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Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.

This volume contains papers submitted to the 11th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Plovdiv, Bulgaria, 14-17 May 2013, and papers submitted to the 1st International Distance Partner Conference, organized by the International Research Centre "Scientific Cooperation," Rostov-on-Don, Russia. The 11th BCES Conference theme is "Education in One World: Perspectives from Different Nations." The Distance Partner Conference theme is "Contemporary Science and Education in a Globally Competitive Environment." The book consists of 92 papers, written by 141 authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 11th BCES Conference, and Parts 5-7 comprise papers submitted to the Distance Partner Conference. Studies presented in the book cover all levels of the educational system--preschool, primary, secondary, postsecondary, and higher education. Topics in the field of general, special, and vocational education are examined. Methodologies used in the studies represent a multiplicity of research methods, models, strategies, styles, and approaches. Various types of studies can be seen--national and international, case and comparative, descriptive and analytical, theoretical and empirical, historical and contemporary, scientific and essayistic, and critical and indifferent. The following papers are included in this volume: (1) Editorial Preface (Nikolay Popov, Charl Wolhuter, Patrícia Albergaria Almeida, Gillian Hilton, James Ogunleye, and Oksana Chigisheva); and (2) Introduction: Globalization in the One World--Impacts on Education in Different Nations (Nicholas Sun-Keung Pang). Part 1: Comparative Education & History of Education--(3) William Russell on Schools in Bulgaria (Nikolay Popov and Amra Sabic-El-Rayess); (4) Prolegomena to an International-Comparative Education Research Project on Religion in Education (Charl Wolhuter); (5) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Estonia and South Africa (Johannes L. van der Walt); (6) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Mexico and Thailand (Ferdinand J. Potgieter); (7) Do Teachers Receive Proper In-Service Training to Implement Changing Policies: Perspective from the South African Case? (Elize du Plessis); (8) Towards understanding different faces of school violence in different "worlds" of one country (Lynette Jacobs); (9) Transforming Life Skills Education into a Life-Changing Event: The Case of the Musical "The Green Crystal" (Amanda S. Potgieter); (10) Accessing Social Grants to Meet Orphan Children School Needs: Namibia and South Africa Perspective (Simon Taukeni and Taole Matshidiso); (11) Educational achievement as defining factor in social stratification in contemporary Spain (Manuel Jacinto Roblizo Colmenero); and (12) From Times of Transition to Adaptation: Background and Theoretical Approach to the Curriculum Reform in Estonia 1987-1996 (Vadim Rouk). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles--(13) What lessons to take from educational reforms in Asia-Pacific region? Factors that may influence the restructuring of secondary education in East Timor (Ana Capelo, Maria Arminda Pedrosa, and Patrícia Albergaria Almeida); (14) The Culture of Experiential Community Based Learning: Developing Cultural Awareness in Pre-Service Teachers (Alida J. Droppert); (15) Theory in Educational Research and Practice in Teacher Education (Leonie G. Higgs); (16) Comparative study of learning styles in higher education students from the Hidalgo State Autonomous University, in Mexico (Emma Leticia Canales Rodríguez and Octaviano Garcia Robelo); (17) Equity and Competitiveness: Contradictions between the Identification of Educational Skills and Educational Achievements (Amelia Molina García); (18) Adult Reading in a Foreign Language: A Necessary Competence for Knowledge Society (Marta Elena Guerra-Treviño); (19) The teaching profession as seen by pre-service teachers: A comparison study of Israel and Turkey (Zvia Markovits and Sadik Kartal); (20) Teaching/learning theories--How they are perceived in contemporary educational landscape (Sandra Ozola and Maris Purvins); (21) Learning Paths in Academic Setting: Research Synthesis (Snežana Mirkov); (22) Innovation Can Be Learned (Stanka Setnikar Cankar and Franc Cankar); (23) Rethinking Pedagogy: English Language Teaching Approaches (Gertrude Shotte); (24) Repercussions of Teaching Training in the Sociology of Work in Mexico (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Magali Zapata-Landeros, Antonio Ayòn- Bañuelos, and Maria Morfin-Otero); (25) Listening to the Voices of Pre-Service Student Teachers from Teaching Practice: The Challenges of Implementing the English as a Second Language Curriculum (Cathrine Ngwaru); (26) In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education (Martha Nkechinyere Amadi); (27) Symbols of Hyphenated Identity Drawing Maps (IDM) for Arab and Jewish Students at the University of Haifa (Rachel Hertz-Lazarowitz, Abeer Farah, and Tamar Zelniker); (28) The contemporary transdisciplinary approach as a methodology to aid students of humanities and social sciences (Petia Todorova); (29) Instructional Objectives: Selecting and Devising Tasks (Milo Mileff); and (30) Problem Orientated Education on the Basis of Hyper-Coded Texts (Play and Heuristic) (Valeri Lichev). Part 3: Education Policy, Reforms and School Leadership--(31) Using e-learning to enhance the learning of additional languages--A pilot comparative study (Gillian L. S. Hilton); (32) Challenges of Democratisation: Development of Inclusive Education in Serbia (Vera Spasenovic and Slavica Maksic); (33) Nurturing child imagination in the contemporary world: Perspectives from different nations (Slavica Maksic and Zoran Pavlovic); (34) The abusive school principal: A South African case study (Corene de Wet); (35) Thinking Styles of Primary School Teachers in Beijing, China (Ying Wang and Nicholas Sun-Keung Pang); (36) Breaking the cycle of poverty through early literacy support and teacher empowerment in Early Childhood Education (J. Marriote Ngwaru); (37) Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model (Reuven Lazarowitz, Rachel Hertz-Lazarowitz, Mahmood Khalil, and Salit Ron); and (38) The Effects of Educational Reform (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Ivan De-La-Luz-Arellano, and Antonio Ayon-Bañuelos). Part 4: Higher Education, Lifelong Learning and Social Inclusion--(39) Interactions between vocational education and training and the labour market in Europe: A case study of Ireland's formalised feedback mechanisms (James Ogunleye); (40) At the Intersections of Resistance: Turkish Immigrant Women in German Schools (Katie Gaebel); (41) Intellectual capital import for the benefit of higher education (Airita Brenca and Aija Gravite); (42) Lessons from the training programme for women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (43) Loneliness and depression among Polish university students: Preliminary findings from a longitudinal study (Pawel Grygiel, Piotr Switaj, Marta Anczewska, Grzegorz Humenny, Slawomir Rebisz, and Justyna Sikorska); (44) Psychosocial difficulties experienced by people diagnosed with schizophrenia--Barriers to social inclusion (Marta Anczewska, Piotr Switaj, Joanna Roszczynska-Michta, Anna Chrostek, and Katarzyna Charzynska); (45) Lifelong Learning from Ethical Perspective (Krystyna Najder-Stefaniak); (46) Contemporary perspectives in adult education and lifelong learning--Andragogical model of learning (Iwona Blaszczak); (47) Examining the reasons black male youths give for committing crime with reference to inner city areas of London (Elizabeth Achinewhu-Nworgu, Chioma Nworgu, Steve Azaiki, and Helen Nworgu); (48) Restructuring Nigerian Tertiary (University) Education for Better Performance (Stephen Adebanjo Oyebade and Chika Dike); (49) Keeping abreast of continuous change and contradictory discourses (Marie J. Myers); (50) Process Management in Universities--Recent Perspectives in the Context of Quality Management Oriented towards Excellence (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (51) Greek Primary Education in the Context of the European Life Long Learning Area (George Stamelos, Andreas Vassilopoulos, and Marianna Bartzakli); (52) Bologna Process Principles Integrated into Education System of Kazakhstan (Olga Nessipbayeva); (53) Methodology of poetic works teaching by means of innovative technologies (Bayan Kerimbekova) [title provided in English and Bulgarian, paper is in Bulgarian]; (54) About the use of innovations in the process of official Kazakh language teaching in level on the basis of the European standards (Kuralay Mukhamadi) [title provided in English and Bulgarian, paper is in Bulgarian]; and (55) A Study of Para-Verbal Characteristics in Education Discourse (Youri Ianakiev) [title provided in English and Bulgarian, abstract in English, and paper in Bulgarian]. Part 5: Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels [title is in English and Bulgarian]--(56) Establishing sustainable higher education partnerships in a globally competitive environment (Oksana Chigisheva); (57) Modernising education: International dialogue and cooperation (Elena Orekhova and Liudmila Polunina); (58) The communication between speech therapist and parents as a way of correction work improvement with children having poor speech (Elena Popova) [title is in English and Bulgarian, paper in Bulgarian]; (59) ESP teaching at the institutions of higher education in modern Russia: Problems and perspectives (Nadezhda Prudnikova); (60) Competency-based approach to education in international documents and theoretical researches of educators in Great Britain (Olga Voloshina-Pala); (61) EU strategies of integrating ICT into initial teacher training (Vitaliya Garapko); (62) Socialisation channels of the personality at the present development stage of the Russian society (Evgenii Alisov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (63) Perspectives of competence approach introduction into the system of philological training of language and literature teachers (Elena Zhindeeva and Elena Isaeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (64) Organization of special education in the primary school of the European Union (Yelena Yarovaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (65) Formation of professionally-innovative creative sphere of future Master degree students in the Kazakhstan system of musical education (Gulzada Khussainova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (66) Ethnocultural component in the contemporary musical education of the Republic of Kazakhstan (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, and paper in Bulgarian]; (67) The main tendencies of scientific research within doctoral studies of PhD (Yermek Kamshibayev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (68) Organizational and pedagogical conditions of education quality improvement in the professional college (Igor Artemyev and Alexander Zyryanov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (69) The imperative of responsibility in a global society as a determinant of educational strategy development (Irina Rebeschenkova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (70) Pedagogical understanding of diversification of mathematical education as a strategy of development of vocational training at the university (Irina Allagulova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (71) Prerequisites of the establishment and evolution of concepts and categories on the problem of ethnic and art competence formation (Leonora Bachurina and Elena Bystray) [title and abstract in English and Bulgarian, paper in Bulgarian]; (72) Education institutionalization as a stratification manipulator (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; (73) The Concept of Teaching Musical Art on the Basis of Using Interscientific Connections at the Lessons (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (74) The key strategic priorities of the development of the additional professional education at the Economic University. Regional aspect (Evelina Pecherskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 6: Key Directions and Characteristics of Research Organization in Contemporary World [title in English and Bulgarian]--(75) Metaphors in the press: The effectiveness of working with newspaper tropes to improve foreign language competence (Galina Zashchitina); (76) Legal portion in Russian inheritance law (Roza Inshina and Lyudmila Murzalimova); (77) Formation of healthy (sanogenic) educational environment in innovative conditions (Anatoly Madzhuga and Elvira Ilyasova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (78) "The Sacred Truth" (T. Bondarev's teaching as an element of L. N. Tolstoy's philosophy) (Valentina Litvinova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (79) The destiny of man (Vasiliy Shlepin) [title and abstract in English and Bulgarian, paper in Bulgarian]; (80) Diversity of the world in the culture of the city Astana (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (81) The study of self-expression and culture of self-expression in pedagogy and psychology in the context of the problems of tolerant pedagogical communication (Elizaveta Omelchenko and Lubov Nemchinova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (82) Infrastructural support of innovative entrepreneurship development in Ukraine (Iryna Prylutskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (83) Guidelines and peculiarities of network mechanisms of an organization running (Natalia Fomenko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (84) The influence of information technologies on medical activity and the basic lines of medical services (on the example of the portal of the state services) (Nataliya Muravyeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (85) Economic expediency of the integration cooperation between pharmaceutical complex of Russia and the CIS (Natalia Klunko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (86) Research of prospects of the Russian tourism (Tatyana Sidorina, Marina Artamonova, Olga Likhtanskaya, and Ekaterina Efremova) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (87) The influence of globalization on contemporary costume changes (Julia Muzalevskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 7: International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration [title in English and Bulgarian]--(88) An overview on Gender problem in Modern English (Daria Tuyakaeva); (89) Focus-group as a qualitative method for study of compliance in cardiovascular disease patients (Olga Semenova, Elizaveta Naumova, and Yury Shwartz); (90) The development of the social and initiative personality of children in the system of additional education (Andrei Matveev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (91) Proceedings in criminal cases in respect of juveniles in the Criminal Procedure Code of Russia and Ukraine: Comparative and legal aspect (Vitaliy Dudarev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (92) Some implementation issues of the UN Convention against transnational organized crime in the criminal legislation (A case of the Republic of Kazakhstan and the Russian Federation) (Gulnur Yensebayeva and Gulnur Tuleubayeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (93) Hepatitis B immunization in children with hematological malignancies (Umida Salieva, Lubov Lokteva, Malika Daminova, and Naira Alieva) [title and abstract in English and Bulgarian, paper in Bulgarian]. A list of contributors is included. (Individual papers contain references.) [For Volume 10 (2012), see ED567040.]

The article presents a case study of the publication formats and components used by the "La Voz de Galicia" regional newspaper in Spain, which makes use of a stylish A3 format just like the tabloid in the U.S. It features a decorative masthead with a distinctive red ink printed at the top of the format that completes its contemporary general appearance. The article also mentions the relatively tight margins at the body of the publication as well as the five primary levels of typographic differentiation.

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language teaching and/or research that can support them (usually by applying ICT), such as Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), Content and Language Integrated Learning (CLIL), or Language Massive Open Online Courses (LMOOCs). This book is geared to those undertaking language teaching for the first time or willing to try new perspectives and methods in their courses. The following sections and papers are included: (1) Applying information and communication technologies to language teaching and research: an overview (Antonio Pareja-Lora, Pilar Rodríguez-Arancón, and Cristina Calle-Martínez). Section 1. General applications of ICTs to language teaching and learning. Section 1.1. E-learning and languages in primary/secondary/tertiary education; (2) 27 Technology use in nursery and primary education in two different settings (Mª Camino Bueno Alastuey and Jesús García Laborda); (3) How working collaboratively with technology can foster a creative learning environment (Susana Gómez); (4) The e-generation: the use of technology for foreign language learning (Pilar Gonzalez-Vera); (5) Evaluation of reading achievement of the program school 2.0 in Spain using PISA 2012 (Cristina Vilaplana Prieto); (6) Language learning actions in two 1x1 secondary schools in Catalonia: the case of online language resources (Boris Vázquez Calvo and Daniel Cassany); (7) Innovative resources based on ICTs and authentic materials to improve EFL students' communicative needs (Rebeca González Otero); (8) Teaching the use of WebQuests to master students in Pablo de Olavide University (Regina Gutiérrez Pérez); and (9) ICTs, ESPs and ZPD through microlessons in teacher education (Soraya García Esteban, Jesús García Laborda, and Manuel Rábano Llamas). Section 1.2. Language distance, lifelong teaching and learning, and massive open online courses: (10) Learning specialised vocabulary through Facebook in a massive open online course (Patricia Ventura and Elena Martín-Monje); (11) Identifying collaborative behaviours online: training teachers in wikis (Margarita Vinagre Laranjeira); (12) The community as a source of pragmatic input for learners of Italian: the multimedia repository LIRA (Greta Zanoni); and (13) Grammar processing through English L2 e-books: distance vs. face-to-face learning (Mª Ángeles Escobar-Álvarez). Section 1.3. Interaction design, usability and accessibility: (14) A study of multimodal discourse in the design of interactive digital material for language learning (Silvia Burset, Emma Bosch, and Joan-Tomàs Pujolà); and (15) Audiovisual translation and assistive technology: towards a universal design approach for online education (Emmanouela Patiniotaki). Section 2. New trends in the application of ICTs to language learning. Section 2.1. Mobile-assisted language learning: (16) Mobile learning: a powerful tool for ubiquitous language learning (Nelson Gomes, Sérgio Lopes, and Sílvia Araújo); (17) Critical visual literacy: the new phase of applied linguistics in the era of mobile technology (Giselda Dos Santos Costa and Antonio Carlos Xavier); (18) Virtual learning environments on the go: CALL meets MALL (Jorge Arús Hita); (19) Exploring the application of a conceptual framework in a social MALL app (Timothy Read, Elena Bárcena, and Agnes Kukulska-Hulme); (20) Design and implementation of BusinessApp, a MALL application to make successful business presentations (Cristina Calle-Martínez, Lourdes Pomposo Yanes, and Antonio Pareja-Lora); and (21) Using audio description to improve FLL students' oral competence in MALL: methodological preliminaries (Ana Ibáñez Moreno, Anna Vermeulen, and Maria Jordano). Section 2.2. ICTs for content and language integrated learning: (22) 259 ICT in EMI programmes at tertiary level in Spain: a holistic model (Nuria Hernandez-Nanclares and Antonio Jimenez-Munoz); and (23) Vocabulary Notebook: a digital solution to general and specific vocabulary learning problems in a CLIL context (Plácido Bazo, Romén Rodríguez, and Dácil Fumero). Section 2.3. Computerised language testing and assessment: (24) Using tablet PC's for the final test of Baccalaureate (Jesús García Laborda and Teresa Magal Royo); (25) The implications of business English mock exams on language progress at higher education (Rocío González Romero); and (26) Assessing pragmatics: DCTs and retrospective verbal reports (Vicente Beltrán-Palanques). Section 3. Applying computational linguistics and language resources to language teaching and learning: (27) An updated account of the WISELAV project: a visual construction of the English verb system (Andrés Palacios Pablos); (28) Generating a Spanish affective dictionary with supervised learning techniques (Daniel Bermudez-Gonzalez, Sabino Miranda-Jiménez, Raúl-Ulises García-Moreno, and Dora Calderón-Nepamuceno); (29) Transcription and annotation of a Japanese accented spoken corpus of L2 Spanish for the development of CAPT applications (Mario Carranza); (30) Using ontologies to interlink linguistic annotations and improve their accuracy (Antonio Pareja-Lora); (31) The importance of corpora in translation studies: a practical case (Montserrat Bermúdez Bausela); (32) Using corpus management tools in public service translator training: an example of its application in the translation of judgments (María Del Mar Sánchez Ramos and Francisco J. Vigier Moreno); and (33) Integrating computer-assisted translation tools into language learning (María Fernández-Parra). An author index is included. (Individual papers contain references.) [The publication of this volume has been partly funded by the following grants and/or projects: Spanish Ministry of Science and Innovation (grant ref. FFI2011-29829), eLITE-CM project (grant ref. H2015/HUM-3426, and the European Commission.]

In Spain, by far the most widely-used system for municipal waste disposal is landfill. However, in recent years several incinerators have come into operation, with their activities under strict supervision because of the existing controversy which has grown around this type of facility. This paper gives a brief outline of the incineration plants in service in Spain, and a large part of it is devoted to the experience gained in all areas by the Tarragona incineration plant over its ten years of operation. [ABSTRACT FROM AUTHOR]

This volume presents a selection of the 200 papers given at the 1999 biennial conference of the International Study Association on Teachers and Teaching. The theme of the conference was "Teachers and Teaching: Revisioning Policy and Practice for the Twenty-First Century." The 15 papers are: (1) "Teaching in a Box: Emotional Geographies of Teaching" (Andy Hargreaves); (2) "An Investigation into the Pedagogical Identity of the Teacher" (Han A. Leeferink and Cees A. Klaassen); (3) "Educational Research and Teacher Development: From Ivory Tower to Tower of Babel" (Jonathan Neufeld and Michael Kompf); (4) "Navigating through Pedagogical Practice: Teachers' Epistemological Stance Towards Pupils" (Jukka Husu); (5) "Teaching and Learning in the New Millennium" (Peter Woods); (6) "Sites and Sources of Teachers' Learning" (Milbrey W. McLaughlin); (7) "Professional Development as 'Interference'? Insights from the Reading Recovery In-Service Course" (Jane Ashdown); (8) "School Portfolio Development: A Way to Assess Teacher Knowledge" (Cheryl J. Craig); (9) "Understanding and Articulating Teacher Knowledge" (John Loughran); (10) "Examining Teachers' Interactive Cognitions using Insights from Research on Teachers' Practical Knowledge" (Paulien Meijer, Douwe Beijaard, and Nico Verloop); (11) "How Do We Do It? Global Rhetoric and the Realities of Teaching and Learning in the Developing World" (Beatrice Avalos); (12) "Between Professional Autonomy and Bureaucratic Accountability: The Self-Managing School within a Norwegian Context" (Jorunn Moller); (13) "A Critical First Step in Learning to Teach: Confronting the Power and Tenacity of Student Teachers' Beliefs and Preconceptions" (Ruth Ethell and Marilynn McMeniman); (14) "Shared and Subjective in Curriculum Making: Lessons from Finnish Teachers" (Tapio Kosunen and Iyrki Huusko); and (15) "A Case Study on the Relationship between the Innovative Process of a Secondary School and the Reform of the Spanish National Curriculum" (Juana Maria Sancho and Fernando Hernandez). (Papers contain references.) (SM)

A part of the book "Studies in Honor of Gustavo Correa," edited by Charles B. Faulhaber, Richard P. Kinkade and T. A. Perry is presented. It explores the foundations for a study of rhetoric in medieval Spain as well as the influence in the Iberian literatures. It also describes the materials, including the Library Catalogs, used to examine the nature and penetration of Latin rhetorical theory into Castile.

The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)

When U.S. News & World Report began its ranking of American colleges in 1983, publishers in other countries quickly followed with their own hierarchical measures, providing consumer information (and opportunities for institutional marketing) while attempting to impact the quality of higher education. In the course of the last two decades, higher education ranking systems and "league tables" (as they are referred to in the United Kingdom and elsewhere) have emerged in dozens of countries. These rankings are conducted not only by media in the private sector, but also by professional associations and governments. Over the decades since higher education rankings first appeared, numerous debates have surfaced about their methodologies, objectivity, impact on colleges and universities, and role in the structure of accountability within nations that use them. Although there has been significant research, especially in the United States, about the ways in which rankings might be improved, there has been less research on what other countries have been doing and how their ranking systems differ from U.S. rankings. In addition, there has been very little research on how rankings may impact students' access to postsecondary education, their selection of particular colleges, and their paths to graduate from school and/or find employment. The goal for this monograph is to better understand the ways in which ranking systems function and how lessons learned from other countries that use higher education ranking systems might influence similar practices in the United States. Toward this end, this monograph chronicles recent efforts that have brought together rankers and researchers from around the world to study higher education rankings. The monograph includes three papers that were commissioned to examine various perspectives on rankings around the world and lessons they might provide for rankings in the United States: (1) The "U.S. News" College Rankings: A View from the Inside (Alvin P. Sanoff); (2) A Global Survey of Rankings and League Tables (Alex Usher and Massimo Savino); and (3) The Impact of Higher Education Rankings on Student Access, Choice, and Opportunity (Marguerite Clarke). Includes appendix: The Berlin Principles on Ranking of Higher Education Institutions. (Contains 16 notes and 2 tables. Individual papers contain references.) [Jamie P. Merisotis, Alisa F. Cunningham, Arnold M. Kee, Tia T. Gordon, and Lacey H. Leegwater contributed to the introduction and "Next Steps."]

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

In this paper we present an analysis of the informative content of available public sector data for Central, State (Regional) and Local Governments in Spain. We first review the framework that defines budgetary arrangements in place in Spain, with a special emphasis on the decentralization process. We then present official budgetary projections for the balance of the different levels of Government and compare them with both outturn and national accounts data. We assess the magnitude of the differences between budgetary and national accounts balance data and between the latter and a balance obtained with currently available data on a broad definition of public sector activity. We attempt to establish some regularities in the relations among the different accounting variables. [ABSTRACT FROM AUTHOR]

Chapter 6 of the third part of the book "The Quest," by Pio Baroja is presented. It explores the roles played by the main characters of the story, specifically the housekeeper's son in Madrid, Spain. It narrates his sufferings, nightmares and other experiences in the city. It conveys his encounter with a wealthy ragman who happened to an establishment owner. It demonstrates the house of the ragdealer which is considered as the largest in the vicinity with a yard and adjoining shed.

This paper explores what small and medium-sized enterprise (SME) policy is about, how it is pursued in Europe, and the differences between the European countries. According to the author, the overall objectives of SME policy are to create employment, foster economic growth, improve competitiveness, and regional/structural development. The SME-related policy pursued in most European countries involves a collection of various objectives and fields of economic policy rather than a conceptual framework. The author discusses the various approaches of SME policy that take place in the following European countries: Germany, Spain, Portugal, Italy, the Netherlands, the United Kingdom, Denmark, France, and Belgium. The author also discusses the variation of instruments used in the following fields of SME policy: start-ups, finance, exports and internationalization, information, research and development, labor, and red tape.

Chapter 8 of the second part of the book "They Built Utopia: The Jesuit Missions in Paraguay 1610-1768" is presented. It focuses on the efforts of Fathers Pedro Arroyo and Carlos Gervasoni of Madrid, Spain to help the Jesuit missions in Paraguay. It accounts their meetings with Father Altamirano, Procurator General for the Indies in Madrid, and Don Joaquín Vázquez, Secretary of the Council of the Indies, regarding the Border Treaty.

Chapter 10 of the book "They Built Utopia: The Jesuit Missions in Paraguay 1610-1768" is presented. It explores how the Jesuit missions were approved by the King Philip V of Spain. It highlights the voting made at the Council of Indies regarding the arguments raised by the Marqués de la Regalia against the missions that became the basis for the King's approval.

Chapter 26 of the book "A Chronicle of the Conquest of Granada," by Washington Irving is presented. It recounts the battles that ended Muslim power and rule in Granada, Spain during the fifteenth century. It deals with the history surrounding the war between Muslims and Christian in the country. Furthermore, it narrates the government of the Fortress of Alhama.

This section states that articles published in this issue are based on papers delivered at the workshop The Dividends of Kinship held at the fourth European Association of Social Anthropologists (EASA) conference in Barcelona, Spain in July 1996. The theme of the conference is Culture and Economy: Conflicting Interests, Dividend Loyalties. While kinship-related workshops were notably absent at the first two EASA meetings, in Coimbra (1990) and Prague (1992), the third conference, in Oslo (1994), featured three workshops under the umbrella topic of A New Agenda for Kinship Studies. However, none of the workshops resulted in an edited volume in the EASA Routledge series. In 1993, in a first call for papers for the Oslo kinship workshops, the conveners Adam Kuper and Gerd Baumann countered the decline of kinship studies during the 1970s and 1980s with a defensive but in the field we are still confronted with kinship - or kinship. Indeed our informants talk endlessly about marriage and marriage strategies, inheritance and succession, parents and children, siblings, cousins, and family history (A. Kuper and G. Baumann, 1993). The Barcelona workshop on which this volume is based was convened to go beyond approaches to kinship that seemed too narrowly cultural relativist, but without retreating to earlier biological or genealogical models of kinship. The abstract called for a renewed comparative approach to material and symbolic gains that can be secured through cultural constructs of relatedness, and urged potential applicants to explore the plurality of (culturally defined) interests pursued through different notions of kinship.

This collection of papers by ethnic scholars highlights the complex struggle for equality and power. It begins with a series foreword, "Beyond Psychologizing Multiculturalism" (Donaldo Macedo), and an introduction, "Democracy Sabotaged by Democracy: Immigration under Neoliberalism" (Peter McLaren). The 14 papers are: (1) "Some Conceptual Considerations in the Interdisciplinary Study of Immigrant Children" (Marelo Suarez-Orozco and Carola Suarez-Orozco); (2) "Critical Ethnography for the Study of Immigrants" (Enrique [Henry] T. Trueba and Peter McLaren); (3) "Bilingual Education in an Immigrant Community: Proposition 227 in California" (Marjorie Faulstich Orellana, Lucila Ek, and Arcelia Hernandez); (4) "Ideological Baggage in the Classroom: Resistance and Resilience among Latino Bilingual Students and Teachers" (Elizabeth Sugar Martinez); (5) "Multicultural Education in Primary Schools in Almeria, Spain" (Encarnacion Soriano Ayala); (6) "Linking Sociocultural Contexts to Classroom Practices: Language Identity in a Bilingual Hungarian-Slovak School in Slovakia" (Bridget Fitzgerald Gersten and Christian Faltis); (7) "Wanting to Go On: Healing and Transformation at an Urban Public University" (Peter Nien-chu Kiang); (8) "Disabling Institutions, Irreconcilable Laws" (Concha Delgado-Gaitan); (9) "The Voice of a Chinese Immigrant in America: Reflections on Research and Self-Identity" (Yali Zou); (10) "Intra Ethnic Mexican and Mexican American Conflicts: Narratives of Oppression and Struggle for Daily Subsistence" (Angelica Bautista); (11) "The Use of Cultural Resilience in Overcoming Contradictory Encounters in Academia: A Personal Narrative" (Martha Montero-Sieburth); (12) "Confronting the Walls: Border Crossing, Gender Differences, and Language-Learning in Academe" (Gisela Ernst-Slavit); (13) "Myth or Reality: Publish or Perish" (Li-Rong Lilly Cheng and Kathee M. Christensen); and (14) "Beyond the Politics of Schools and the Rhetoric of Fashionable Pedagogies: The Significance of Teacher Ideology" (Lilia I. Bartolome and Enrique [Henry] T. Trueba). (Individual papers contain references.) (SM)

This book contains nine papers devoted to the psychological experience of youth employment and its role in shaping future employment experiences and expectations. "Introduction" (Julian Barling, E. Kevin Kelloway) emphasizes the diversity of young people as a group and the diversity of individual youth's employment experience. "The Nature of Youth Employment" (Catherine Loughlin, Julian Barling) examines relationships between employment quality and young people's work-related attitudes and behaviors. "Learning To Work: The Development of Work Beliefs" (E. Kevin Kelloway, Steve Harvey) explores the impact of learning before and during employment. "Gender Differences in Employment and Income Experiences among Young People" (Serge Desmarais, James Curtis) considers previous and new research on gender and youth employment. "Developmental Consequences of Youth Employment" (Michael R. Frone) reviews developmental outcomes of employment among adolescents. "Child Labor and Exploitation" (Chaya S. Piotrkowski, Joanne Carrubba) discusses child labor in the United States and worldwide. "Occupational Safety and Health in Young People" (Dawn N. Castillo) details the substantial risks that employment poses to U.S. youths. "Reconceptualizing Youth Unemployment" (Graham S. Lowe, Harvey Krahn) documents how school-to-work transition and life course perspectives can enrich a social-psychological understanding of youth unemployment. "Youth and Labor Representation" (Daniel G. Gallagher) reviews current trends and future directions in the relationship between young people and labor unions. All papers include substantial bibliographies. (MN)

This collection of 10 papers provides a comparative analysis of the role of academic-industry relations in innovative educational systems in Eastern Europe, Ibero-America (Latin America, Spain, and Portugal), Russia, and Scotland, as well as in the United States. It arose from a series of conferences, beginning with a 1991 NATO workshop on university-industry relations which took place in Acquafredda, Italy. The first two chapters are based upon the "theme paper" for the Acquafredda conference; the other chapters originated as conference talks. Following an introduction by the editors, the papers are: (1) "Entrepreneurial Science: The Second Academic Revolution" (Henry Etzkowitz and Andrew Webster); (2) "Toward a Theoretical Analysis of Academic-Industry Collaboration" (Andrew Webster and Henry Etzkowitz); (3) "The Changing Context of Science and University-Industry Relations" (Karen Seashore Louis and Melissa S. Anderson); (4) "Strategic Research Alliances; Testing the Collaborative Limits?" (Andrew Webster); (5) "Science and Technology Knowledge Flows Between Industrial and Academic Research: A Comparative Study" (Jacqueline Senker, Wendy Faulkner, and Lea Velho); (6) "Science Parks and Innovation Centers" (Rikard Stankiewicz); (7) "Academy-Industry Relations in Middle-Income Countries: Eastern Europe and Ibero-America" (Katalin Balazs and Guilherme Ary Plonski); (8) "Academic-Industry Relations in Russia: The Road to the Market" (Mike Berry and Lioudmila Pipiia); (9) "Universities in Scotland and Organizational Innovation in the Commercialization of Knowledge" (Margaret Sheen); (10) "Inching Toward Industrial Policy: The University's Role in Government Initiatives To Assist Small, Innovative Companies in the United States" (Henry Etzkowitz and Ashley J. Stevens). (Contains approximately 350 references.) (DB)

This book presents international perspectives on access and participation of adults in higher education in selected European countries. The book begins with an introduction by Pat Davies and includes papers detailing and providing examples of practices and policies of higher educational institutions regarding adult students in the following countries: Australia (Postle); Austria (Benn); Belgium (Bourgeois, Guyot); Denmark (Cooke); England, Wales and Northern Ireland (Parry); France (Davies); Germany (Davies, Reisinger); Italy (Parker); The Netherlands (Spackman, Owen); Scotland (Osborne, Gallacher); and Spain (Osborne). The final paper, "Themes and Trends" (Davies), synthesizes the information presented in the reports on individual countries regarding the following aspects of access to and participation of adults in higher education: expansion of programs and recruitment efforts, cost effectiveness and program efficiency, horizontal diversity, vertical diversity, autonomy and admissions, alternative entry, and different definitions of the term "adult student." A total of 55 tables/figures, a subject index, and author profiles are included. (MN)

This volume presents the results of a seminar on apprenticeship in Europe entitled "Apprenticeship, Alternance and Dual Systems: Dead-Ends or Highways to the Future" (Marseilles, France, April 1994). It deals with ways in which alternating learning at school and work can provide young people with relevant work skills and facilitate their integration in the world of work, and it addresses how apprenticeship may contribute to relate practical theoretical learning. In addition, the publication examines historical features of apprenticeship and recent developments that stand in the way of enterprise-based training and that discourage young people from choosing this route. The first part of the volume contains the four papers discussed at the seminar and a synthesis of the debate. The second part presents a selection of national contributions to the seminar. The following papers are included in part I: "The Issues" (Durand-Drouhin, Romani); "The Difficult Rediscovery of 'Professionalism'" (Lutz); "Pedagogical Objectives and Organisation of Alternating Training" (Merle); and "Issues, Problems and Perspectives: Lessons from an International Debate" (Bertrand, Durand-Drouhin, Romani). The seven country studies included in part II are the following: "Belgium (the French Community): From the Socioeconomic Context to the Needs of School-based Training"; "Finland: Open Skills, Open Knowledge" (Volanen, Kyro); "France: Alternance in Initial Vocational Education and Training" (Pair); "Germany: Pedagogical Objectives and the Organization of Alternating Learning at School and at Work" (Koch); "Spain: Constructing an Institutional Framework for the Social Regulation of Alternance" (Planas); "Switzerland: Apprenticeship--The Features of the Swiss Dual System" (Kubler et al.); and "The Netherlands: The Links between School and Firm-based Vocational and Technical Education: Highways to the Labour Market and Pathways to Higher Education" (van den Dool, Weijs). (KC)

This book contains nine papers presented during a year-long series of seminars and a conference that analyzed the relationship between economic restructuring and industrial relations involving the joint academics, union leaders, government officials, business executives, and graduate fellows. These analyses include case studies from Western Europe, as well as detailed examination of U.S. examples, particularly state-level efforts from Michigan, Massachusetts, and Pennsylvania. The analyses emphasize the role of industrial relations in these processes. An "Introduction" (Stephen Sleigh) summarizes the case studies and analyses and provides an executive summary of the key conclusions that follow from the papers. The nine papers are as follows: "Economic Development and Industrial Relations in a Small-Firm Economy: The Experience of Metalworkers in Emilia-Romagna, Italy" (Bruce Herman); "Managing Local Development: Lessons from Spain" (Michael Barzelay); "Worker Democracy in Socialist France" (Bernard Brown); "International Competition and the Organization of Production: The Study Action Team Process at Trico Products" (Peter Lazes); "Collaborative Restructuring Efforts: Textile and Apparel Labor-Management Innovation Network, Lehigh Valley, Pennsylvania" (Robert Coy et al.); "Labor and Industrial Relations Strategies in the State of Michigan" (Michael Schippani); "Applying Skills-Based Automation through Participatory Management: The Center for Applied Technology" (Frank Emspak); "Can the End of the Social Democratic Trade Unions Be the Beginning of a New Kind of Social Democratic Politics?" (Charles Sabel); and "Training and the New Industrial Relations: A Strategic Role for Unions" (Wolfgang Streeck). Appendixes include lists of the Seminar Advisory Board and seminar presenters, a 360-item bibliography, and an index. (YLB)

Chapter 17 of the book "A Chronicle of the Conquest of Granada," by Washington Irving is presented. It recounts the battles that ended Muslim power and rule in Granada, Spain during the fifteenth century. It deals with the history surrounding the war between Muslims and Christian in the country. Furthermore, it narrates the lamentations of the Moors for the Battle of Lucena.

Articles in this special issue include the following: "Learning to Write in a Second Language: Two Decades of Research" (Alister Cumming); "Some Steps Towards a Socio-Cognitive Interpretation of Second Language Composition Processes" (Julio Delarios Roca, Liz Murphy Liz); "Trends in the Conceptualizations of Second Language Composing Strategies: A Critical Analysis" (Rosa M. Manchon); "Factors Relating to EFL Writers' Discourse Level Revision Skills" (Hiroe Kobayashi, Carol Rinnert); "Age-Related Differences in the Development of Written Production. An Empirical Study of EFL School Learners" (Rosa M. Torras, M. Luz Celaya); "Word Processing and Second Language Writing: A Longitudinal Case Study" (Jiang Li, Alister Cumming); "Targeting L2 Writing Proficiencies: Instruction and Areas of Change in Students' Writing Over Time" (Alasdair Archibald); "The Influence of Prior Experience on the Construction of Scoring Criteria for ESL Composition: A Case Study" (Usman M. Erdosy); "Material, Educational, and Ideological Challenges of Teaching EFL Writing at the Turn of the Century" (Ilona Leki); and "Twenty-Five Years of Scholarship on Second Language Composing Processes: 1976-2000" (Tony Silva, Colleen Brice, Jessie Kapper, Paul Kei Matsuda, Melinda Reichelt). (Individual papers contain references.) (SM)

Chapter 5 of the book "Building a Global Bank: The Transformation of Banco Santander," by Mauro F. Guillén and Adrian Tschoegl is presented. It focuses on the internationalization of Spain's Banco Santander Central Hispano SA. It recounts its acquisitions in Latin America and the U.S. through minority positions in the Mid-Atlantic region and with Europe in alliances with other banks.

Chapter 3 of the book "Building a Global Bank: The Transformation of Banco Santander," by Mauro F. Guillén and Adrian Tschoegl is presented. It discusses the involvement of Spain's Banco Santander Central Hispano SA in the development of industry or infrastructure activities. It also examines the bank's engagement in non-financial companies as an investor and a shareholder.

Chapter 1 of the book "Building a Global Bank: The Transformation of Banco Santander," by Mauro F. Guillén and Adrian Tschoegl is presented. It reviews the characteristics of banking as an economic activity and examines the prevalence of family banks in Spain and in the world in general. It applies the case study of Banco Santander Central Hispano SA to better assess the transformation of family firms over time.

Chapter 5 of the book "Performing Spanishness," by Michael Thompson is presented. It explores the model of historical theatre developed by Spanish playwright José María Rodríguez Méndez which are centered on famous historical figures who have connection to the popular culture of Spanish machismo. It analyzes the plays "Flor de Otoño" and "El pájaro solitario" to demonstrate that popular cultural identity stays at the center of the dramatist's historical vision.

The article discusses the life and work of medieval poet Shem Tov Ardutiel. He was born in the late 13th century in the Carrión de los Condes in Spain and lived in Soria where he wrote his maqaama. Ardutiel composed a collection of Spanish epigrams entitled "Proverbios morales," some Hebrew penitential prayers and poems of petition. An excerpt from his book of Hebrew poetry, "The Battles of the Pen and the Scissors," is also presented.

Chapter One of the book "The Writer in the Landscape: Authorial Self-Representation and Literary Form in the Landscape Writings of Unamuno and Azorín," by Mary Ruth Strzeszewski is presented. It explores the construction and role of Spanish landscape in major literary works of Unamuno and Martínez Ruiz. It highlights the representation of Spanish landscape and rural society and the relationship with the authors' intellectual character.

Chapter 23 of the book "Jack in the Forecastle" is presented. It talks on the ship Charity which was lying in the harbor of Porto Cabello under the seizure of the Spanish government. It also describes the ship which was a vessel of about three hundred and fifty tons burden, moored in the centre of the harbor, awaiting the decision of the Admiralty Court.

Major Martin Andrew Hume wrote numerous works on the history of Spain. One of the best known for his historical studies of the Tudor period is "The Courtships of Queen Elizabeth." In this work, published in 1896, Major Hume presented an exceedingly interesting human document, and classified a tangled mass of material.

Chapter 7 of the third part of the book "The Quest," by Pio Baroja is presented. It explores the roles played by the main characters of the story, specifically the housekeeper's son in Madrid, Spain. It conveys his encounters with notable people including an intelligent fellow of natural gifts. It recounts the ideas of this fellow who is very observant and quick in taking advantage of a situation. It tells inspirational stories of success in life to encourage the boy not to lose hope.

Chapter 5 of the third part of the book "The Quest," by Pio Baroja is presented. It explores the roles played by the main characters of the story, specifically the housekeeper's son in Madrid, Spain. It narrates his experiences in the city along with his cousin. It tells his interest in theatre plays and his observations on the actresses and actors who tend to spoke in a rough manner. It reiterates his dream of a very white and beautiful woman with golden tresses.

Chapter 3 of the third part of the book "The Quest," by Pio Baroja is presented. It explores the roles played by the main characters of the story in Madrid, Spain. It conveys the experience of the housekeeper's son who was compelled to return to the bakery to find work. It reiterates his suffering in life, specially when he was left without a job. It tells his encounter with the man who narrated the origin of a fantastic fortune in life.

Chapter 1 of the third part of the book "The Quest," by Pio Baroja is presented. It explores the roles played by the main characters of the story, living in a boardinghouse in Madrid, Spain. It narrates the domestic drama of the uncle of housekeeper's son. This is the time when the son returned to the lodging house and his mother through the intercession of the landlady. It conveys the job of a baker who works in a bakery owned by his uncle.

Chapter 9 of the second part of the book "The Quest," by Pio Baroja is presented. It explores the roles played by the main characters of the story, living in a boardinghouse in Madrid, Spain. It narrates the unlikely tale of the housekeeper's son and that of his sisters. It discusses his baffling problems with his sisters and friends. It also conveys the event at the entrance to the Corralón gallery where a fellow killed a woman and then killed himself.

Chapter 8 of the second part of the book "The Quest," by Pio Baroja is presented. It explores the roles played by the main characters of the story, living in a boardinghouse in Madrid, Spain. It narrates the experience of the friend of the housekeeper's son who just broke up with his girlfriend. It conveys the irresolution of his friend who considers the broke up definitive. It features the man who is playing with three cards for his friend.

Chapter 6 of the second part of the book "The Quest," by Pio Baroja is presented. It explores the roles played by the main characters of the story, living in a boardinghouse in Madrid, Spain. It narrates the quest of a man for a woman in the Corrala. It offers information on the life of a man named El Tabuenca and his inventions. It highlights the characteristics of a remarkable man in the circus known as the Snake-Man.

Chapter 5 of the second part of the book "The Quest," by Pio Baroja is presented. It explores the roles played by the main characters of the story, living in a boardinghouse in Madrid, Spain. It focuses on the quarrels of lovers which became the subject for gossips among the neighbors of Corrala. It demonstrates how the girl was advised by her mother to dismiss her boyfriend for good. However, the woman still give in to her lover when he came back to her in humility.

Chapter 2 of the second part of the book "The Quest," by Pio Baroja is presented. It explores the roles played by the main characters of the story, living in a boardinghouse in Madrid, Spain. It focuses on the Corralón or Big Yard, the best known name for the lair or gallery of a man in the city. It describes the lair and how it was made. It highlights every section of the gallery which was a manifestation of a life part within the communism of hunger.

Chapter 1 of the second part of the book "The Quest," by Pio Baroja is presented. It explores the roles played by the main characters of the story, living in a boardinghouse in Madrid, Spain. It conveys the regeneration of the Footwear and The Lion of The Shoemaker's Art. It represents a certain notion of national regeneration which tend to regenerate the Constitution and the Spanish people. It demonstrates the significance of Sunday as a rest day.

Chapter 3 of the first part of the book "The Quest," by Pio Baroja is presented. It explores the roles played by the main characters of the story, living in a boardinghouse in Madrid, Spain. It conveys the first impression of the main character's son of Madrid, Spain. It demonstrates how a mother decided to give her son into apprenticeship at the shoe-shop and hoped to convince him to study. It describes the boarders of the house and the delightful lessons inside the house.

The article presents abstracts on rural Spain which include the standard of living in rural Spain from the 18th to 20th century, the role of agrarian capitalism in inequality and mortality in children.

Chapter 1 of the book "Women & Children First: Spanish Writers & the Fairy Tale Tradition" is presented. It focuses on the literature allowed by the official Spanish government censorship during Francisco Franco's regime. Borita Casas is described as a tolerated type of woman author because she concerned herself with stories about children. The way in which girls are indoctrinated into patriarchal society is also discussed.

This section focuses on Eleno de Céspedes, known officially as the female Elena de Céspedes. The life story of Eleno has been preserved in the archives of the Inquisition of Toledo, Spain. Eleno, according to the authorities who ruled on the question of Eleno's body and gender, was not an important personage in the reign of Felipe II. Nevertheless, she did achieve some notoriety in her lifetime, earning a place in the annals of natural history on account of her claim that her body was transformed from female to hermaphrodite.

This article focuses on a discourse of effeminacy fashioned by Alfonso de Palencia, royal chronicler to Queen Isabel of Castile, Spain, and several of his contemporaries. Simple but powerful evidence of the discourse of effeminacy fashioned by Palencia is the uncritical transmission of the epithet el Impotente for King Enrique IV, throughout more than five hundred years of Spanish historiography. The significance of the sodomitical genealogy invented for Enrique IV by Palencia and eagerly adopted by most other Isabelline chroniclers extends beyond the immediate context of the fierce struggle for the Castilian throne.

This section focuses on the queerness in the chronicles of Alvaro de Luna, page of Juan II, king of Castile, Spain. Unabashedly apologetic, Crónica de don Álvaro de Luna, a full-length biography composed by one of Luna's more stalwart partisans, constitutes a conscious rescripting of Luna in terms that counter point by point the charges launched against him throughout his tenure at court. Every episode of Luna's life is read as conclusive evidence of his gallantry, his generosity of spirit and his absolute loyalty to the king. Behind the hyperbole, astride the language of romance, within the closets of the Crónica de don Álvaro de Luna lurks the specter of sodomy, ever present in its conspicuous absence.