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The nine papers in this booklet were presented at three sessions of the IFLA General Conference. The text of the first paper, "Presidential Address at the Opening of the IFLA Council and General Conference: Moscow 1991" (Hans-Peter Geh, President of IFLA), is provided in English, German, and Russian. The text of the second paper, "Libraries and Culture," (N. N. Gubenko, Minister of Culture of the USSR) is provided in English, French, and Russian. Six of the seven remaining papers, which include four reports on IFLA's professional activities, are presented in English: (1) "IFLA Core Programme for Universal Availability of Publications (UAP). Medium Term Programme 1992-1997" (Graham P. Cornish); (2) "The Medium-Term Programme 1992-1997 of the UBCIM Core Programme" (Marie-France Plassard); (3) "Medium Term Programme 1992-1997. Universal Dataflow and Telecommunications Core Programme" (Leigh Swain); (4) "The Medium Term Programme 1992-1997 of IFLA's Core Programme for the Advancement of Librarianship in the Third World--ALP" (Birgitta Bergdahl); (5) "Chinese Libraries for the Promotion of International Cultural Exchange and Cooperation" (Li-Yi-Ti, China); and (6) "National Identity and International Knowledge: The Library's Bridging Role" (Alan E. Smith, New Zealand). The final paper, "Aculturacion y Bibliotecas: Analisis y Propuestas de Actuacion" (J. Fuentes Romero, Spain), is presented in Spanish. (MAB)

The document contains papers from a symposium to confront the concepts of further education of teachers, educators, and other specialists in the field of care for the physically, sensorily, and mentally handicapped and socially maladjusted youth in individual European countries with different educational systems and different social systems. Following a report on the symposium, an opening address, and a greeting address are papers with the following titles and authors (partial listing of the 26 reports and 6 papers): "The Concept of the Further Education of Special Teachers" (F. Kabele, L. Edelsberger); "Special Teachers Training in West Europe Today and in the Future" (W. Lund); "Paralleled Between the Development of Special Schools and the Further Education of Teachers" (M. Gazi); "UNESCO and the Training of Teachers of Handicapped Youth" (N. Sundberg); "Training of Teachers of Handicapped Children in Belgium" (R. Vandevelde); "Qualities of the Teacher for Handicapped Youths in the GDR--Methodological Aspects for Compiling Study Programmes for the Training of Teachers for Physically and Mentally Handicapped" (K. Becker); and "Further Education of Special Teachers in the Reeducation (Resocialization) of Socially Maladjusted Persons" (E. Tomasik). Among conclusions is that one of the most important demands on the training of special educational personnel is a combination of current educational and scientific components to qualify them for not only education of handicapped youth, but for screening, diagnosis, evaluation, and study and control of the efficiency of reeducation and rehabiliation methods as well. (SB)

Papers from the Proceedings of the 17th meeting of the AIMAV (Association internationale pour le developpement de la communication interculturelle) are collected in this volume. Conference papers appear either in English, in French, or in Russian. For purposes of this abstract, all titles below have been translated into English. The English-language papers presented here are: "My Method of Studying Russian," (Maria T. Bella); "The Teaching of Russian in the USSR: World-Wide Window for Soviet Non-Russians," (Goldie Blankoff-Scarr); and "Grammatical Interference of the Native Language in Russian Language Learning," (E. Popoff-Bocker). Papers in French are: "A Tentative Analysis of the State of Russian Language Instruction in France," (Irene Commeau); "The Problem of Teaching Russian Literature in Translation," (Claude De Greve); "Ann Attempt at Teaching Some Elementary Structures of Russian: Phonology and Phonetics, Transcription and Orthography," (Danielle Konopnicki-Miot); and "The Semantic Approach of the Russian Culture," (N. Stange-Zhirovova). Papers in Russian are: "The Advancement of Russian Language Teacher Qualifications with Regard to the Communicative Tasks of Instruction," (T. M. Dorofyeeva); "Some Aspects of My Teaching an Advanced Russian Literature Class in a French College," (O. M. Grabovskaya); "On Minimizing Classroom Materials," (Arto Mustajoki); "An Accounting of the Progress of Comparative Literary Criticism in the Teaching of Russian Literature," (Michai Novikov); "Two Intonation Contours in Contemporary Russian Language," (Cecilia Ode);"Teaching Russian Language in the Non-Russian European Parts of the USSR," (Shegun Odunuga); "Comprehension Tests of Russian Texts," (C. Petri); and "The Status of Russian Language Instruction in West German Schools, 1984," (Kai Sieveking). (LMO)

This report summarizes the meetings of the World Health Organization (WHO) Working Group on Family Planning and Sex Education of Young People, which was attended by advisors representing education, sociology, psychology, pediatrics, demography, obstetrics and gynocology, family planning, and psychological medicine. The advisors were from eight countries, from UNESCO, from the International Planned Parenthood Federation, and WHO staff and consultants. The scope and purpose of the working group and its definitions of adolescence and family planning are given in the introduction. The present situation in Europe and obstacles to sex education and family planning services for young people are reviewed, based on a study by the WHO Regional Office for Europe, which emphasized strategies used in various countries for providing sex education and family planning. Develoment of sex education programs is discussed in the areas of curricula, staff training, and program implementation. Development of family planning services is discussed, focusing on the place of such services in the health service structure, roles and training of staff, and service acceptability. The report concludes with guidelines for educational programs, including content and staff training; guidelines for provision of family planning services, including organization, setting, and staff; and general recommendations. A list of participants, and summaries of the report in French, German, and Russian are included. (JAC)