacher's role in mediating cultural awareness as part of English second language education in a multilingual, non-western society. "Gender Distribution of Negative Judgments" (Dom Berducci) examines how male and female college students make negative judgments, and discusses possible sociolinguistic rules for the use of such judgments. "Distance Learning and Second Language Acquisition: The Role of Input and Interaction" (Thomas Hickey) suggests that distance learning might be a fruitful area of inquiry for second language learning researchers. "Educational Alternatives for Elementary School Students in Spanish-Speaking Communities" (Daphne Katranides) considers four educational programs available to elementary school children of Spanish-English bilingual communities in the United States. "Literacy in Brazil: For What Purposes?" (Marcia Montenegro Velho) discusses the structures and roles of two literacy programs implemented in Brazil in the 1960s and 1970s, one built on the work of Paolo Freire and the other on the Brazilian Literacy Movement. (MSE)

The papers in this document were delivered by scholars from the United States and Canada at the ninth annual Conference on Bengal Studies in 1973. The first two papers discuss the accommodation of Indian literary forms and views of life in the Bengali novel, a foreign literary form adopted in India only in the last century and a half. The third paper analyzes Rabindranath Tagore's play, "Visarjan," while the next three papers are about the changing status of Bengali women since 1850. The seventh paper is a literary analysis of the Bengali Muslim Bardic songs of grief, the eighth paper concerns a Bengali episode which stirred up Hindu-Muslim antagonism, the ninth paper is about the role of language in the creation of Bangladesh, and the tenth paper explores possible changes in the relationship between administration and politics in Bangladesh. The last two papers concern labor and the nationalist movement, and the development of Calcutta. (JM)

Commonwealth Ministries of Education were asked to report on how they are undertaking the improvement of the quality of basic education in their respective countries. The papers in this volume focus on: (1) Antigua; (2) Bermuda; (3) India; (4) St. Kitts and Nevis; and (5) Turks and Caicos Islands. Charts and statistical data support each country's report. (EH)

Selected papers on higher education and development that were presented to the Golden Jubilee Celebrations of the Association of Indian Universities are presented. Topics include development and underdevelopment, recent trends in development strategy, and India in the 1980's and 1990's. Contents include the following: "Development and Underdevelopment: Kerala and Uttar Pradesh," by B. K. Nayar; "Higher Education and Development," by A. B. Shah; "Development and Underdevelopment," by Durgadas Roy; "Notes on Some Aspects of the Strategy of Economic Development in India," by Ranjit Sau; "Anti-Development on a World Scale," by Narindar Singh; "Transfer of Technology, Development, and Underdevelopment," by P. V. Indiresan; "Higher Education and National Development," by J. N. Kapur;"Education and Development Strategy," by S.C. Goel; "Higher Education and Development Changing Strategies in the Indian Context," by J. Veeraraghavan; "Some Reflections on the Strategy of Human Resource Development in Developing Economies," by P. D. Shrimali; "Education and Social Change," by B. V. Shah; "Recent Trends in the Strategy of Educational Development," by Satish Chandra; "Agricultural Sciences and Higher Education in India," by G. Rangaswami; "Education and Dynamics of Development," by Gunvant B. Shah; "The Indian University in the 80's and 90's," by Amrik Singh; "India in the 80's and 90's," by P. G. Deo; "Higher Education in 1980's and 90's in India," by N. V. Subba Rao; and "India in 1980's and Relation to Higher Education," by G. R. Mhaisekar. (SW)

Current trends in armaments and militarism in the third world countries must be assessed against a background of imperialism and in relation to the tendency to use nuclear power for peaceful ends and oil power for militaristic ends. Discussion of these factors with relation to China, India, and the Arab countries requires examination of militaristic attitudes and the activities of the International Atomic Energy Agency. The Arab world's discovery of oil power and subsequent formation of the Organization of Petroleum Exporting Countries (OPEC) are also discussed. It appears that interconnections among different sectors of policy exist along with interdependence among nations. The pursuit of disarmament or arms control cannot be separated from the struggle for equity in world politics. Since the power of the oil-producing nations is contributing toward a new world order, a new international military order becomes one precondition for a new international economic order. China's experimental rockets, India's nuclear devices, and the Arab consortium's arms industry may have to be placed alongside of OPEC as part of their total leverage if there is to be a change toward greater equity between developing and developed nations. Because nuclear capacity is linked with the third world's quest for dignity and power, some degree of proliferation may be the price for equality. (Author/KC)

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This volume contains selected papers submitted to the 20th Jubilee Annual International Conference of the Bulgarian Comparative Education Society (BCES), conducted virtually in June 2022. The 20th BCES Conference theme is "Towards the Next Epoch of Education." The theme is focused on problems, discussions, changes, solutions, and challenges that have recently happened, and as well on various opportunities, prospects, and advantages that have been made available to all actors in the educational systems around the world--students, parents, teachers, administrators, psychologists, principals, faculty members, researchers, and policy makers at municipal, regional, and national level. The book includes 33 papers and starts with an introductory piece authored by Charl Wolhuter. The other 32 papers are divided into 6 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. [Individual papers are indexed in ERIC. This content is provided in the format of an e-book.]

The papers brought together in this volume are a selection from among those presented at the seminar organized in Kuala Lumpur, in July 2002 by the Asian Network of Training and Research Institutions in Educational Planning (ANTRIEP). The network consists of institutions whose main mandate includes training and research in educational planning and management. Since its creation in 1995, it has covered a series of themes with an overarching objective to contribute to the definition of policies that have a beneficial impact on school improvement. ANTRIEP has therefore undertaken research or organized seminars on decentralization, school supervision, the role of head teachers and, in 2002, on school evaluation. The seminar and this report focus on policy reforms and practical steps that can be undertaken to strengthen the linkage between evaluation and school improvement. The report presents a mixture of conceptual papers, case studies and comparative analyzes, though drawing references not only to the Asian continent. Each of the three evaluation tools (examinations, inspection, and self-evaluation) was examined separately during the seminar, and different papers comment on their role. Specific attention goes to the need to integrate these tools into an evaluation framework. Some papers go beyond these tools and ask the question: What could be the contribution of the community in school evaluation and school governance? The report paints the contours of a school evaluation system, focused on improvement, empowerment, and accountability rather than on the latter alone. School self-evaluation stands at the heart of such a system. Examination and test results help school staff to identify their strengths and weaknesses while inspectors become the initiators of this self-evaluation process. The report also stresses, however, that there is not one ideal model that all countries should follow. The contexts differ, and an effective system is one that takes into account the limits and needs of each country. Papers presented in this report include: (1) Seminar Report: School Evaluation for Quality Improvement--Issues and Challenges (Anton De Grauwe and Jordan P. Naidoo); (2) A Review of School Evaluation Mechanisms in Bangladesh, Indonesia, Nepal, the Philippines and Malaysia (Jordan P. Naidoo); (3) School Self-Evaluation and External Inspection: A Complex Couple (Anton De Grauwe); (2) External School Inspections as a Form of School Evaluation in Malaysia (Dato' Abdul Rahim bin Tahir); (4) School-Based Evaluation: A Theoretical Approach (Eligio B. Barsaga); (5) Examinations and Test Systems at School Level in India: Their Impact on Institutional Quality Improvement (B.P. Khandelwal); (6) Teacher Performance Management as a Method of School Evaluation in Sri Lanka (Wilfred J. Perera); (7) Community Participation and School Governance: Diverse Perspectives and Emerging Issues (R. Govinda); and (8) Alternative Models in Reforming School Supervision (Anton De Grauwe and Gabriel Carron). An appendix provides additional information about the Asian Network of Training and Research Institutions in Educational Planning (ANTRIEP). (Contains 7 tables, 2 figures, and 2 boxes.)

This document contains three papers on managing the human resource development (HRD) function. "The Relationship between Factors Impacted by the Current Economic Crisis and Human Resource Development Roles and Functions in Thailand" (Chiraprapha Tan Akaraborworn, Gary N. McLean) presents data indicating that the current economic crisis in Thailand has had no significant impact on HRD roles and functions. "Testing the Appropriateness of the Gap Service-Management Model to the HRD Function in Organizations" (Shirine L. Mafi, Ronald L. Jacobs, David A. Collier) reports on an ex post facto study in which the appropriateness of the Gap Service-Management Model to the HRD function in organizations was examined by using the model to gauge employee satisfaction with HRD outcomes based on a series of gaps that occurred during the delivery of an HRD service. The research confirmed that the instruments developed for the study are indeed valid as diagnostic tools. "A Study of HRD Concepts, Structure of HRD Departments, and HRD Practices in India" (T.V. Rao, Raju Rao) reports on a study that included audits of eight Indian organizations and established that, in India, the HRD function is not well structured, is inadequately differentiated, and is poorly staffed. All three papers include substantial bibliographies. (MN)

This symposium on leadership development consists of three presentations. "Organizational Performance: The Future Focus of Leadership Development Programs" (Doris B. Collins) reports research that analyzed 54 leadership studies from 1984-2000 and confirmed that organizations have begun to take a more systemic approach to leadership development. "Hidden Dimension of Leadership Success: Implications for Building Effective Leaders" (Anne Khoury), a theory paper, proposes that the hidden dimensions are personal credibility and self efficacy and defines a successful leader in this model as one who can inspire others and turn aspiration into action to accomplish business results. "A Study of Leadership Roles, Styles, Delegation, and Qualities of Indian CEOs (Chief Executive Officers)" (T. V. Rao, Raju Rao, Soumya Dixit) addresses a study that found that Indian CEOs were good at managing their seniors, but weak in inspiring and developing their subordinates, culture building, and long-term goal setting; their leadership styles were largely developmental; delegation, activity level, positive thinking, communications were their strengths; and reactiveness, irritability, low empathy, patience, and participative nature were weak areas. Two of the papers include substantial bibliographies. (YLB)

This monograph contains 14 papers on the role of higher education in the developing world stimulated by discussion of that issue in "Higher Education: The Lessons of Experience" (World Bank, 1994). The first two papers offer background on the World Bank paper: "World Bank Traditions of Support to Higher Education and Capacity-Building: Reflections on 'Higher Education: The Lessons of Expereince'" (Kenneth King) and "Shaping the World Bank's Higher Education Paper: Dialogue, Consultation and Conditionality" (Alison Girdwood). The next three papers explore related fundamental issues: "The Implications of Globalisation for Higher Education" (Noel F. McGinn); "Higher Education-Business Partnerships: The Dilemma of Competitiveness and Equity" (Wim E. Biervliet); and "The Challenge to the Liberal Vision of Universities in Africa" (David Court). The next four papers address World Bank reform areas: "Redefining the Role of Government in Higher Education: How Realistic is the World Bank's Prescription?" (Keith Watson); "Diversifying the Funding of Tertiary Institutions: Is the Bank's Agenda the Right One?" (Christopher Colclough); "Institutional Diversification of Higher Education" (Peter Williams); and "Responding to Ambiguity: A Critique of the World Bank's Analysis of Quality Assurance, Responsiveness and Equity" (H. R. Kells). The next three papers present empirical perspectives on the World Bank paper. They are: "Higher Education in India at a Cross-roads" (Jandhyala B. G. Tilak); "A Chinese Model of Higher Education? Lessons from Reality" (Kai-ming Cheng); and"Equity, Access and Excellence in South Africa Higher Education" (Pundy Pillay). The final two papers look at other policies and practices in aid to higher education and are "The Power of Knowledge: A Comparison of Two International Policy Papers on Higher Education" (Berit Olsson) and "French Aid and the Crisis of Higher Education in Francophone Africa" (Francois Orivel). (Many papers contain extensive references.) (JB)

This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

The essays in this volume have been selected from papers presented at the 13th World Conference of the World Council for Curriculum and Instruction. The first WCCI Conference held in England in 1974, was followed by conferences in Turkey, the Philippines, Canada, Japan, the Netherlands, Egypt, India, Thailand, Spain, Australia, and again, the Philippines. The theme of the 13th World Conference, held in Antalya, Turkey was "Creating a Global Culture of Peace: Strategies for Curriculum, Development and Implementation". The nineteen papers in this volume are written by authors from nine different countries. Essays one through four are keynote addresses. The nineteen articles in this collection are: (1) Alliance of Civilizations for a Global Culture of Peace (Mehmet Aydin); (2) Education for a Culture of Peace in a Globalised World--Strategies for Curriculum Development and Implementation (Birgit Brock-Utne); (3) Sustainable Entrepreneurship and Intercultural Enlightenment: Nexus of Global Peace (Terrence Barber); (4) Building Alliances for a Culture of Peace through Dialogue and Action, Alice Miel Lecture (Dalisay G. Brawner); (5) Plurilingualism and Pluriculturalism in Foreign Language Teaching: The Contributions of the CEFR (Bengu Aksu Atac); (6) Peace in Society during the "Turkish Enlightenment" Age: The Experience of Village Institutes (Mualla Bilgin Aksu); (7) Whole-School Learning Effective Strategies Learned From the Border Patrol Police Schools of Thailand Reform (Pimpan Dachakupt); (8) Integrating Peace Education into Language Teaching Methodology (Lknur Pekkanli Egel); (9) Strategies and Challenges for Global Education Curriculum (Noorjehan N. Ganihar); (10) Global Leadership Strategies and Executive Coaching as Contingency Approaches to Create and Build a Culture of Peace within Organizations (Jim Goodrich and Jay Finkelman); (11) Mobile 2.0: Shifting Educational Paradigms through mLearning (Michael Higgins and Shudong Wang); (12) Dealing with Cybermbullying in Schools in the United States: A New Challenge for Educators (A. Zaidy Mohdzain); (13) Urgent Responses to the HIV/AIDS Pandemic by a School and a Community-Home-Based Organization (Remedios Nalundasan-Abijan); (14) Blind Spots in Pre-Primary Education (Grace Chibiko Oforma, Julie Ibiam, Patricia Nkechi Uzoegwu and Uche Igbokwe); (15) The Impact of Asian-American Female Educational Leaders on Student Achievement As It Relates To Global Concerns on Gender Equality and Social Justice (Dina C. Pacis); (16) Highly Integrated Educational Environment as a Precondition for Multidisciplinary Education (Yulia Stukalina); (17) Global Warming and Climate Change: Awareness and Actions of Indian Higher Secondary Students (Geetha Janet Vitus); (18) Preparing Ethical Leaders for a Caring School Community (Roger Wiemers and Tammy Shutt); and (19) A Peace Education Model: Cellular Peace (Alev Yemenici). Individual papers contain references, figures, appendices, and tables.

School choice reforms are increasingly common across the U.S. This symposium summarizes and presents the most recent research on the social effects of private school choice programs and public charter schools. All three papers consider heterogeneity in effects that can and should inform policymaking. The first paper, "Charter School Entry and School Choice: The Case of Washington, D.C." (Maria Marta Ferreyra and Grigory Kosenok) discusses novel research on estimating an equilibrium model of charter school entry and school choice. From a social standpoint, the paper shows that the existence of charter schools yields net benefits. The second paper, "Squeezing the Public School Districts: The Fiscal Effects of Eliminating the Louisiana Scholarship Program" (Corey A. DeAngelis and Julie R. Trivitt) studies the fiscal effects of reduced funding in a statewide voucher program. This paper adds to the literature by comparing the short-term and long-term savings to the state and individual public school districts due to this policy. The results show that the voucher program generates net cost savings in the long run for almost all educational jurisdictions under reasonable assumptions. The third paper, "The Juice Is Worth the Squeeze: A Benefit/Cost Analysis of the Experimental Evidence on Private School Vouchers across the Globe" (M. Danish Shakeel, Kaitlin P. Anderson, and Patrick J. Wolf) is a benefit/cost analysis of the best available research on private school vouchers. This benefit/cost analysis provides the most comprehensive look at the achievement effects of school voucher programs using lottery-based research designs both in the U.S. and internationally. This symposium summary provides abstracts for each of the three papers. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]

The 46th annual conference of the Adult and Higher Education Alliance (AHEA) was held online in March 2022. This year's conference theme is "Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning." The proceedings are comprised of the following papers: (1) Man-Environment Interaction in the Rainforests and Sustainable Development: Practical Implications for Adult Education (Kofo A. Aderogba); (2) The Trauma of Coronavirus and Education for Sustainable Human Condition (Adebimpe E. Alabi and Kofo A. Aderogba); (3) Dialogue-Based Education: A Strategy for Empowering Young Adults in Fostering Entrepreneurial Mindsets (Isaac Kofi Biney); (4) Does Science Help in Understanding Trauma-Related Behaviors in the Adult Student? (Joan Buzick); (5) Strengthening Resiliency During Stress in Adulthood (Patricia Coberly-Holt and Lynn Roberts); (6) Talking Back: Testifying as an Act of Resistance and Healing for Black Women Survivors of Prostitution (Amelia B. Cole); (7) Nexus of Vulnerability of Internally Displaced Persons [IDPs] in Africa, and Socioeconomic Development of the Black Nations (Debora A. Egunyomi and Kofo A. Aderogba); (8) Utilizing Technology, Mentoring, and Fun Initiatives to Decrease Workplace Stress (Yvonne Hunter-Johnson, Sarah Wilson-Kronoenlein, and Dauran McNeil); (9) Hemophilia: A Silent Threat to Post-Secondary Success in a Caribbean Context (Kerry-Ann Lee-Evans and Kayon Murray-Johnson); (10) Trauma-Informed Teaching of Writing in Higher Education (Marian Mesrobian MacCurdy); (11) The Human Condition, the Goals of Adult Education, and the Role of the Adult Educator: A Conversation (Alan Mandell and Xenia Coulter); (12) Parenting Adolescent Children in the American Culture by South Asian Immigrants from India (Olivet K. Neethipudi); (13) The Importance of Recognizing Personal Stressors, How They May Impact Our Professional Life/Teaching, and Steps We Can Take to Learn from the Experiences (Lynn Roberts and Patricia Coberly-Holt); (14) Comparison of Competency and Entrustability in Ongoing Adult Skill Development: How Do They Meet? (Richard Silvia and Kathy Peno); and (15) The Invisible Pandemic (Joyvina Evans and Joshua Ramaker). [For the 2021 proceedings, see ED615223.]

In this paper, we investigate the optimization of fuzzy outputs in the classification of epilepsy risk levels from EEG (Electroencephalogram) signals. The fuzzy techniques are applied as a first level classifier to classify the risk levels of epilepsy based on extracted parameters which include parameters like energy, variance, peaks, sharp spike waves, duration, events and covariance from the EEG signals of the patient. Support Vector Machine (SVM) may be identified as a post classifier on the classified data to obtain the optimized risk level that characterizes the patient's epilepsy risk level. Epileptic seizures result from a sudden electrical disturbance to the brain. Approximately one in every 100 persons will experience a seizure at some time in their life. Some times seizures may go unnoticed, depending on their presentation which may be confused with other events, such as a stroke, which can also cause falls or migraines. Unfortunately, the occurrence of an epileptic seizure seems unpredictable and its process is very little understood The Performance Index (PI) and Quality Value (QV) are calculated for the above methods. A group of twenty patients with known epilepsy findings are used in this study. High PI such as 98.5% was obtained at QV's of 22.94, for SVM optimization when compared to the value of 40% and 6.25 through fuzzy techniques respectively. We find that the SVM Method out performs Fuzzy Techniques in optimizing the epilepsy risk levels. In India number of persons are suffering from Epilepsy are increasing every year. The complexity involved in the diagnosis and therapy is to be cost effective in nature. This paper is intended to synthesis a cost effective SVM mechanism to classify the epilepsy risk level of patients. [ABSTRACT FROM AUTHOR]

This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.

The Fourth Regional Conference of the Commonwealth Council for Educational Administration, held in Nicosia, Cyprus, in January 1980, focused on the possible impact of foreseeable changes in educaiton on the school administrator's role. The 16 papers presented (published in this volume) addressed the development of Cyprus's dual educational system; the history and character of Nigeria's educational system; models of change, barriers to change, change strategies, and the principal's role in change; currently needed administrative competencies; the likely nature of the principalship in the year 2000; the monitoring of school performance in the future, with particular reference to the Eastern Caribbean; the characteristics of the principalship in India; the impact of computers on educational administration; the rehabilitation of the deaf in Cyprus; educational management theory and the requirements of educational management programs for principals; factors in the development of a scale for measuring principals' leadership styles and their effects; the concept of managerial discretion in the context of school system rules structures; leadership qualities needed in administrators and education officials as perceived by teachers in Cyprus; curriculum planning for primary education in Cyprus; self evaluation strategies for schools; and professional development for teachers and administrators. (PGD)

This compilation of resource papers and findings is from a regional workshop on mother-tongue/bilingual literacy programmes for ethnic and linguistic minorities in multilingual settings. It was organized by Asia-Pacific Programme of Education for All (APPEAL), United Nations Educational and Cultural Organization (UNESCO) Bangkok, 6-10 December 2005 in Chiangmai, Thailand and included nine participating countries--Bangladesh, Cambodia, China, India, Indonesia, Nepal, the Philippines, Thailand and Viet Nam. APPEAL supports pilot projects in these countries which provide mother-tongue or multilingual education to ethno-linguistic minorities. Each chapter summarizes an aspect of multilingual education programme development including issues and positive problem solving experiences. Chapter titles are as follows: (1) Linguistic Diversity, Literacy and Education (resource paper); (2) Education in Ethnic Minority Communities: Questions to Consider and Problems to Solve (resource paper); (3) Multilingual Education Practice in Eight Asian Countries (Bangladesh, Cambodia, China, India, Indonesia, Nepal, the Philippines, Thailand); (4) Developing Low Cost and Effective Materials for Multilingual Education Programmes; (5) Training Effective Community Teachers for Multilingual Education Programmes; and (6) Teaching Methods for Effective Multilingual Education Programmes. (Contains 7 tables, 10 figures, and 21 footnotes.) [This report was published by the UNESCO Asia and Pacific Regional Bureau for Education.]

Eight papers, each presented at one of three conferences sponsored by the International Institute for Educational Planning (IIEP), are published together in this collection. It provides an overview of the current interest in developing nations in the role of administration in educational development, particularly as that role involves the coordination of administrative efforts at different levels (national, regional, local, and institutional) in the furtherance of national educational policy objectives. The papers are: "Decentralisation in Educational Administration: The Third World Perspective" (Anil Bordia); "Regionalisation of Education: Lessons from Some Experiences of Latin America" (J. B. Bernal); "Education and Sectoral Development at Local Level--An Integrated Approach" (S. N. Saraf); "Experience of Educational Microplanning in Peru through Nuclearisation" (G. Ruiz-Duran); "The 'Nuclearization' Programme in Costa Rica" (Carlos E. Olivera); "Multi-level Educational Planning and Administration in India" (M. V. Mathur); "Integrated Planning in Tanzania--The 1972 Decentralization and the 1975 Village Acts" (Omar R. Mapuri); "A Crash Programme in Mass Education: The Experience of Bangladesh" (M. Selim). An extensive introduction places the papers and their subjects in the broader context of IIEP's ongoing research efforts concerning the place of educational administration in the educational planning process. A substantial bibliography of relevant materials is appended. (PGD)

There are at least 6,000--7,000 languages spoken in the world today, with over half of them endangered. And 61 percent of the endangered languages are within the Asia and Pacific Region. The publication is a report derived from the Regional (Asia and Pacific Region) Workshop on Mother Tongue/Bilingual Literacy Programs for Ethnic Minorities, held from 17 to 22 May 2004. Education in mother tongues/native languages (L1) side by side with official language (L2) is not yet a common phenomenon, especially among the ethnic minorities. The complexity comes not only from a scarcity of education content and materials in L1, how to transition from L1 to L2 as the medium of Instruction (MOI), and using both languages in learning, but also on L1 itself--the writing system. Speakers at the workshop suggested that literacy training in mother tongues could be done through formal and non-formal education settings. Activities such as action research on L1 acquisition, pilot projects, development of relevant teaching materials, and professional development for teachers in L1 could raise attention for not only literacy and Education For All, but also help to preserve traditional and local cultures. The publication includes (I) survey results on native languages and education in L1; (ll) case studies from Bangladesh, Cambodia, China, India, Nepal, Philippines, Thailand, and Viet Nam; (lll) approaches in introducing L1 and linkage to L2; and (lV) a survey of government policies in order to help policy makers design their own policy on education in mother tongue. Appended are: (1) Workshop Programme; and (2) List of Participants. [This document was published by the UNESCO Asia and Pacific Regional Bureau for Education and was supported by Japanese Funds-in-Trust.]

This collection of 20 papers addresses child development and early intervention issues related to literacy acquisition from a cross-cultural perspective. Titles of the papers are: (1) "Preparing Young Children for Literacy: Issues in Theory and Practice" (Lotty Eldering and Paul Leseman); (2) "Jomtien Revisited: A Plea for a Differentiated Approach" (John Bennett); (3) "Interaction of Context with Development: Theoretical Constructs for the Design of Early Childhood Education Programs" (Robert Serpell); (4) "Orientations on Culture: Some Comments on Intervention Programs" (Ype Poortinga); (5) "Interaction between Development Processes and Social-Cultural Context" (T. S. Saraswathi); (6) "Modification of Cognitive Components: Consequences for Early Intervention" (Fons van de Vijver); (7) "Many Kinds of Deprivation: Young Children and Their Families in South Africa" (Linda Richter); (8) "The Developmental Niche: Implications for Children's Literacy Development" (Sara Harkness and Charles Super); (9) "Linguistic Development as Related to Literacy" (Catherine Snow); (10) "How Parents Provide Young Children with Access to Literacy" (Paul Leseman); (11) "Literacy Development in a Multilingual Context" (Ludo Verhoeven); (12) "Responding to Children's Needs: Integrated Child Development Services in India" (Rajalakshmi Muralidharan and Venita Kaul); (13) "Empowerment of Parents: 'Proyecto Padres e Hijos' in Chile" (Johanne Filp and Ximena Valdes); (14) "Culture Sensitive Home Intervention: The Dutch HIPPY Experiment" (Lotty Eldering and Paul Vedder); (15) "A Model of Multipurpose Non-Formal Education: The Case of the Turkish Early Enrichment Project" (Cigdem Kagitcibasi); (16) "Success for All: Prevention and Early Intervention in Elementary Schools" (Robert Slavin and Nancy Madden); (17) "Critical Issues in the Evaluation of Preschool Intervention Programs" (Jan Slavenburg); (18) "Cooperative, Community-Based Evaluation of Preschool Programs" (Howard Richards and Loren Pierce); (19) "Researchers, Program Developers, and the Children Out There" (Nico van Oudenhoven); and (20) "Family, School, and Literacy: Recommendations for Intervention Programs." Most papers include a reference list. (MDM)

This volume contains 11 papers on the under-representation of women in higher education management in Bahrain, Finland, France, India, Indonesia, Malaysia, Nigeria, Peru, the United States and Canada, the South Pacific and the West Indies. All papers were written by women vice-chancellors, presidents and senior managers of universities in those nations. The papers are: "Bahrain: The Role of Women in Higher Education Management in the Arab Region" (Rafica S. Hammoud); "Finland: Women in Higher Education in Finland" (Veronica Stolte-Heiskanen); "France: The Role of Women in the Administration of Higher Education in France" (Michele Gendreau-Massaloux); "India: The Place of Women in the Management of Higher Education in India" (Suma Chitnis); "Indonesia: Indonesian Women in Higher Education Management" (Mariana Setiadarma); "Malaysia: Women Managers in Higher Education in Malaysia" (Asmah Haji Omar); "Nigeria: Women in Higher Education Management--The Nigerian Context" (Grace Alele Williams); "Peru: The Woman's Role in the Administration of Higher Education in Peru" (Gladys Buzzio Zamora RSCJ); "USA/Canada: Women in Higher Education Management in the United States and Canada" (Sandra Featherman); "University of the South Pacific: Women in Higher Education Management in the South Pacific--The Case of the University of the South Pacific" (Konai H. Thaman and Sarojini Pillay); and "University of the West Indies: Staff Development and Gender Equity in the Commonwealth Caribbean Universities--The Experience of the University of the West Indies" (Gwendoline Williams and Claudia Harvey). (Some papers contain references.) (JB)

"Skill is laying the foundation for a brighter India. As John Ruskin puts it, "Skill is the unified force of experience, intellect, and passion in their operation." "Nation Building" is a herculean task that involves the government of the land, private and public institutions, industries, organisations, and every citizen there, holding accountability of its development inch by inch. India faces enormous problems in practically every aspect of national life as a young democratic nation with a multilingual, multicultural, and multiethnic population. Poverty, illiteracy, unequal and underdeveloped growth of diverse segments of the country, and insufficient infrastructure in educational and training institutions are all impeding the country's development. The insufficiently skilled workforce is unable to assume greater responsibilities in the development of a better nation. In India, there is now a scarcity of highly trained and skilled educators. Both in India and overseas, there is a considerable need for all levels of skilled labour, including semiskilled, skilled, highly skilled, and highly skilled with specialisation. An estimated 65 percent of workers in India are aged 15 to 59, with an average age of 29 compared to China and other OECD countries. Approximately 335 million people are currently employed in the United States today. They are largely uneducated and have little or no experience. Approximately 59 million of the 70 million predicted to enter the market will be in the 15 to 30 age category. For the development of our country, reskilling, up-skilling, and conceiving and generating ways and means for national and international labour mobility, as well as mitigating the low contribution of women labour force, are all critical. Our youth will be more competent if we place a higher value on skill development. To address all of the concerns of globalisation, knowledge explosion and distribution, and skill development competition, the Indian government has launched a number of initiatives, including Skill India, Digital India, Startup India, and Make in India. Many groups are attempting to improve people's skills. (a) Directorate General of Training (DGT), (b) National Skill Development Corporation (NSDC), (c) Indian Institute of Entrepreneurship (IIE), (d) National Skill Development Agency (NSDA), (e) National Skill Development Fund (NSDF), (f) National Institute of Entrepreneurship and Small Business Development, g) Skill Sector Councils, (h) ICT Academy, and respective State Skill Development Corporations. To impart and upgrade abilities, numerous organisations and universities offer a variety of certificate, diploma, and postgraduate diploma courses. TNOU also provides a variety of skill-based courses. The aspiration and ambition of the Indian Government is to make India the world's "Skill Capital." We/the editors consider it a privilege to have compiled this book titled "Nation Building through Skill Development," which contains contributions on a wide range of subtopics on various elements of skill development explored by a diverse group of authors from around the world. Choosing the chapters was, indeed, a difficult task. Original papers with less than 10% plagiarism were chosen for publication. For the publication of this book, forty-one essays were chosen. We/the editors would want to express our gratitude to everyone who submitted a chapter. The contributions that were not included in this publication are in no way considered rejects. We/the editors express our gratitude to Prof. Dr. K. Parthasarathy, Vice Chancellor, Tamil Nadu Open University, for entrusting us with this task. We/the editors would also want to express our gratitude to all those kind individuals who have worked tirelessly to bring this book in black and white. [This book was published by Tamil Nadu Open University.]

The 14 papers in this volume address planning and administration of higher education within an international context. Papers are grouped into general studies, regional studies, and national and institutional studies. Included papers are: (1) "Management of Global and Educational Change: Challenges for Higher Education and Graduate Studies" (Gustavo Lopez Ospina); (2) "Accountability for More Efficiency and Effectiveness in Higher Education" (Klaus Huffner); (3) "Training for Planning and Management: Improved Management Systems in Higher Education in Developing Countries" (Kevin M. Lillis); (4) Improving Effectiveness of Higher Education Institutions: Studies of the Management of Change" (International Institute for Educational Planning); (5) "Higher Education: What Procedures for Evaluation?" (William B. Dockrell); (6) "Planning and Management of Higher Education in Latin America and the Caribbean: An Introductory Study" (Jose F. Silvio); (7) "Management and Administration of Higher Education in a Market Economy" (8) "Some Issues and Trends Relevant for Planning and Management of Higher Education in Arab Countries" (Al Awd Galeleldin); (9) "University Governance, Autonomy and Accountability in Brazil: A Couple of Challenges for the Decade" (Jacques Velloso); (10) "Management of Innovation and Change in Higher Education in Developing Countries; Experiences from Tanzania" (I. M. Omari); (11) "Planning and Management of Education in a Period of Crisis: The Example of Higher Education in Rwanda" (Joseph Kalinganire); (12) "Planning and Management for Excellence and Efficiency in Higher Education in India" (T. V. Rao); (13) "Higher Education in Czechoslovakia: Problems and Prospects of Management" (Jana Hendrichova and Ian Kouckij); and (14) "Planning and Managing for Excellence and Efficiency in Higher Education in Britain" (John Eggleston). (Some individual papers contain references.) (DB)

This reader on literacy provides a clear account of the major perspectives on literacy and adult education through 20 papers divided into three categories. An introduction provides an overview of the content of the papers. Part 1, "Issues," contains seven papers: "Literacy: Access to Power" (Dijkstra); "Development and the Possibilities for Literacy" (Ooijens); "Can We Work Literacy into Every Context of Development in Developing Countries?" (Shrivastava); "Can Literacy Work Lead to a Critical Consciousness?" (Hammink); "Beyond Literacy" (Barik); "Do We Need Separate Literacy Courses for Women?" (van Dijk); and "Teach Literacy in the First or Second Language?" (Tholen). Part 2, "Applications," consists of nine papers: "Literacy Crash Course: An Experiment with Tribal Women" (Shrivastava); "Amidst the Jungle of the Simipal Hills" (Barik); "The Income Project on Education" (Kumar); "Literacy in Rural Areas: TRICON Associates" (Banerjee); "Literacy in Zimbabwe: Problems and Limitations" (Chombo); "English Literacy: A Unions' Project in South Africa" (Mavuso); "The Literacy Work of CEPROD (Development Studies and Promotion Center)" (Galindo, Barahona); "Technical Training for Women: The Work of INCATEM (Institute of Technical Training for Women)" (Escobar); and "Literacy of Women in Peru" (Dasso). Part 3, "Requirements," contains four papers: "Supporting Literacy for Development" (Dubbeldam); "Limitations and Problems of Literacy Work from a Donor's Point of View" (Monteiro); "Limitations and Problems for Literacy Campaigns with Respect to Support and Prerequisites for Support" (de Vries); and "Education for All" (Storm et al.). Appendixes include an 83-item bibliography, an index, and brief biographies of authors. (YLB)

This report contains, in addition to the introduction and preface, 13 papers written by individuals working in the field of evaluation who present the concepts and practices of evaluation at their own particular distance education institutions. The introduction (Schuemer) gives a short outline of the evaluation nomenclature and an overview of the contributors to the report. The papers are: "Orientation and Conceputalization of the Academic Quality Control Centre" (Alavarado et al.); "Evaluation at the FernUniversitat" (Bartels); "System Evaluation: Some Reflections on Current Tertiary Practices in Australia and Hong Kong" (Castro); "Evaluation at a Distance" (Ganor); "Evaluation at Indira Gandhi National Open University, New Delhi, India" (Koul); "Assessment at Empire State College--Strategies and Methods Used in Evaluating Distance Education" (Lehmann, Granger); "Evaluation of Danish Distance Education at University Level" (Lorentsen); "Institutional Evaluation of the National Open University of Venezuela (U.N.A.)--A Proposal" (De Machado, Machado); "Evaluation in University Distance Education" (Moehle, Gerhardt); "Evaluation Concepts and Methods in Distance Education at Humboldt University (HUB)" (Nerlich); "Evaluation Concepts and Practices at NKI, Norway" (Rekkedal); "Evaluation in the Distance Courses Established by the Department of Education of 'La Sapienza' University (Rome)" (Vertecchi); and "Evaluation at the British Open University" (Woodley). (YLB)

Supply chain management is the plan and control of material and information flow among suppliers, facilities, warehouses and customers with the objectives of minimization of cost, maximization of customer services and flexibility. The supply chain of a business process comprises mainly five activities viz., Purchase of materials from suppliers, transportation of materials from suppliers to facilities, production of goods at facilities, transportation of goods from facilitates to ware houses and transportation of goods from ware houses to customers. In this paper, a supply chain model is developed for a dairy industry, located in Andhra Pradesh, India. The supply chain includes four echelons namely raw milk suppliers, plant, warehouse and customers. In this model, emphasis is mainly on production and distribution activities, with a view to find out purchase plan of raw milk, production plan of product mix and transportation plan of the products. [ABSTRACT FROM AUTHOR]

We have implemented the hardware of a prototype Phase-Locked Loop (PLL) system in Instrumentaion and Informatics Research Laboratory, Department of Electronics Science, Gauhati University, Assam, India for communication systems. The system is tested using Digital Storage Oscilloscope (DSO) (Model: Tektronix TDS 1012B; 1GS/Sec). We also simulate the system using Circuit Maker's Berkeley SPICE3f5/XSpice-based simulator. In this paper we are presenting the result of our experimental test of the system and compared it with the simulated output. [ABSTRACT FROM AUTHOR]

As of now, the teaching-learning process in India is oriented towards class-room model. The generic approach is transforming into the flexible on line systems capable of imparting education in the manner that can never be thought of. With the advent of internet technologies in the past decade, it is bringing a turbulent change in the Indian education system. This paper provides a comprehensive insight to the current status of e-learning education in India. We have discussed three case examples and concluded that with the growth of the population interested in education, successful elearning models can be developed and implemented by various universities across the country. [ABSTRACT FROM AUTHOR]

The agricultural sector which is core part of the Indian economy, represents 35% of The impact of climate change on agriculture is expected to impact on agricultural productivity and shifting crop patterns This paper suggests development of a decision support system for agriculture based on the natural language processing. The analytical data about the rainfall pattern, soil structure of the area will be maintained at back end, the system will retrieve the information based on the interaction with the user, which will be a farmer in this case. The authors aim to provide a user friendly decision support system. [ABSTRACT FROM AUTHOR]

Management of change has assumed a great deal of importance in Indian automobile industry. Managing change is posing a big challenge to Indian firms in the wake of globalization and liberalization. Successful change demands that all major areas of an organization are kept in focus concurrently. These areas are technology, structure, systems, people and culture. It is seen that all these areas are interwoven and cannot be emphasized upon in isolation. This paper presents the current status of socio-technical change in Indian automobile industry. The study has been made through survey in Indian automobile companies using a specially designed questionnaire. [ABSTRACT FROM AUTHOR]

Research on Just-in-Time (JIT), Total Quality Management (TQM), Total Productive Maintenance (TPM), Supply Chain Management (SCM), and Theory of Constraints (TOC) generally investigate the implementation and impact of these programs in isolation. However, many researchers believe and argue conceptually the value of understanding the joint implementation and effect of manufacturing programs. This paper investigates the relationship among these three letters paradigm and describes a synergistic relationship among JIT, TOC, TPM, TQM, and SCM. The survey results of 45 Indian manufacturing industries underlines the need of joint implementation for revitalizing manufacturing. The theoretical argument leads to conclusion that the organization which have implemented jointly will outperform the organizations that have implemented only one or none. [ABSTRACT FROM AUTHOR]

Chapter XII of the book "The Life of William Carey, Shoemaker & Missionary," by George Smith is presented. It highlights the works and contributions of missionary William Carey to the scientific, physical and economic sectors. It also explores the sacrifices of Carey as the founder of an agricultural and horticultural society in India.