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A discussion of the mechanism of totalitarian indoctrination institutionalized in the Romanian educational system focuses on verbal interaction in school and school-related situations before the revolution of December 1989. Pragmatic analysis of the political language used in a variety of academic contexts (political science, political education, ideological instruction for political science teachers, political meetings, and politically-based student organizations) suggests that this language is characterized by the breaking of discourse rules at three levels: discourse, speech act, and textualization of discourse. Further, youth are manipulated by a process of engagement from the early school years. In the long run, these methods have proven ineffectual. It is the students who undertook the revolution and refuted the doctrine imposed by the dictatorship. The very manner in which the totalitarian discourse functions and the weakness of the manipulation strategies used in the academic situation are at fault for the failure. Defense mechanisms adopted by parents and teachers, such as cooperative academic and scholarly projects, have also been important, creating lines of communication and exchange parallel to those imposed by the authorities. (MSE)

These proceedings consist of 62 presentations (21 written in French, 19 in English, 21 in Romanian, 1 in Spanish). The foreword appears in French, English, and Romanian. Papers written in English include the following:"Vocational Guidance and Change of Career: The New Demands" (Graciela Canessa); "Intervention Strategies. Youth Unemployment--"Compensatory Programs" (Mirta Graciela Gavilan); "Guide of Works and Experiences to Carry Out with the Video Used as Initial Stimulus" (Silvia Gelvan de Veinsten); "Occupational Motivation Questionnaire. Motivational Development and Vocational Guidance" (Raquel Migone de Faletty, Jose Eduardo Moreno); "Vocational Guidance, Its Challenges and Crossroads at the End of the Millennium" (Diana Rossi); "Career Information and Counselling in the Internet Era" (Phillip S. Jarvis); "Careerist, Wage-Earner or Entrepreneur: Work Values and Counselling" (Peter Plant); "Guidance for Career Planning--The European Perspective" (Michael Vorbeck); "Phare-Sponsored New Guidance Systems in Hungary" (Sandor Lisznyai, Zsuzsa Vajda); "Adult Career Development: Some Features from the Seventies to the Nineties" (Magda Ritook); "The Labour Market Today and Tomorrow" (Yvonne Bartholomeus, Saskia den Broeder); "Patterns and Effects of Mentorship in Career Development" (Gr. Nicola); "Perception of Standard Five Pupils (Grade 7) Regarding Technology" (A.M. Dube); "Technology-Driven Career Planning Programs in Spain" (E. Repetto, B. Ballesteros, B. Malik); "Teachers as Student and Parent Counsellors--A Possibility for Better Communication in Schools" (Kerstin Hagg, Svea Maria Kuoppa); "Careership: A Sociological Theory of Career Decision Making" (Phil Hodkinson); "The Role of Career Guidance in Societies in Transition" (A.G. Watts); "Development of Conceptual Model of the Careers Guidance Interview: Researching the Exchange of Meaning between Client and Practitioner" (Sally Wilden, Nelica La Gro); and "A Comprehensive Guidance Program for the Whole School" (Norman C. Gysbers). (YLB)

This collection of 24 articles explores how educational research, programs and policies in several countries are related to the issue of children's rights. Several of the collected articles focus on aspects of children's experience and development. Group membership, children's right to happiness, the development of an optimistic outlook among children, students' responsibilities, growing up at school, socialization, personality development, psychological effects of educational programs on immigrant children, the position of the teacher discussing controversial issues, the orientation of children toward work, child abuse and neglect, the human rights of the juvenile delinquent, and individual differences of children are among the topics discussed. Some of the articles explore social conditions and describe institutional practices. The relationship of class differences and equality of opportunity, educational practices and the rights of infants, education in the German Democratic Republic, sexual differentiation in educational programs, and problems of sanitation, education and society are among the topics discussed. Additionally, several articles examine the nature and methods of educational research and suggest future directions for such research. (Author/RH)