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This collection of doctoral student research papers begins with a biographic dedication to Marilyn Zurmuehlen. The papers and their authors are introduced in brief discourse by a faculty mentor (mentor's introduction). Articles include: (1) "Feminism < > Dialogic Interaction < > Research (Miriam Cooley), introduced by Elizabeth J. Sacca, Concordia University; (2) "Art, Culture, and Chinese American Students: An On Going Case Study at a Chinese Community-based School" (Mei-Fen Chen), introduced by Enid Zimmerman, Indiana University; (3) "Preliminary Examination of Reductive Tendencies in Art Understandings and Lesson-Planning of Pre-Service Teachers" (Georgianna Short), introduced by Judith Smith Koroscik, Ohio State University: (4) "Genres of Art History and Rationales For and Against the Inclusion of Art History in Elementary School Curricula: A Philosophical Study Addressing Clarification and Justification Questions Regarding Art History Education" (Cheryl Williams), introduced by Kenneth A. Marantz, Ohio State University; (5) "Truth and Community: Reality Construction in the Visual Arts" (John White), Pennsylvania State University; (6) "Relating Continuity and Change to the Tabasaran of Daghestan" (Lorraine Ross), introduced by Steve Thunder-McGuire, University of Iowa; (7) "The Conceptual Analysis of the Construct Multicultural Art Education" (Bill Davidson), introduced by Larry Kantner, University of Missouri; (8) "An Exploratory Study of Nonverbal Digital Video Interactive Analytic Techniques Applied to an Individual Learning Dance" (Karen Keifer-Boyd), introduced by Beverly J. Jones, University of Oregon; (9) "Intrinsic Motivation and Social Constraints: A Qualitative Meta-Analysis of Experimental Research Utilizing Creative Activities in the Visual Arts" (Gloria Sharpless), also introduced by Beverly J. Jones, University of Oregon; and (10) "Reflections and Refractions of Societal Images: The Cultural Formation of Self-Identity in a Middle School Art Classroom" (Monica Kirchweger), introduced by Ron W. Neperud, University of Wisconsin. (MM)

This document brings together eight papers presented at a rehabilitation technology conference, authored by individuals affiliated with the Trace R & D Center on Communication, Control and Computer Access for Handicapped Individuals. Titles and authors of the papers are as follows: "Current Initiatives in Accessible Computing" (Jane Berliss); "Development of a Serial Auxiliary Control Interface for Powered Wheelchairs" (Joseph Schauer and others); "Transparent Access Interface for Apple and IBM Computers: The T-TAM" (Joseph Schauer and others); "Development of a Public Domain, User Accessible, Inter-State Directory/Database for Assistive Technology Service Delivery Programs" (Gregg C. Vanderheiden); "Cognitive Skills Associated with the Operation of Various Computer Interfaces" (Cynthia J. Cress, JoAnn P. Tew); "Specialization in Technology Service Delivery: What Is an Interface Specialist?" (Roger O. Smith and others); "Systems 3--An Interface to Graphic Computers for Blind Users" (Gregg C. Vanderheiden and David C. Kunz); and "Pre-Service Technology Specialization Training (TechSpec): Year 2" (Roger O. Smith and others). (JDD)

These proceedings contain the papers and posters of the 22nd International Conference on e-Society (ES 2024) and 20th International Conference on Mobile Learning (ML 2024), organised by the International Association for Development of the Information Society (IADIS) in Porto, Portugal, during March 9-11, 2024. The e-Society 2024 conference aims to address the main issues of concern within the Information Society. This conference covers both the technical as well as the non-technical aspects of the Information Society. The Mobile Learning 2024 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. These events received 185 submissions from more than 25 countries. In addition to the papers' presentations, the conferences also feature two keynote presentations. [Individual papers are indexed in ERIC.]

Computer assisted instruction, software design, and course organization are among the topics discussed in this varied, 15-paper collection which includes descriptions of specific projects, general essays and practical suggestions for improving or implementing computer-oriented instruction. The following papers are presented: (1) "Organization of Computer Based Courses"; (2) "Basic Mathematics in Colleges and Universities--Computers as a Solution"; (3) "Nontrivial, Nonintelligent, Computer Based Learning"; (4) "A Preliminary Taxonomy of Ways of Displaying Text on Screens"; (5) "Advantages of Computer Based Learning"; (6) "Computers and Information Technology as a Learning Aid"; (7) "Two Examples of Computer Based Learning on Personal Computers"; (8) "Computers in Learning--Common False Beliefs"; (9) "Graphics and Screen Design for Interactive Learning"; (10) "Compendium of Bad but Common Practices in Computer Based Learning"; (11) "Computers and the Future: Education"; (12) "A Tale" (describes development of a "marvelous invention"); (13) "Computer Assisted Learning--The Age of Reason"; (14) "Families, Computers, Learning"; and (15) "Using Computers for Training--Getting Started." Five papers provide references. (LMM)

This set of papers offers insights into some of the major developments in the field of classification and knowledge organization, and highlights many of the fundamental changes in views and theories which have taken place during the last 40 years. This document begins with a series of reminiscences from former delegates of the first International Study Conference on Classification Research which took place in Dorking, United Kingdom in 1957, and continues with a collection of 15 papers by classification specialists: "The Need for a Faceted Classification as the Basis of all Methods of Information Retrieval"; "Classification in Information Retrieval: The Twenty Years Following Dorking" (E. J. Coates); "Structure and Function in Retrieval Languages" (B. C. Vickery); "Knowledge Representation: A Brief Review" (B. C. Vickery); "Natural Language Processing for Information Retrieval" (David D. Lewis and Karen Jones Sparck); "The Testing of Index Language Devices" (Cyril W. Cleverdon and J. Mills); "Indexing and Retrieval Performance: The Logical Evidence" (Dagobert Soergel); "Reflections on TREC" (Karen Sparck Jones); "On Information Science" (Carl Keren); "Brief Communication: A Note About Information Science Research" (Gerard Salton); "Unanswered Questions in the Design of Controlled Vocabularies" (Elaine Svenonius); "Needs for Research in Indexing" (Jessica L. Milstead); "Intelligent Text Processing, and Intelligence Tradecraft" (Michael L. Weiner and Elizabeth D. Liddy); "Advanced Searching: Tricks of the Trade" (Peggy Zorn, Mary Emanoil, Lucy Marshall, and Mary Panek); and "What do People Want from Information Retrieval?" (W. Bruce Croft). (SWC)

Articles by student affairs officers of The University of North Carolina focus on the theme of improving the quality of life for students during their time on campus. Programs, research, and thought being carried forward by student affairs professionals in North Carolina are noted. The 17 papers are as follows: (1) "A University System Response to AIDS: Development of Community Policy and Educational Programs" (William A. Bryan and Richard H. Robinson, Jr.); (2) "Campus Substance Abuse Program Model: The Appalachian Student Assistance Program" (Jon A. Hagaeseth and Rick L. Geis); (3) "Assessing Needs of Sexual Assault Victims on a University Campus" (Diane B. Byington and Karen W. Keeter); (4) "College Admissions and Handicapped Students" (Arlene C. Stewart); (5) "International Awareness and Interests of Students at Three Different Institutions of The University of North Carolina" (Neal Cheek, and others); (6) "Wellness: A Student Affairs Mandate for Action" (David McIntire and Susan Stamper); (7) "SITting on Stress: A Retention Emphasis through Study Skills" (Mary D. Deck and A. Michael Dougherty); (8) "A Focus on Wellness: LivWELL at UNCW" (Deborah H. Haywood and P. Graham Hatcher); (9) "A Proposal for Enhancing Student Development through a Human Development Laboratory" (Karen S. Buchanan and Roland L. Buchanan); (10) "The Evolution and Impact of Living-Learning Programs at The University of North Carolina at Chapel Hill" (L. D. Newman, and others); (11) "A Profile of College Student Leaders Relating Personality Types, Learning Styles, and Leadership Approaches" (Marcia Lou Petty); (12) "A Framework for Student Leadership Development Programs" (Bruce Harshbarger); (13) "Selection and Training of Peer Educators for Substance Abuse Education and Prevention" (Linda Shaddix and Sheryl Scott); (14) "Establishment of Computerized Data Base Management Systems for Disciplinary Records" (James M. Lancaster); (15) "University and State Department Alliance: Building a Bridge for Student Services" (John J. Schmidt and George A. Antonelli); (16) "Beyond Policy: Ethical Considerations in Student Development" (Bonita Jacobs); and (17) "Outcomes Assessment for Student Affairs" (Diane L. Cooper and Barbara A. Mann). (SM)

Policy issues relating to the integration of information and communications technology into higher education are addressed, primarily for those with policy development responsibility at the state level. The following chapters are included: (1) "State Higher Education Policies in the Information Age: An Introduction to the Issues" (Robert G. Gillespie, Richard W. Jonsen, and John P. Witherspoon); (2) "Implications of Introducing New Technologies into Higher Education" (Mara Mayor); (3) "The State Environment: A Context for Developing Telecommunications Policy" (James R. Mingle); (4) "Principles and Guidelines for a Coordinated Telecommunications Plan" (Dwight D. Dively); (5) "Finance Issues in the Telecommunications Age" (Michael B. Goldstein and Suzanne H. Woolsey); (6) "The Role of the Faculty in the Use of Learning Technologies" (Patricia J. Dewees and Lee C. Frischknecht); (7) "Ownership of Intellectual Property and Implications for State Policy" (Richard D. Marks); (8) Strategies for Familiarizing Policymakers and Educators with Information Technologies" (Ralph D. Mills); and (9) "State Leadership: The Key to Successful Integration of New Technologies into Higher Education" (Patrick M. Callan). Two appendices are provided: a policy on televised instruction adopted by the Coordinating Board of the Texas College and University System, and a description of Project ALLTEL (Assessing Long Distance Learning Via Telecommunications) and its recommendations. (KM)

This book of readings on innovation was commissioned by the Department of Education, Employment and Workplace Relations (DEEWR) and looks at the relationship between skills, innovation and industry. In November 2010, the National Centre for Vocational Education Research (NCVER) held a forum in Sydney on the relationship between innovation and skills which explored many of the concepts addressed in this book of readings. Other researchers in the area have also contributed to chapters in this book. The authors offer a variety of views on innovation and its relevance. While the authors view innovation from differing perspectives, they all implicitly acknowledge the importance of innovation to productivity. This volume contains the following papers: (1) Overview (Penelope Curtin and John Stanwick); (2) Innovation in the modern economy (John Rice); (3) What skills are relevant to innovation? (John Stanwick and Francesca Beddie); (4) Building up the innovative capabilities of workers (Ludger Deitmer); (5) Neuroplasticity and its application for skills in innovative workplaces (David Rumsey); (6) Why firms innovate and what it means for VET (Josie Misko and Lisa Nechvoglod); (7) The role of education and skills in Australian management practice and productivity (Renu Agarwal and Roy Green); (8) Building innovation capacity: the role of human capital formation in enterprises (Andrew Smith, Jerry Courvisanos, Jacqueline Tuck and Steven McEachern); (9) Capabilities, innovation and performance: an assessment using Australian data (Peter Fieger and John Rice); (10) Tradespeople and technicians in innovation (Phillip Toner); (11) VET and the diffusion and implementation of innovation in the mining, solar energy and computer games sectors (Robert Dalitz, Phillip Toner and Tim Turpin); and (12) Some thoughts on VET and innovation: an economic perspective (Tom Karmel). Individual papers contain tables, figures, footnotes and references.

This monograph highlights how educational technology can benefit students at risk of school failure, particularly students with emotional/behavioral disorders (E/BD). It discusses how technology can improve student motivation to learn, increase engagement in learning, improve academic outcomes, meet the needs of tactile/kinesthetic learners, link incarcerated youth with community support services, increase preservice teacher and inservice learning opportunities, and assist with instructional decision-making. The monograph includes six papers that present research-based technology solutions devised to meet the challenges of training professionals, program development for students with E/BD, and using technology in interventions for students with E/BD. Papers include: (1)"Introduction: Technology, The Great Equalizer" (Lynn K. Wilder); (2) "Project PEGS! Interactive CDs for Practice in Effective Guidance Strategies: Using Technology To Train Teachers in Applying Positive Behavioral Interventions" (Mary M. Wood and others); (3) "Using Interactive Media To Teach Behavior Intervention Planning" (Carl J. Liaupsin and others); (4) "Delivering 500 Provide and Practical Interventions through CD-ROM and Online Technologies" (Ray Beck); (5) "Use of PowerPoint To Increase Reading and Language Skills; A Research-Based Approach" (Francie Murry); and (6) "Hypermedia and Students with E/BD: Developing Untapped Talents and Fostering Success" (Matthew J. Mayer and Peter E. Leone). (Papers include references.) (CR)

This document contains eight papers on the changing faces of virtual education. "Introduction" (Glen M. Farrell) presents an overview of the study during which the papers originated. "The Changing Venues for Learning" (Vis Naidoo) discusses innovative learning venues and forces driving and constraining their development. "The Continuing Evolution of ICT (Information and Computer Technology) Capacity: The Implications for Education" (Tony Bates) explores key emerging technologies and forces driving and constraining them. "Object Lessons from the Web: Implications for Instructional Development" (David Porter) examines the following topics: learning objects and structured information; ways structured content is developed; the structure of groups and their work; and implications for educational organizations, instructional developers, and learners. "The Provision of Learner Support Services Online" (Yoni Ryan) reviews options for providing learner support in distance education and issues for policymakers and managers. "The Development of New Organizational Arrangements in Virtual Learning" (Peter J. Dirr) reports on new virtual education institutions, consortia of institutions, commercial initiatives, and government-education alliances. "Quality Assurance" (Andrea Hope) explains the need for quality assurance in online education and ways of providing it. "Issues and Choices" (Glen Farrell) explores forces driving and constraining virtual education and myths, opportunities and risks of virtual education. (Some papers contain substantial bibliographies.) (MN)

This text contains papers presented at the annual conference of the Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) held on June 28-July 2, 2000, in Orlando, Florida. Papers are divided into the following sections: (1) technology for special populations, which includes papers that discuss using therapist-friendly tools in cognitive assistive technology and tele-rehabilitation, access to wireless telecommunications for people who use text telephones, and technology for individuals who are deaf or hard of hearing; (2) augmentative and alternative communication, which includes papers on the development of augmentative portable communication devices, techniques for automatically updating scanning delays and a voice activated phone; (3) computer use and access; (4) functional control and assistance; (5) service delivery and public policy, which includes papers that address accessing assistive technology, universal design, and assistive technology education; (6) quantifying function and outcomes; and (7) seating and mobility. The next two sections present papers from the Student Scientific Paper Competition and the Paralyzed Veterans of America Student Design Competition. The last section contains papers from the 6th RESNA annual research symposium. These papers address ergonomics and highlight emerging technology that increases participation in education, employment, and independent living. (Papers include references.) (CR)

This text contains papers presented at the 1998 conference of the Rehabilitation Engineering and Assistive Technology Society of North America held on June 26-30, 1998, in Minneapolis, Minnesota. Papers are divided into the following sections: (1) service delivery and public policy, including papers addressing independent literacy, integrating technology into a new occupational therapy assistant curriculum, and optimizing the use of assistive technology by people with multiple sclerosis; (2) personal transportation; (3) augmentative and alternative communication; (4) quantitative functional assessment, including a paper on strategies for promoting vocal development in young children relying on augmentative and alternative communication; (5) special education, including papers evaluating software, evaluating a math processor, and presenting a computer-based solution for making science experiments accessible; (6) technology transfer; (7) sensory loss and technologies; (8) wheeled mobility and seating; (9) electrical stimulation; (10) computer applications, including a paper on the Learn-Ed Distance Teaching System; (11) rural rehabilitation; (12) assistive robotics and mechatronics; (13) job accommodations; (14) information networking; (15) the Tech Act; (16) universal access; and (17) cognitive disabilities and technology. The last two sections present papers from the Student Scientific Paper Competition and the Paralyzed Veterans of America Student Design Competition. (Papers include references.) (CR)

This collection of papers on vocational rehabilitation of persons impaired as a result of traumatic brain injury is designed to provide a resource for individuals concerned with community-based employment. The 11 papers include: "Training Persons with Traumatic Brain Injury for Complex Computer Jobs: The Domain-Specific Learning Approach" (Elizabeth L. Glisky); "Selection and Outcome Criteria for Community-Based Employment: Perspectives, Methodological Problems and Options" (Thomas Kay); "Neuropsychological Evaluation of Persons with Traumatic Brain Injury" (Lance E. Trexler); "Brain Injury Rehabilitation in Small Towns and Rural Communities" (James Malec and Dale F. Thomas); "Development of a Model of Community-Based Employment for Persons with Traumatic Brain Injury" (Dale F. Thomas and Fredrick E. Menz); "Behavior Management of Persons with Head Injuries in Community-Based Vocational Settings: New Challenges for Professionals" (Gary R. Ulicny); "Maintaining Work after Traumatic Brain Injury: Experiences from Two Neuropsychological Rehabilitation Programs" (George P. Prigatano); "Long-Term Case Management: A Rehabilitation System and Community Provider Perspective on Handling Crisis and Non-Crisis Problems" (Robin Ray and Nancy D. Schmidt); "Return to Work: Supported Employment for Persons with Traumatic Brain Injury" (Paul Wehman and others); "Developing Funding Policy in the Public Sector When Resources Are Uncertain and Where Competition Is Keen" (John H. Noble, Jr. and others); and "Public Policy for Persons with Traumatic Brain Injury" (Faith S. Kirk and George Zitnay, summarized by Fredrick E. Menz and others). (References accompany each paper.) (JDD)

The 10 papers included in this volume consider how professional roles and responsibilities have been and are being affected by technological change and what competencies are important in filling these roles. In addition, approaches to training and education to develop competencies--which are defined as knowledge, skills, and/or attitudes--are explored. The keynote address, "Competency Requirements for Library and Information Science Professionals," by Jose-Marie Griffiths, provides a framework from within which to consider the papers which follow. The remaining papers are: K. Henderson, "The New Technology and Competencies for 'The Most Typical of the Activities of Libraries': Technical Services"; D. Nitecki, "Competencies Required of Public Services Librarians to Use New Technologies"; R. Sweeney, "The Public Librarian of the Last Years of the Twentieth Century"; C. Gray, "Technology and the Academic Library Staff or the Resurgence of the Luddites"; H. Griffin, "Special Librarians Face the New Technology"; L. Baskin and M. Spencer, "Training Staff to Use Computers"; E. Daniel, "Education Matters"; J. Virgo, "The Role of the Association in Developing Professional Competence"; and J. Segal, "Competencies for Library Networking and Cooperation." Biographical information on the authors and an index are included. (DMC)

This book presents a collection of papers resulting from a gathering of a mixed group of translators and language researchers to investigate multilingual translation with a view to seeking consensus and identifying priorities for moving forward. There are 14 papers in 3 parts. Part 1, "Overviews of Languages and Cultures in Contact," includes the following: (1) "The Multilingual Translation Service in the EU Parliament" (Barry Wilson); (2) "Multilingualism and the Interpenetration of Languages in Contact" (John Trim); (3) "The Use of Anglicisms in Contemporary French" (Christopher Rollason); (4) "Translation of EU Legal Texts" (Renato Correia); and (5) "European Affairs: The Writer, the Translator, and the Reader" (Arturo Tosi). Part 2, "The Making of a Single European Voice," contains these titles: (6) "The Contribution of Freelance Translators" (Freddie De Corte); (7) "Translation and Computerisation at the EU Parliament" (Anne Tucker); (8) "Translating Transparency in the EU Commission" (Luca Tomasi); and (9) "Helping the Journalist to Translate for the Reader" (Christopher Cook). Part 3, "The Debate Between Insiders and Outsiders," includes (10) "Linguistic Interpenetration or Cultural Contamination?" (Helen Swallow); (11) "Equivalences or Divergences in Legal Translation?" (Nichole Buchin and Edward Seymour); (12) "Opaque or User-Friendly Language?" (Christopher Rollason); (13) "Round Table on Multilingualism: Barrier or Bridge?" (Sylvia Ball); and (14) "Conclusions" (Arturo Tosi). The European Community's language charter is appended. (Papers contain references.) (SM)

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers.

The book is linked to the annual theme of the 2008 CAERDA International Conference with contributing authors serving as keynote speakers, invited panelists, paper presenters, as well as specialists and educators in the field. The book provides a most comprehensive description of and a theoretically well informed and a scholarly cogent account of teaching and learning Chinese in general and in the United States in particular. It examines a wide range of important issues in Chinese teaching and learning: current state in teaching Chinese as a Second Language (TCSL) in the United States, US national standards for learning foreign languages K-12, policy making about how to meet the growing demand for Chinese language and cultural education with regard to a national coordination of efforts, professional teacher training in terms of the quantity and quality of Chinese language teachers at all levels, promotion of early language learning, characteristics of Chinese pedagogy, aspects of Chinese linguistics, methods and methodology in teaching TCSL, techniques and technology in Chinese language education, curriculum and instruction in TCSL, cultural aspects of teaching Chinese as a Second Language, issues in Chinese pedagogy, development of Chinese as a Heritage Language (HL) and the issue of cultural identity for bilingual/multilingual learners (particularly bilingual/multilingual children), testing and evaluation in TCSL, Chinese literacy and reading, approaches to instruction and program design, etc. Following "Introduction: Teaching and Learning Chinese in a Global Era--Issues and Perspectives" by Jianguo Chen, Chuang Wang, and Jinfa Cai, this book contains: Part I: Chinese Language Education--A Historical Perspective: (1) Chinese Language Education in the United States: A Historical Overview and Future Directions (Shuhan Wang); (2) A Historical Perspective of Teaching Chinese as a Second Language (Zhiping Zhu); Part II: Chinese Language Education--Case Studies at College Level: (3) Effects of Prompt Sentences in Beginning Chinese Classes (Yongan Wu); (4) Creative Writing in CFL Curriculum (Hong Wei); (5) Language Attitudes Among American College Students in Chinese Language Classes (Ko-yin Sun); (6) Motivating U.S. Students to Learn Chinese as a Second Language: Understanding the Interactions Among Motivation, Ethnicity, and Teaching Strategies (Aubrey Wang); Part III: Chinese Language Education--Case Studies at K-12 School Level: (7) What Difficulties Do Children Experience While Learning to Read and Write Chinese? (Hui-Hua Wang and Alice Sterling Honig); (8) Literacy Practices in the Family Household of Taiwanese American Children (Hui-Ching Yang); (9) Acquiring Chinese Simultaneously with Two Other Languages: Effective Home Strategies (Xiao-Lei Wang); Part IV: Program Development, Curriculum Design, and the Acquisition of Chinese Literacy: (10) The Role of Chinese Culture and Language in Global Education: The Chinese International Engineering Program at University of Rhode Island (Xiong Wen and John Grandin); (11) Curriculum Design and Special Features of "Computer Chinese" and Chinese For Tomorrow (Wayne W. He and Dela Jiao); (12) Morphological Awareness: Why and How to Link it to Chinese Literacy Teaching and Learning (Phil D. Liu, Yanling Zhou, and Catherine McBride-Chang); (13) An Analysis of Orthographic Processing: Non-Chinese and Chinese Readers' Visual-Spatial Concept (Pei-Ying Lin and Ruth A. Childs); and Part V: Issues in Teaching Chinese Literature in American Classroom: (14) Teaching Chinese Literature in the Post-American World (Rujie Wang); (15) To Be or Not to Be?: Death as the Paradox of Survival--Chinese Literature in the American Classroom (Jianguo Chen). About the Editors and Contributors is also included.

The 45 papers that comprise this book view the current telecommunications revolution and its developments and effects from a wide range of perspectives. Specific topics discussed in the papers include the following: (1) the future of literature; (2) Brazil and the information societies of the next century; (3) the future of language; (4) instructional technology in the future; (5) noncommunication in the future; (6) the future of global satellite communications; (7) global talk and the world of telecomputerenergetics; (8) Japan as an information society in the 1980s; (9) videotex; (10) synthesized speech; (11) the next generation of telecommunications; (12) using video in rural development; (13) public libraries in the future; (14) the telecommunications role of local governments; (15) telecommunications alternatives to transportation; (16) politics and the new media; (17) communications systems, technology, and culture; (18) microcomputers; (19) the decay of purposive communication; (20) problems and possibilities of future communications; and (21) television and the pseudo-oral tradition in America's future. (FL)

Written by computer specialists, teachers, parents, and students, the 23 articles emphasize the role computers play in the development of thinking, problem solving, and creativity in gifted and talented students. Articles have the following titles and authors: "Computers and Computer Cultures" (S. Papert); "Classroom Computers--Beyond the 3 R's" (F. Bell); "Reflections of a Computer Language Nut" (S. Bloch); "It Started with Games" (C. Karnes); "Two Programs from a Young Eighth Grader" (S. Bahcall, H. Nelson); "Teaching Parents About Using Microcomputers" (T. Dwyer, M. Critchfield); "Children and Home Computers--Some Observations on the First Generation" (B. Banet); "An Apple a Day Keeps a Kid Occupied" (R. Buszta); "Microcomputers for Gifted Microtots" (A. Doorly); "Kids and Computers--The Future Is Today" (S. Larsen); "Micros 'GOTO' School" (D. Piele); "The Hampton City Schools Computer Program" (N. Harkavy); "The Paducah Tilghman High School for Gifted Students" (S. Davis, P. Frothingham); "Computers...Are All Dinosaurs Dead?" (D. Glover); "The Talcott Mountain Science Center" (D. Barstow); "Computeronics--A Course in Computer Literacy" (P. Bird); "Bringing Microcomputers into Schools" (G. Ropes, H. Gaylord); "Statewide Educational Computer Systems--The Many Considerations" (K. Hausmann); "Van Helps Schools Select the Right Computer" (B. Staples); "Some Thoughts on Computers and Greatness in Teaching" (T. Dwyer); "The Hacker Papers;" and "Educational Software" (D. Lubar). Lists of printed materials, vendors and manufacturers, and resources on using microcomputers in schools and classrooms conclude the document. (SB)

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)

Issues related to the uses of computers in instruction are discussed in eight brief essays. "The Word Processor in the Curriculum Today" looks at the implications of changing societal situations for selection of objectives, learning activities, and appraisal procedures that will reflect actual utilization of word processors. Programmed learning with computers and the role of other learning activities to guide optimal learner progress are examined in "Computer Assisted Instruction and the Learner." Suggestions for planning inservice programs for teachers and administrators are offered in "Inservice Education and the Computer." In "Computers: Programmed Learning versus Problem Solving," the range of use of computers in the curriculum from behaviorism to experimentalism is discussed, while in "Microcomputers in the Mathematics Curriculum," drill, practice, problem solving, and gaming programs are described. Issues related to implementing use of the computer to aid optimal student achievement are the focus of "The Microcomputer in the Classroom.""The Word Processor in the Curriculum" covers uses of the word processor to teach writing skills. The final essay, "Philosophy and Goals in the Curriculum," looks at ways in which specific philosophies can provide direction in determining educational goals, with specific emphasis on essentialism, perennialism, existentialism, realism, idealism, and experimentalism. Four of the essays list references. (LMM)

This interdisciplinary sourcebook offers critical perspectives directly related to, or arising from, the practice of electronic media art. It sketches the changing topology of culture as it enters electronic space and specifically addresses questions of art practice in that space. The volume contains 13 papers: (1) "Suck on This, Planet of Noise!" (McKenzie Wark); (2) "In/Quest of Presence: Virtuality, Aurality, and Television's Gulf War" (Frances Dyson); (3) "Consumer Culture and the Technological Imperative: The Artist in Dataspace" (Simon Penny); (4) "Technology is the People's Friend: Computers, Class, and the New Cultural Politics" (Richard Wright); (5) "Utopian Plagiarism, Hypertextuality, and Electronic Cultural Production" (Critical Art Ensemble); (6) "Virtual Worlds: Fascination and Reactions" (Florian Rotzer); (7) "Transforming Mirrors: Subjectivity and Control in Interactive Media" (David Rokeby); (8) "Encapsulated Bodies in Motion: Simulators and the Quest for Total Immersion" (Erkki Huhtamo); (9) "Image, Language, and Belief in Synthesis" (George Legrady); (10) "Track Organology" (Douglas Kahn); (11) "On Monitors and Men and Other Unsolved Feminine Mysteries: Video Technology and the Feminine" (Nell Tenhaaf); (12) "The Irresistible Interface: Video's Unknown Forces and Fire-Lit Waves" (David Tafler); and (13) "One Video Theory (some assembly required)" (Gregory Ulmer). Contains a brief contributor biographies, a bibliography, and an index. (Contains 224 references.) (SWC)

This guide teaches the new tools and the new rules for writing a resume that can be used by both computers and human readers. Chapter 1 gives an overview of the explosive speed at which hiring automation is moving, notes advantages and disadvantages to job seekers, and suggests a simple method for becoming skilled in keyword searching. Chapter 2 reviews the technology that reads, stores, and retrieves resumes and explains why a good scannable resume differs from a paper resume. Chapter 3 helps develop keyword skills. Chapter 4 focuses on the right look for the new resume and offers 15 power tips for scannable resumes. Chapter 5 suggests how to develop the keyword resume. A description of the new approach is followed by a review of classic resume formats. Chapter 6 examines why it is effective to write more than one resume version and provides tips for tailoring a core resume to specific positions. Chapter 7 offers a collection of resumes acceptable both to computers and people. They illustrate both format and concept. A checklist for scannable resumes concludes the chapter. Chapter 8 looks at a new style of resume--the video resume interview--and offers tips and scripts. Chapter 9 offers guidance to those who are passed over by recruiting computers. An index is provided. (YLB)

Reprints five articles originally published between 1933 and 1983 showing that the library field was ready to use technology: "People and Machines: Changing Relationships?" (S. Michael Malinconico); "Guilds or Technocracy?" (Margery C. Quigley); "The Librarian and the Machine" (Jesse H. Shera); "From the Documentation Pitt" (Allen Kent); "Library Automation: Changing Patterns and New Directions" (Richard DeGennaro). (15 references) (KRN)

Nineteen essays by five pioneers in the field of computers in education are presented in this volume. The essays provide a foundation for understanding the basic issues involved in using computers in schools, the teacher's role in helping the student make full use of computing, and the general limitations of computer use. A framework is presented for considering computers in education which identifies three functions of a computer: as a tutor, as a tool, or as a student (tutee). A computer's tutor function requires expert programming so that flexible computer-assisted instruction can be provided to students. A computer's tool function requires only that some useful capability (such as statistical analysis) be programmed into the computer. In the student or tutee function of a computer, a human tutor teaches the computer, thereby enhancing human learning and reducing software costs. Other topics of discussion include interactive learning, heuristic strategies, pre- and post-college computer education, teaching children to think, mathematics education, the future of computers in education, and teachers and computer-assisted instruction. (Author/DB)

Designed to provide a link between academic thought and research and the practice of teaching, this monograph explores the appropriate educational response to technological change. The central argument of this study is that future job opportunities will lie essentially with low tech jobs, i.e., traditional, basic, industrial jobs, rather than the more glamorous high tech jobs, even in high tech industries. Various approaches to technological change are discussed, including the deterministic approach, the dialectic approach, and Luddism. Also discussed are technological cycles; the Silicon Valley model; the gender implications of technological change; and the influence of high tech on education, including high tech/low tech jobs and the educational response. Following a list of references, five additional readings are included: (1) "Computerization--Taylor's Latest Disguise" (M. Cooley); (2) "Kentucky-Fried Money: The Banks" (A. Game and R. Pringle); (3) "High Technology, Employment and the Challenges to Education" (R. Gordon and L. M. Kimball); (4) "Computer Literacy and Ideology," (D. F. Noble); and (5) "Computers and Kids" (I. E. Reinecke). An 11-item annotated bibliography is also provided. (RP)

The need to integrate technology and liberal arts in the undergraduate curriculum is addressed in this collection of two articles and a bibliography. The monograph resulted from a project by the Council of Independent Colleges on the response of the liberal arts college to technology. In "Technology and the Liberal Arts," Allan Pfnister considers the nature of technology and its impact on contemporary life and the relationship between technology and the traditional liberal arts disciplines. He considers whether the problem-solving approach of technology is a special kind of methodology and how this methodology relates to liberal learning. Robert Lisensky's article, "Technology as Subject Matter," discusses the incorporation of technology into the liberal arts curriculum. Results of a survey on current programs in technology in small liberal arts colleges are presented, along with three case studies of colleges that have altered their curricula in the area of technology. Finally, Sharon D. Sweet's selective bibliography of readings in technology and the liberal arts is presented, with ratings of the relative importance of each publication. Each of the three sections (books, journal articles and syllabi readings) are categorized by topic. (SW)

I argue here that the 1990s should be seen as a postwar decade. This description helps to explain some characteristics of the decade and suggests some lessons for today. Charles Feinstein, Gianni Toniolo and I published a paper a decade ago (1994) along similar lines, focusing on three postwar decades. We looked ahead at the 1990s and asserted that it would be a postwar decade like those after the two world wars, coming as it did after the end of the Cold War. The question was whether it would resemble the prosperous aftermath of the Second World War or the parlous aftermath of the First. The 1990s have now passed into history, and I can answer some of the questions we posed a decade ago in anticipation. I cannot yet answer them all. The 1990s had aspects of both the 1920s and the 1950s; it is hard to say unambiguously that it looked like one or the other. In three important ways, however, the 1990s recapitulate the 1920s in the United States: the unsustainable boom in stock prices, international capital flows, and income distribution. This similarity is worrisome, but not enough to predict the future. Even though the 1930s began with many unresolved problems, the Great Depression was not inevitable; it resulted from the mismanagement of these problems. The question for today is how well policymakers can deal with the problems we can foresee today. [ABSTRACT FROM AUTHOR]

The ability to navigate a 3d virtual environment in real-time has a high priority in connection with different applications for disaster management. This paper presents GRIFINOR — a platform for applications within this area. As a part of GRIFINOR, three new innovations have been promoted. They are presented in this paper as well. In many situations it is important that geoinformation can be accessible for queries within a very short time-frame (minutes). Questions about spatial reasoning and volumetric calculations in connection with different types of simulation has been very dependent on a priori models and very fast computer graphics hardware and software. It is also essential that the features of the model become real objects with attributes etc. Urban 3d models have traditionally been built as wire frame models. This makes it very difficult and in some situations impossible to attach geoinformation to the spatial structure in a way so that it is useful for real-time navigation in 3d. These wire frame models are not suitable for either a connection to a spatial database or for spatial queries. Centre for 3D GeoInformation at Aalborg University, is developing a system that handles 3D data structures as objects with facilities to support real-time geovisualization. The need for a new concept in this area has been one of the major motivations for the development of GRIFINOR. Instead of dealing with simple geometry in a CAD-based environment, GRIFINOR is developed to support object-oriented technology. [ABSTRACT FROM AUTHOR]

The article presents foreword, preface, acknowledgments, table of contents, various acronyms used, index of terms used in the periodical of the periodical "Pipelined Processor Farms: Structured Design for Embedded Parallel Systems." This volume brings together the results of ten years study and development of the Pipelined Processor Farms (PPF) approach and is the first comprehensive treatment beyond the original research papers. The overall methodology is illustrated throughout by a range of examples drawn from real applications. In the 1980s, the advent of the transputer led to widespread investigation of the potential of parallel computing in embedded applications. Application areas included signal processing, control, robotics, real-time systems, image processing, pattern analysis and computer vision. Although this book has only two named authors, many others have contributed to its content, both by carrying out experimental work and by collaborating in writing the journal and conference papers from which the book is derived. The articles discussed in the periodical include PPF in Practice, Development of PPF Applications, Analysis and Partitioning of Sequential Applications, Initial Development of an Application, and Graphical Simulation and Performance Analysis of PPFs.

Chapter Five gives a brief overview of the production of integrated circuits (chips). The basics of integrated circuit technology are covered and chip properties are outlined. The development of paper-thin chip wafers covered and the different chip memory types and their interplay are described. [ABSTRACT FROM PUBLISHER]

The decade of the 1970s saw the four-hundredth anniversary of Kepler, the quinquecentennial of Copernicus, the tercentenary of the Greenwich Observatory, and the Einstein centennial. Now, at the beginning of the 1980s, we are celebrating the fiftieth anniversary of the beginnings of Karl Jansky's work in what was to become known as radio astronomy. The difference between those earlier anniversaries and the present one is that most of us have been, if not active participants, at least interested bystanders as the discoveries at radio wavelengths have made their impact upon astronomy. What we lack in historical perspective is perhaps compensated by the immediacy of our own experiences. RECOLLECTIONS OF EARLY RADIO ASTRONOMY J.S. Hey, in his 1973 book The Evolution of Radio Astronomy, has singled out the years 1950–51, as particularly crucial. In 1949 the Australian group of J.G. Bolton, G.J. Stanley, and O.B. Slee had given the first three optical identifications for discrete radio sources: Taurus A, the Crab Nebula; Virgo A, the elliptical galaxy M87; and Centaurus A, the peculiarly distorted galaxy NGC 5128. In 1950 H. Alfven and N. Herlofson introduced the idea that the observed radio emission from the discrete radio sources was synchrontron radiation, K.O. Kiepenheuer interpreted the radio emission of the Milky Way as synchrotron radiation from cosmic ray electrons spiraling in the interstellar magnetic field, and M. Ryle, F.G. Smith, and B. Elsmore published their preliminary list of fifty so-called radio stars in the northern hemisphere. [ABSTRACT FROM AUTHOR]