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These conference papers report on interim outcomes of investigations conducted at the German Institute for International Educational Research. An opening address, "Education, Democracy and Development in a Period of Revolutionary Change" (Wolfgang Mitter), is followed by four sets of papers. The first set, "European Community," includes "European Dimension, Multiculturalism, and Teacher Training--Experience in a Network of Training Institutions" (Christoph Kodron) and "Democratic Legitimation and the Educational Policy of the European Community" (Ulrich Schaffer). Next, "Post-Communist Societies" presents "School Development in the East German Federal States and the European Context" (Hans Dobert); "Upheavals in Hungarian Education" (Martas Gutsche); "First Projects of Functional Literacy in the New Federal States of Germany" (Gerhard Huck); "Comparative Education between Ideology and Science on the Self-Concept and the Evolution of the Discipline in the GDR" (Bernd John); and "Global Changes and the Context of Education, Democracy and Development in Eastern Europe" (Botho von Kopp). The third section, "Asia and Africa," offers "Inspiring Achievements and Hard Tasks Ahead: A Study on the Recent Development of Literacy Education in the People's Republic of China" (Fu Li); "UNESCO's Environmental Education Efforts in the Tanzanian Context" (Gerhard Huck); and "The Japanese University in a Changing Context: More Market or More Regulation?" (Botho von Kopp). Finally, "Research Projects in Progress" contains the papers: "School as a Place of Socialization and Learning--an International Comparison on School Reality: Description of the Project" (Peter Dobrich); "Intra-national Comparson of Instructional Time, Time in School, and School-related Time in Bavaria, Hamburg and Hesse" (Wolfgang Huck); "Time for School--Initial Results from an International Comparison" (Wolfgang Huck); "Immigrant Children and Special Education: The Situation in Germany" (Andrea Mertens, Dirk Randoll); "Effects of Mainstreaming in Schools: Results from Empirical Studies in Two European Countries" (Dirk Randoll); and "Recent Trends in All-day Schooling and Child Care in Some European Countries" (Gerlind Schmidt). (LL)

Four of the 10 papers in this collection are presented in the original language, i.e., either French or German, and English translations are provided for two of them. The papers are: (1) "UAP (Universal Availability of Publications) and Its Relation to Research and Education" (Maurice B. Line); (2) "Zehn Jahre IFLA-Abteilung Ausbildung und Forschung = Ten Years of the Division of Education and Research) (Paul Kaegbein); (3) "La culture orale et les bibliotheques (Oral Culture and Libraries)" (Raphael Ndiaye) (in French only); (4) "Bibliotheks-und Buchgeschichte als Teil der Bibliotheksforschung und Geschichtswissenschaft: Ein Uberregionales Forderungsprogramm (Library and Book History as a Part of Library Research and the Science of History: An Interregional Promotional Program)" (Joachim-Felix Leonhard) (in German only); (5) "Des Geschichte der IFLA als Forschungsgegenstand-Herausforderung und Verpflichtung = The History of IFLA as a Research Theme: Challenge and Commitment" (Klaus Plotz); (6) "Scholarly Writing and Desktop Publishing" (Michael D. R. Lougee); (7) "IFLA and Professional Communication" (Roland Hjerppe); (8) "Brief Summary on the Bibliothecological Researches in Cuba" (Marta Terry); (9) "Education and Research in Preservation and Conservation" (Josephine Riss Fang); and (10) "Computer Networks as a Publication Medium: Implications for Libraries" (Roland Hjerppe). (MES)

This document includes games and activities for the German as a foreign language class. There are games designed to help students get to know one another, games to help develop vocabulary skills and grammar, and activities for role playing. A list of references and resources is included as well as an index to abbreviations and symbols. (AB)

There are 10 papers in this collection from the Division of Education and Research: (1) "The Importance of Basic Training in Marketing for Librarians and Information Professionals" (French and English versions; Rejean Savard); (2) "Information Management Education: Some Interdisciplinary Approaches" (Marianne Broadbent); (3) "Educational Implications of Information Development" (Jesus Lau); (4) "The International Role of the Library of Congress: A Brief History" (John Cole); (5) "The Use of Anglo-French Comparisons by the Promoters of the 1850 Public Libraries Act" (Paul Sturges); (6) "Research on Reading and Books: A Jungle of Confusing Terms" (German and English versions; Konrad Teckentrup); (7) "Sociology of Reading and Use of the Library" (French and English versions; Martine Poulain); (8) "International Seminar on Continuing Professional Education: A Report (German and English versions; Horst Hogh); (9) "Mastering Access: The Birmingham MSc Information Management" (Trevor Haywood and Sandi Kirkham); and (10) "Library and Information Research in Yugoslavia" (Dora Secic and Dubravka Stancin-Rosic). (SD)

Extended in-depth role-playing and simulation, used effectively in the social sciences for some time, is seen as being a particularly effective technique for the intermediate level foreign language class. This paper describes a teaching unit of six or seven weeks, developed for use in the third or fourth semester of college level German, which consists of a simulation of family life in the German language area. Students are assigned roles as citizens of the ficticious community "Scheinburg" (pretended town) and as members of a family. Alternate class days are used exclusively for playing out realistic activities within families, such as goal-setting, problem-solving, and casual conversations, as well as social activities among families including serious discussions, informal entertaining, and observances of special occasions. Intervening class days are used for vocabulary building and study of cultural resources for information regarding education, political issues, family spending, celebrations, etiquette, etc. This approach provides a change of pace and maximizes student involvement and oral participation. Teaching aids for the simulation activities, in both German and English, are attached as well as a list of supplementary resources. (Author/AMH)

Skills in comprehending the spoken language source are becoming increasingly important due to the audio-visual orientation of our culture. It would seem natural, therefore, to adjust the learning goals and environment accordingly. The video-cassette machine is an ideal means for creating this learning environment and developing the listening skill. The learning setting, the accompanying pictorial series and the fact that the spoken text is the only source for homework information provide the incentive to develop listening skills. This sort of application of the video-cassette presumes an adequate viewing facility, modest in-house production facilities, as well as slides and films. Any methodology using the video-cassette would capitalize on its single most important feature, the opportunity to review the spoken material and to build one's confidence for comprehending the unremitting voice of the speaker. Therefore, the teacher would provide removable "crutches" to make learning as efficient as possible. A sample lesson based on a description of the interior of a church in Germany is provided. The lesson includes the text, sample vocabulary exercises, instructions for using the drills, synthetic exercises demanding content, active vocabulary and syntactical mastery, and comments on the role of the instructor and good use of class time. (AMH)

This selection of the papers presented at a conference includes 6 introductory papers, 32 papers dealing with innovations and experiences in the authors' own countries, and reports from 6 working groups. These working groups addressed the six key topic areas of the conference: (1) relationships between new technologies and labor relations and their impact on the labor market, education, and schooling; (2) new technologies in the learning process; (3) technology's impact on relationships between general education and education for careers; (4) technological demands upon recurrent education, adult education, and non-formal education; (5) technological developments and their impact on education in the Third World; and (6) the impact of technological developments on both initial and inservice teacher education and training. The majority of the papers are in English, although six are in French and one is in German. (RP)

This collection includes eight papers (authored by Germans) on adult education programs in Cleveland, Ohio, and eight papers (authored by Americans) about adult education programs in the Federal Republic of Germany as well as German and English introductions to the collection. The following papers are included: "Neue Wege in der Internationalen Zusammenarbeit beim DVV: Deutsch-amerikanisches Doppelseminar uber Bildungsangebote fur besondere Zielgruppen (1983/1984)" (Kerner); "Adult Education with Target Groups. The Genesis and Realization of the DVV/AECGC Exchange" (Odenbrett, Pollock); "Eine Oase der Statistiker" (Teichmann); "The Second Chance. Der G.E.D. Test: Eine Prufung fur Leute zwischen 18 und 80 Jahren" (Adam); "Das Adult Family Life Program--ein Elternbildungsprojekt in Cleveland, Ohio" (Schiemann); "Weiterbildungsmassnahmen fur Frauen in Cleveland, Ohio" (Bittner); "Erwachsenenbildung in Cleveland, Ohio: Women Space" (Blasing); "Angebote fur Behinderte in Cleveland, Ohio" (Schiemann); "Einige Aspekte der Alfabetisierungsarbeit in Cleveland, Ohio" (Rippien); "Aspekte der Seniorenbildung in den Vereinigten Staaten von Amerika am Beispiel von Einrichtungen, Programmen und Aktivitaten in Cleveland, Ohio" (Putzar); "Comparisons of Adult Education Programs in the Federal Republic of Germany and the United States: An Overview" (Swanson); "Employment Policy and Worker Education in the Federal Republic of Germany and the United States" (Patterson); "Universities and Adult Education in the Federal Republic of Germany" (Schuttenberg); "Adult Education for Women in the Federal Republic of Germany and in the United States of America: An Overview" (Presley); "Approaches to the Integration of the Handicapped into Society: A Bi-national View" (Goffney); "Some Impressions of Adult Literacy and Adult Literacy Programs in the Federal Republic of Germany and the United States of America" (Rushin); "'The Third Life'--German Senior Citizens Living Longer and Better" (Botsch); and "Immigration Policy and Immigrant Education in the United States and the Federal Republic of Germany" (Odenbrett). (MN)

This publication consists of a collection of 18 papers in English, German, Swedish, and Finnish originally presented at a 1988 symposium of the Finnish Association of Applied Linguistics (AFinLA), which was organized jointly by the University of Vaasa and the Department of Teacher Education at Abo Akademi, Finland. Papers focus on the following topics: Second language learning and instruction; computer assisted translation and language learning; language research; instruction of Swedish as a second language in Sweden; translator training; textlinguistics; semantics; morphology; cross-cultural language styles; and languages for specific purposes in Finnish universities. (VWL)