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The papers included in this issue are from a conference on language policy. The papers are: "Why Promote European Multilingualism? French Experience" (Claude Truchot); "German Attitudes to European Language Policy" (Ulrich Ammon); "Minority Language Rights in Contemporary Europe" (Tove Skutnabb-Kangas); "Teacher Identities in Britain and Denmark in the Europeanisation Process" (Karen Risager); "Sub-Cultural Identities" English-Danish Grassroots Bilingualism" (Bent Preisler); "Danish Scholars and Languages of Scientific Communication" (Robert Phillipson, Kangas); "EU and Danish Support for Linguistic Engineering and Computerised Translation in a 'Small' European Language: Results and Implications for the Relationship between Danish and More Widely Used Languages" (Bente Maegaard);"EU-Supported Studies of Danish Perceptions of the Need for Language Policies in the Business Community" (Annelise Grinsted). Some points from the concluding discussion session are reported by Bente Bakmand, Phillipson, and Skutnabb-Kangas. Excerpts from a White Paper on education and training by the Commission of the European Communities is appended. (MSE)

This volume presents a collection of 14 selected papers on the theme of how to use media technology to enhance language learning and teaching. Papers explore innovative ways to use existing technologies in broadband networks, the telemedia, and multimedia, while others focus on the use of the Internet. It is hoped that exploring the use of these emerging technologies will allow for the development of more flexible learning and add multidimensionality and authenticity to foreign language teaching. In order to be effective, the teacher and student must be able to successfully integrate old and new media or "omnimedia." In the first section, "The Overall Picture," the chapters are: "Effective Language Learning and the Media: A Study of Current Theories for the Exploration of Media Technology (Marie-Madeleine Kenning); "Computers as Cognitive Tools in the Language Classroom" (Dieter Wolff); "Will the Real Ed Tech Please Stand Up?" (Udo O.H. Jung). In the second section, "At the Creating End," the chapters are: "TELOS Language Learning: User Needs and Telemedia Answers" (Kurt Kohn and Angelika Rieder); "Learner Interaction and Broadband Network" (Edith Esch and R.-Liisa Cleary); "The Engima of Kaspar Hauser: A Multimedia Approach" (Gabriele Wittig-Davis and Robert Davis); "Language Comprehension and Staged Increase of Audio-Visual Support" (Joseph Boyle); and "Integrating the Internet: A Report of Work Always in Progress" (Norman Davies). In the third section, "At the User End," the chapters are: "Specialist Foreign Language Learning with Multimedia: New Learning and Teaching Dynamics" (Gabrielle Hogan-Brun and Ruth Whittle); "The WWW and Its Contribution to Foreign Language Learning" (Alison Piper and Vicky Wright); "Authority and the ESP Teacher in a Technological Age" (Peter Roe); and "Who Is in the Learning Zone: Evaluating the Impact of Italia 2000" (Robert Vanderplank and Peter Dyson). In the fourth section, "Food for Thought," the chapters are: "New Technologies: The Quest for Appropriateness" (Evelyne Namenwirth); and "Language Lab--Multimedia Lab--Future Lab" (Jurgen Froehlich). The fifth section contains as an appendix, "An International Bibliography of Computer-Assisted Language Learning: Fourth Installment" (Udo O.H. Jung). (KFT)

The traditional European university is now extinct. The conditions in higher education that have succeeded it are highly unstable and therefore transitory, and its eventual replacement is now dimly perceptible on the horizon. The European university is of course an abstraction, meant to approximate the attributes of higher education in Germany, France, Italy, Scandinavia, and the Low Countries. The system in each of these countries is largely controlled by public authorities, and in every crucial area the future of the universities depends on actions that will or will not be taken by the state. In the not too distant past they were professors' universities with respect to their internal affairs, and elite in their relationship to society. All of them have passed through fundamentally similar transformations since World War II, and now the questions of access to higher education (recruitment and selection) are vital to the universities' individual and collective futures. (Author/MSE)

This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)

Information on the Latin Monetary Union is presented. In 1865, to achieve monetary union without political union, France, Belgium, Italy and Switzerland decided to use the French franc as their common unit of account, while nominally retaining their own national metal currencies of gold and silver coins. The system faced pressure when Italy printed paper money. The Union collapsed 20 years after its inception when Germany centralized control of paper money.

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.

This chapter focuses on Western Europe, an area that has been a hotbed of controversy about new religions movements (NRMs) and other minority religions. France is the nation most critical of minority faiths, as shown by actions of its government over recent years and the public opinion of its citizens. Germany has been a major arena of conflict over NRMs and also some older groups such as the Jehovah's Witnesses have been controversial there. Especially well known is the German campaign against Scientology.

The papers in the monograph address different topics related to mathematics teaching and learning processes which are of great interest to both students and prospective teachers. Some papers open new research questions, some show examples of good practice and others provide more information about earlier findings. The monograph consists of six chapters. In the first chapter, the author studies the relation between the surface approach and the strategic approach to learning outcomes according to the results of research conducted with a group of university students in Denmark. This chapter presents the results of research carried out with the students who were required to recognise and interpret mathematical concepts that could be interpreted from the graphs in different contexts. It also provides an insight into a detailed analysis of the tasks of the Croatian State Matura exam related to the functions. In the second chapter, the authors discuss the topic of the importance of spatial reasoning and the effect of computer technology on geometry education. They study regular and semiregular polyhedrons in Euclidean space and compare geometric properties of Euclidean and hyperbolic planes. In the third chapter, the authors examine teachers' classroom practices and beliefs about mathematics and the use of textbooks as curriculum resources. The results of textbook analysis on an asymptote and the asymptotic behaviour in the two most common series of high-school mathematics textbooks in Croatia are presented. The language of mathematics textbooks is analysed in the third paper. In the fourth chapter, the author investigates the impact of using the proposed computer-guided discovery learning model on students' conceptual and procedural knowledge of mathematics. The application of the computer program Graph is illustrated. The advantages of introducing software to the teaching process are considered. In the fifth chapter, the author examines whether there is a connection between the attitudes towards mathematics and the performance in mathematics exams. In the second paper, the authors describe a method for selecting a group of students that is supposed to receive additional teacher attention in order to improve their performance in the course. This chapter presents research results on the relations between the use of mathematics tutoring services at the university level and building student profiles. The problem of mathematical anxiety is also researched. An inclusive approach to mathematics curriculum can be revealed through the presence of curriculum accommodations for pupils with disabilities. The author of the last paper in this chapter provides content analysis of national curricula of five European countries: Great Britain, Finland, Germany, France and Croatia. In the last chapter of the monograph, the authors suggest some useful approaches to teaching mathematics. Learning through games increases student motivation and encourages positive attitudes towards mathematics. The characteristics of problem solving in mathematics education are listed in the last paper of this monograph. Papers in Chapter 1 include: (1) The study approaches of university students in a calculus class (Bettina Dahl); (2) Searching for a common ground in mathematics and physics education: The case of integral (Zeljka Milin Sipus, Maja Planinic, Ana Susac, and Lana Ivanjek); and (3) Functions in the 2015 and 2016 Croatian State Matura in higher level Mathematics (Matea Gusic). Papers in Chapter 2 include: (4) Spatial reasoning in mathematics (Nikolina Kovacevic); (5) The football {5, 6, 6} and its geometries: from a sport tool to fullerens and further (Emil Molnar, Istvan Prok, and Jeno Szirmai); and (6) Holes in alien quilts (A. S. Leeds, Natasa Macura, and Zachary Moring). Papers in Chapter 3 include: (7) Teachers' beliefs on mathematics as a background for their teaching practice (Ljerka Jukic Matic and Dubravka Glasnovic Gracin); (8) Asymptote as a body of knowledge to be taught in textbooks for Croatian secondary education (Aleksandra Cizmesija, Ana Katalenic, and Zeljka Milin Sipus); and (9) Language of Croatian mathematical textbooks (Goran Trupcevic and Anda Valent). Papers in Chapter 4 include: (10) The impact of using GeoGebra interactive applets on conceptual and procedural knowledge (Zeljka Dijanic and Goran Trupcevic); (11) The use of the computer program "Graph" in teaching application of differential calculus (Bojan Kovacic and Mirela Katic Zlepalo); and (12) Applications of free computational software in math courses at Zagreb University of Applied Sciences (Luka Marohnic and Mandi Orlic Bachler). Papers in Chapter 5 include: (13) Mathematics attitudes among students of Civil Engineering (Josipa Matotek); (14) Targeting additional effort for students' success improvement: The highest effect group selection method (Dusan Mundar and Damira Kecek); (15) Discovering student profiles with regard to the use of mathematics tutoring services at university level (Ivana Durdevic Babic, Ana Kozic, and Tomislav Milic); (16) Identifying mathematical anxiety with MLP and RBF neural networks (Ivana Durdevic Babic, Tomislav Milic, and Ana Kozic); (17) Standardization of learning outcomes in teaching mathematics (Zoran Horvat); and (18) Teaching and learning mathematics in inclusive settings: Analysis of curriculum of compulsory education in five European countries (Ksenija Romstein and Ljiljana Pintaric Mlinar). Papers in the Chapter 6 include: (19) Enhancing positive attitude towards mathematics through introducing Escape Room games (Amanda Glavas and Azra Stascik); (20) The presence of mathematical games in primary school (Ruzica Kolar-Super, Andrea Sadric, Zdenka Kolar-Begovic, and Petra Abicic); and (21) Problem solving in elementary mathematics education (Edith Debrenti). An index is included. Individual papers contain references. Abstracts are provided in both English and Croatian. [Abstract modified to meet ERIC guidelines.]

This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.

This publication contains workshop papers which discuss the link between the labor market and vocational training. Part I provides an overview of the workshop--its objectives, issues, and conclusions. Part II consists of seven country papers. "Labour Market Information (LMI) and Vocational Training Decision-Making in Hungary" (Lazar) outlines types of LMI to help vocational education and training (VET) planning and problems concerning LMI and its use for VET decision-making. "Labour Market Needs in Adult Training Programmes in Hungary" (Fodor) discusses the labor market training system and developing company-specific training programs. "Regional Employment and Training Observatory in France" (Guegnard, Perrier-Cornet) focuses on the observatory in Burgundy, an inter-institutional network. "New Methods for Linking VET with the Labour Market in Poland: The Results of a Pilot Application" (Kabaj) focuses on two methods: monitoring of shortage and surplus occupations and tripartite training agreements. "The Future of Skills and Work: Trends and Forecasts in Germany" (Tessaring) concludes that structural change in industry and society is accompanied by a major increase in the qualification requirements of the workforce. "Challenges of Incorporating Labour Market Requirements in the Vocational Training System: Slovenia" (Kramberger) provides a summary of broader processes that influence reform attempts to improve the VET system. "Linking Labour Market Analysis and Vocational Training in the United Kingdom" (Edgell) covers the sort of analysis undertaken at the national level. Part III has four discussion papers. "The Identification of Relevant LMI for VET" (Meijers) elaborates on the need for LMI in an industrial society and describes a new qualification model. "Labour Market Forecasts on Behalf of the VET System" (de Grip) focuses on the kind of LMI required to improve the transparency of the labor market and reestablish coordination between the labor market and VET system in the former centrally planned economies of Central and Eastern Europe. "Qualitative Information for Curriculum Development" (Dybowski) discusses ways to ensure that curricula remain up-to-date. "Linking Labour Market Analysis to Vocational Training Decision-Making: Dynamics and Mechanisms" (Mozdzenska-Mrozek) presents emerging links between VET and the labor market, institutions collecting and shaping information on the labor market situation in Poland, and VET reform in Poland. Contributor notes are appended. (YLB)

This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr. Sabina Schaffner). [Financial support was provided by the University of Cambridge Language Centre and RUDN University, Moscow. This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

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.]

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.

These 15 papers include: (1) "Current Models and New Developments in Teacher Education in Austria" (Michael Schratz and Paul Josef Resinger); (2) "Teacher Education in Canada: Renewing Scholarly, Pedagogical, and Organizational Practices" (Therese LaFerriere, Nancy Sheehan, and Tom Russell); (3) "Current Models and New Developments in Croatian Teacher Education" (Vlasat Vizek-Vidovic and Vesna Vlahovic-Stetic); (4) "Teacher Education in England: Current Models and New Developments" (Bob Moon); (5) "Teacher Education in Finland: Current Models and New Developments" (Pertti Kansanen); (6) "Teacher Education in France: Evolution or Revolution?" (Michele Deane); (7) "Teacher Education in Germany: Current State and New Perspectives" (Ewald Terhart); (8) "Changing Approaches to Teacher Training in Hungary" (Peter Debreczeni); (9) "Teacher Education in Ireland" (Ciaran Sugrue); (10) "Teacher Education in Italy: New Trends" (Marco Enrico Todeschini); (11) "Teacher Education in the Netherlands: Changing Gears" (Marco Snoek and Douwe Wielenga); (12) "Teacher Education in Poland" (Ireneusz Bialecki); (13) "Teacher Education Reform in Romania: A Stage of Transition" (Dan Potolea and Lucian Ciolan); (14) "Institutional Approaches within Higher Education to Reform Teacher Education in Yugoslavia" (Gordana Zindovic-Vukadinovic); and (15) "A Retrospective View of the National Case Studies on Institutional Approaches to Teacher Education" (Bob Moon). (Papers contain references.) (SM)

This book examines the transition from higher education to the labor market in 10 countries. Although the individual papers do not follow a rigid standard format, they all consider the following issues: (1) how the labor market for graduates is organized; (2) how vocational orientation is achieved in degree courses in individual countries; and (3) how the transition from higher education to employment is organized. Of the 10 countries discussed, 7 are longtime members of the European Union. Poland is included as an example of a country of the former Eastern block that is currently undergoing significant transformation, and Japan and Sri Lanka are included to illustrate the completely different Asian cultures. Despite the far-reaching structural similarities that are evident in the Western European countries examined, it is particular national characteristics rather than common features that dominate the individual country reports. The following papers are included: "Introduction" (Holger Ehlert, Heidi Cordier); "France" (Valerie Canals, Claude Diebolt); "Germany" (Holger Ehlert, Heidi Cordier); "Great Britain" (Heidi Cordier); "Ireland" (Conor Geiselbrechtinger); "Italy" (Lorenzo Fischer); "Japan" (Ulrich Teichler, Kerstin Teicher); "Netherlands" (Roland Richter); "Poland (Heidi Hein); "Sri Lanka" (Charles Fernando); and "Switzerland" (Martin Teichgraber). Most papers include substantial bibliographies or substantial numbers of endnotes. (MN)

This collection of papers includes the following: "Language Issues and Language Planning in Europe" (Anthony J. Liddicoat and Karis Muller); "Language and National Identity" (Peter M. Hill); "Language Planning, Linguistic Diversity and Democracy in Europe" (Anthony J. Liddicoat); "Language Competition in European Community Institutions" (Karis Muller); "French Monopoly of the Linguistic Marketplace: A Regional Perspective" (Nicole George); "Jack Lang and Minority Languages: A Radical Change in French Linguistic Policies or More of the Same?" (Henri Jeanjean); "The Problem of English as the Lingua Franca of Scholarly Writing from a German Perspective" (Winifried Theilmann); "Croatia's Independence and the Language Politics of the 1990s" (Maja Mikula); "Doing it Our Way: Language Politics in the Clash between Istrian Regionalism and Croatian Nationalism" (Dean Vuletic); "Language and Politics in the Republika Srpska" (Andjelija Dragosavljevic). (Papers contain references.) (SM)

This book, which focuses on how personality, societal values and politics have influenced the mission of adult education, contains 34 papers originally presented at a 2000 conference on the history of adult education. Following a Foreword (Poggeler) and Preface (Nemeth) the papers are: "The Globalization of Adult Education and the One World Concept: Aspects of Their History, Present and Future" (Poggeler); "Adult Education in a Voluntary Social Movement: the Education Work of the British Anti-Apartheid Movement, 1959-94" (Fieldhouse); "Adult Education and Cooperation: The History of a Dutch Walden" (van Gent); "Questions of Value in Adult Education: A Theoretical-Scientific and Methodological Challenge in the History of Adult Education" (Theile); "Influence of Ideas and Institutions on the Culture and Adult Education in Hungary" (Felkai); "The Changes Of Folk ANF Worker's Universities in Slowenia Between 1945-1991" (Jug); "THR Folk High Schools From the View of Political and Social Problems of Poland" (Solarczyk); "Basic Conceptions and Aims in Some Theories of Adult Education Through History" (Popovic); "The Role of Scientific Positivism in European Popular Educational Movements: France and Radical Free Masonry" (Steele); "Samuel Smiles and the Ideology of Self-Help" (Cooke); "How Adult Education Participates in the Making of 'Active Society'" (Bouverne-De Bie); "Local and Global Experiences and Dimensions of German Adult Education" (Hinzen); "Adult Education and the Human Rights Movement: Toward a Global Research Agenda for the History of Adult Education" (Boucouvalas); "The Performance-Directed or Task-Oriented Approach as a Teaching and Learning Concept in Adult Education" (Paape); "The Assimilation Possibilities and Problems of East European Adult Education After the Political Change: The Example of Hungary" (Petho); "Ideological and Paradigmatic Changes in the History of a German Further Education Centre Based on the Centre of Further Education, Aachen" (Putz); "Struggle and Compromise: A History of South African Adult Education from 1960 to 1999" (Aitchison); "Idealists and Liberal Adult Education in the West of Scotland" (Turner); "Through a Glass Darkly: The Seduction of an Adult Education Social Movement" (Benn); "Adult Education and Social Movements: A Century of (Informal) Learning in Social Movements" (Dekeyser);"Grundtvig: From a European and Romanian Perspective" (Sacalis); "Self-Fulfilling Prophecy in Adult Education as an Ethical Issue" (Cser); "The Social-Historical Conditionality of the Constitution and Activities of Croatian People's and Workers' Universities" (Ceptic); "The Transformation of Adult Education from Culture to the World of Work" (Tosse); "Lloyd Ross and the Education of Australian Workers" (Morris); "From the Workers' Education to the Work Development: Historical Stages and Changing Interests in the Finnish Trade Union Education" (Tuomisto); "Social Based Adult Education: The Development of Workers' Education and Training in Pecs Hungary at the Turn of the 19th and 20th Century" (Koltai, Nemeth); "Adult Education An Ideal of Modernity: The End of Adult Education as a Social Movement" (Jarvis); "The History of the Finnish Adult Education System" (Ropponen); "Advanced Teaching Movement in Croatia and Its Influence on National Education" (Lavrnja, Klapan); "Some Changes in the Sphere of Adult Education in Russia in the Transitional Period: Socio-Psychological Aspects" (Mryakina); "Adult Education in Romania in the Last Ten Years Requirements and Realities" (Sava); "Social-Educational Aims and Forms of Adult Education on Distance in the 1980s in Poland: TV Vocational Agricultural School and Radio-TV High School for Working People" (Gajda); "Dutch Andragology in Transformation" (Katus). Some of the papers contain figures and tables. All of the papers contain bibliographies, some of them substantial. (AJ)

The relationship between higher education and the world of work is examined in terms of the changing structures of higher education institutions and the effect of the relationship on curricula. An international perspective is provided on the changing nature of employment and the labor market; the increasing diversification of higher education institutions, curricula and clients; and the policy frameworks and strategies through which governments may seek to steer these relationships. Eleven papers are included in this volume: (1) "Higher Education and Work: A Conceptual Framework" (John Brennan et al.); (2) "Responsiveness of Higher Education to Labour Market Demands: Curriculum Change in the Humanities" (Egbert de Weert); (3) "Employment and Work of British and German Graduates" (John Brennan et al.); (4) "Academic Cultures and their Role in the Implementation of Government Policy" (Craig McInnis); (5) "Higher Education and the Labour Market in Italy: Continuities and Changes" (Roberto Moscati and Enrico Pugliese); (6) "Managing Curriculum Development: A Case Study of Enterprise in Higher Education" (Sandra Jones); (7) "How Does a Changing Labour Market Affect the Transition from Higher Education to Work?" (Clara Aase Arnesen et al.); (8) "From Students to Intellectuals and Professionals: Subsequent Career Patterns of a Finnish Student Generation of the 1960s" (Yrjo-Paavo Hayrynen and Liisa Hayrynen); (9) "The Potentialities of Contract Education: A Study Based on Work in Progress in Thirteen European Universities" (Tony Becher); (10) "An Attempt to Forecast the Labour Market for Scientists in France" (Jean-Paul Beltramo et al); and (11) "The Institutional Aspects" (Maurice Kogan). (Individual papers contain references.) (JPB)

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)

The Program on Institutional Management in Higher Education of the Organisation for Economic Cooperation and Development studied information technology (IT) in higher education. Specifically, the study aimed to investigate the state of the art of IT in European higher education, examine the potential of IT and the impact of IT developments on higher education, and identify management issues of IT. Six topics were identified as a way of classifying the use of IT across the higher education spectrum, and are represented in the following six papers: (1) "Teaching and Learning" (Gordon Bull); (2) "Research and National Networking" (Yves Epelboin); (3) "Administration" (Edgar Frackmann); (4) "Management Information" (Carry Dallinga-Hunter); (5) "Libraries and Information Services" (Edgar Frackmann); and (6) "General Management Issues" (Edgar Frackmann). In addition, analyses of the range of national initiatives in support of IT and their impact in five countries are presented, in the following papers: "France" (Yves Epelboin); "Germany" (Edgar Frackmann); "Ireland" (Dennis Jennings); "Netherlands" (Carry Dallinga-Hunter); and "United Kingdom" (Gordon Bull). Most papers contain references. (JDD)

These 16 papers provide as complete a picture as possible of the current efforts in self-directed learning (SDL) application and research. The papers are: "Challenging Some Myths about Self-Directed Learning Research" (Long); "Childhood Experiences as Origins of Self-Directed Learning Experiences" (Long, Stubblefield); "Self-Confidence and Self-Directed Learning: An Overview from Social-Cognitive Psychology" (Jones); "A Longitudinal Study: Social Behavior and SDLRS [Self-Directed Learning Readiness Scale] Scores" (Long, Redding, Eisenman); "From Behaviorism to Humanism: Incorporating Self-Direction in Learning Concepts into the Instructional Design Process" (Hiemstra, Brockett); "Self-Undirected Learning" (Ebeling); "The Organizing Circumstance Revised: Environmentally Structured Learning Projects among Adults with Low Formal Education" (Padberg); "The Current State of SDL in Business and Industry" (Piskurich); "Self-Directed Professionals and Autodidactic Choice" (Bouchard); "Self-Directed Learning in French Professional Education" (Carre); "Self-Organized Job Related Learning: An Empirical Study" (Straka, Kleinmann, (Stokl); "Self-Directed Learning Readiness as a Characteristic of the Entrepreneur" (Guglielmino, Klatt); "Self-Directed Learning Readiness and Job Performance at Motorola" (Durr, Guglielmino, Guglielmino); "Continuous Workplace Learning: An Assessment of Learner Perceptions" (Welden, Denny); "Learner Profiles: A Cross-Sectional Study of Selected Factors Associated with Self-Directed Learning" (Confessore, Confessore); and "Seeing Information Sources form the Learner's Perspective" (Steele). The volume contains 30 tables and 22 figures. (YLB)

A collection of papers concerning cultural studies within college and university second language programs, particularly for foreign students, includes program descriptions from a variety of countries and discussions of cultural education and cultural conflict. Themes include the nature of cultural teaching, cultural education as a discipline, innovations in cultural education, fieldwork as an instructional approach, reflection on one's own culture as a result of foreign culture study, students of culture as teachers, and specific teaching methods. Papers include: "The Case of 'Landeskunde': A Vicious Circle?" (Dieter Kerl); "Cultural Studies and Student Exchange: Living the Ethnographic Life" (Celia Roberts); "Civilisation/Cultural Studies in Grenoble" (Jean-Paul Revauger);"Cultural Studies in English Studies: A German Perspective" (Jurgen Kramer); "Documentary Analysis in 'Civilisation' Studies: The French Approach" (Francois Poirier); "New Cultural Studies at Warwick University" (Peter Breen); "International Cultural Studies at Roskilde University" (Karen Risager); "From NIMBY Landeskunde to IMBY Cultural Studies" (Harald Husemann); "British Studies in English Language Teaching"(Edward G. Woods); and "Communication in Foreign Lands: The Cause, Consequences and Cures of Culture Shock" (Adrian Furnham). (MSE)

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 conference proceedings presents 17 papers which examine quality assurance and evaluation in higher education, including methodologies, procedures, and ideas from various nations. The papers include: (1) "Quality Assurance in Higher Education" (Malcolm Frazer); (2) "Academic Standards Panels in Australia" (Kwong Lee Dow); (3) "The French Comite National d'Evaluation" (Andre Staropoli); (4) "The German Experience" (Edgar Frackmann); (5) "The Hong Kong Initiative" (Allan Sensicle); (6) "Towards an Indian Accreditation System" (Ashoka Chandra); (7) "The Netherlands: The Inspectorate Perspective" (Jan Kalkwijk); (8) "External Quality Assessment, Servant of Two Masters? The Netherlands University Perspective" (Ton Vroeijenstijn); (9) "Evaluation Criteria and Evaluation Systems: Reflections on Development in Sweden and Some Other OECD Countries" (Marianne Bauer); (10) "The UK Academic Audit Unit" (Peter Williams); (11) "The US Accreditation System" (Marjorie Peace Lenn); (12) "Engineering Accreditation in the United States" (Leslie Benmark); (13) "Mutual Recognition and Transfer of Credits: Developments in Europe" (Fritz Dalichow); (14) "The Experience of Validation at Hong Kong Polytechnic" (Diana Mak and Austin Reid); (15) "Quality Assurance at the Open Learning Institute" (Gajaraj Dhanarajan and Andrea Hope); (16) "External Examining at Hong Kong University" (Leung Wai-sun and Shen Chun-ming); and (17) "Conclusion" (David Bethel). An appendix contains abstracts of six additional papers. (MDM)

The present document on the Sixty Years of CONFINTEA was inspired by the desire to register the long fecund history of a global movement which has spanned six decades. Official records and documents produced by and for the conferences, in particular the final reports, elaborated by UNESCO were used as an important source. This process of historical recovery became equally important as a means of undertaking a transversal reading of the development of the concept of adult education, embracing the post-war years, the period of decolonization, the Cold War and the attack on the twin towers in New York. In Knoll's words, it "(…) demonstrates the changes in perceptions of adult education, from literacy to lifelong learning, in which adult education is seen as both part of the continuum of education and an entity in itself." In addition to the CONFINTEA documents, other documents were included which possess a fundamental link with the Conferences and what they represent in terms of the struggle for the right to education, in the spirit of education for all and in the perspective of lifelong learning and education. Following an introduction, the following papers are included: (1) "The history of the UNESCO International Conferences on Adult Education--From Helsingör (1949) to Hamburg (1997): international education policy through people and programmes (Joachim H. Knoll); (2) Sixty years of CONFINTEA: a retrospective analysis (Timothy D. Ireland); and (3) The CONFINTEA agenda: work in progress (Timothy D. Ireland). Nine annexes include the following summary reports: (1) Universal Declaration of Human Rights; (2) First International Conference on Adult Education (1949); (3) Second International Conference on Adult Education (1960); (4) Third International Conference on Adult Education (1972); (5) Recommendation on the Development of Adult Education adopted by the UNESCO General Conference at its 19th session (Nairobi, 26 November, 1976); (6) Fourth International Conference on Adult Education (1985); (7) Fifth International Conference on Adult Education (1997); (8) Recommitting to Adult Education and Learning: Synthesis Report of the CONFINTEA V Midterm Review Meeting; and (9) Sixth International Conference on Adult Education (2009).

As part of a study of access and admission to higher education in Germany and the United States, a group of papers on medical admissions in various countries was commissioned. The papers presented in this book reveal wide differences in admissions policies and procedures. Barbara Burn examines some of the major issues in a foreword: representation of socioeconomic strata and minorities, foreign student enrollment, access to medical education for women, human and personal qualities in admission, alternate careers for medical applicants, and the role of government. The situations in 10 countries are described in turn by specialists: Australia ( R. R. Andrews); Canada (Barbara M. Ferrier, Ronald G. McAuley, Robin S. Roberts); Denmark (Jorgen Worm-Petersen); France (Pierre Pene and B. Antoine); Federal Republic of Germany (Hans E. Renschler); Italy (Gaetano M. Fara); The Netherlands (N. H. F. W. Wijnen); Sweden (Helmer Larsson); the United Kingdom (A. D. M. Greenfield); and the United States (John Z. Bowers). (MSE)

This article is taken from the book "Their Crimes" which deals with civilian prisoners. After having burnt their villages, and shot the inhabitants by dozens in some places, and by hundreds in others, they frequently deported all or a part of the survivors to Germany. It is impossible to establish the number of those deported, but they were sent off by tens of thousands. These unfortunate people, men, women and children, who had witnessed and survived fires and massacres, who had seen their houses blazing and so many of those dear to them fall under the bullets of the assassin, and who were forced in some places to dig graves for their victims, and in others to hold a light for the executioners while they were finishing off the wounded—these poor wretches are despatched to Germany.

Chapter VIII of book VII of the book "Prince Eugene and His Times," by Louisa Muhlbach is presented. The chapter explores on the conversation of Prince Eugene and Victor Amadeus in which both were consoling each other and expressing their happiness regarding their mutual understanding of principles. It highlights on the topics concerning Laura, the arrival of Max Emmanuel and the continued atrocities the King of France is advancing against Germany.

Chapter III of the book "The Life of Marie Antoinette, Queen of France," by Charles Duke Yonge is presented. It explores the sentiments of the people of Germany and France to the marriage of Marie Antoinette and the Dauphine of France. It also highlights the letter of advice of Maria Theresa, Archduchess of Austria and mother of Maria Antoinette, which shows wisdom and most affectionate interest in her daughter's happiness.

Chapter 3 of the book "Restructuring for corporate success: A socially sensitive approach" is presented. It discusses the case studies on socially sensitive enterprise restructuring (SSER) which includes Deutsche Bank in Germany, Carrefour in France and Dunaferr in Hungary. It stated that the cases cited were focused on the European market, and can be expected to span the globe as the business becomes less country-specific and more universal.

Until the 1960s and the founding of the IIRA, the industrial relations field had a negligible presence outside its Anglo-American home base. From the early 1970s onward, however, the field spread across the world. In this chapter, I describe how this process unfolded in continental Europe. The first half of the chapter examines the broad outline of development, describing the key people, events and institutions that brought industrial relations to Europe and shaped its evolution. Given the large number and heterogeneous nature of individual countries in Europe, it is impossible to provide an account of the development of the industrial relations field in each. But, at the same time, the national experiences are so diverse that some indication of the different national patterns is required. To meet this challenge, in-depth case studies of the development of industrial relations in France and Germany are provided, with the thought that Germany represents the Rhineland model and France the Latin model. [ABSTRACT FROM AUTHOR]

Chapter XI of the book "Autobiography of Andrew Dickson White," Volume I, is presented. It explores the author's visits in Washington during the presidency of General Ulysses S. Grant. It highlights the author's view on the tenure of President Hayes, where he served as a commissioner at the Paris Exposition in France, and then as minister to Germany. It presents the author's relations with General James A. Garfield and his view on the speech that Garfield have delivered.

This volume presents 6 papers by 22 labor economists who examine and address worker displacement in 10 industrialized countries (Australia, Belgium, Canada, Denmark, France, Germany, Great Britain, Japan, Netherlands, United States). "Summary and Synthesis" (Peter J. Kuhn) discusses these four categories of lessons learned from panel data analysis: (1) institutions affecting displaced workers; (2) methodological lessons for study of displaced workers and cross-national labor market research; (3) exceptions to and universals about within-country patterns; and (4) patterns across countries. "Displaced Workers in the United States and the Netherlands" (Jaap H. Abbring et al.) discusses relevant institutions and provides an empirical analysis of the incidence of displacement and labor market transitions and earnings changes induced by displacement. "Worker Displacement in Japan and Canada" (Masahiro Abe et al.) describes main modes of labor adjustment, situating worker displacement in the broader context of how firms adjust to declines in product demand; describes legal and social institutions most likely to affect the displacement process and prevalent general labor market conditions; and analyzes frequency of displacement and its consequences. "They Get Knocked Down. Do They Get Up Again?" (Jeff Borland et al.) highlights which groups in Britain and Australia are most likely to experience displacement, which are most likely to get back into work, and earnings changes associated with reentry into work. "Worker Displacement in France and Germany" (Stefan Bender et al.) focuses on workers whose separation results from closure of the employing firm (France) or plant (Germany); considers non-employment durations; and describes earnings changes. "Employment Protection and the Consequences for Displaced Workers" (Karsten Albaek et al.) compares outcomes of workers in Belgium and Denmark displaced from a long-tenure job to identify how they differ and whether they can be attributed to differences in firing provisions (higher firing costs in Belgium). Cited author and subject indexes are provided. (YLB)

This collection of 22 papers offers a detailed record of the development of the field and its modern extension. Part 1, "The Dutch Contribution: 'Little Arrows'," includes: (1) "Informant Classification of Dialects" (W.G. Rensink); (2) "Dialects" (Jo C. Daan); and (3) "The Netherlands-German National Border as a Subjective Dialect Boundary" (Ludger Kremer). Part 2, "The Japanese Controversy: 'Subjective' and 'Objective'," includes: (4) "Consciousness of Dialect Boundaries" (Takesi Sibata); (5) "Consciousness of Linguistic Boundaries and Actual Linguistic Boundaries" (Kikuo Nomoto); (6) "Dialect Consciousness and Dialect Divisions: Examples in the Nagano-Gifu Boundary Region" (Yoshio Mase); (7) "On Dialect Consciousness: Dialect Characteristics Given by Speakers" (Yoshio Mase); (8) "The Discussion Surrounding the Subjective Boundaries of Dialects" (Willem A. Grootaers); (9) "On the Value of Subjective Dialect Boundaries" (Antonius A. Weijnen); and (10) "Dialects and the Subjective Judgments of Speakers: Remarks on Controversial Methods" (A.C.M. Goeman). Part 3, "Images, Perceptions and Attitudes," includes: (11) "Classification of Dialects by Image: English and Japanese" (Fumio Inoue); (12) "Subjective Dialect Division in Great Britain" (Fumio Inoue); (13) "Geographical Perceptions of Japanese Dialect Regions" (Daniel Long); (14) "Mapping Nonlinguists' Evaluations of Japanese Language Variation" (Daniel Long); (15) "The Perception of Post-Unification German Regional Speech" (Jennifer Dailey-O-Cain); (16) "Variation and the Norm: Parisian Perceptions of Regional French" (Lawrence Kuiper); (17) "The Perception of Turkish Dialects" (Mahide Demirci and Brian Kleiner); (18) "Regional Variation in Subjective Dialect Divisions in the United States" (Donald M. Lance); (19) "A View from the West: Perceptions of U.S. Dialects by Oregon Residents" (Laura C. Hartley); (20) "'Welshness' and 'Englishness' as Attitudinal Dimensions of English Language Varieties in Wales" (Nikolas Coupland, Angie Williams, and Peter Garrett); (21) "Dialect Recognition" (Angie Williams, Peter Garrett, and Nikolas Coupland); and (22) "A Language Attitude Approach to the Perception of Regional Variety" (Dennis R. Preston). (Contains approximately 350 references.) (SM)

This book is an autobiographical account of the life of Eric Hawkins, a leading figure in language teaching. The author recounts his journey into language, which traces his formative experiences at school in 1920s Liverpool, taking him to pre-Civil War Spain, undergraduate life at Cambridge, language learning in the shadow of Nazi Germany, life as a soldier during World War II, and a subsequent rich teaching career. Chapter titles include the following: "Listening to Lorca"; "How It Began"; "Lessons from Liverpool"; "Reading Cervantes"; "Two German Families"; "Preparing To Teach"; "The Basque Children"; "Languages in Uniform"; "Two Schoolmaster Lieutenants"; "Starting Again"; "Rebuilding Bridges"; "Breaking the Language Lockstep"; "Jan Komensky"; "Henry Sweet"; "A Language Teaching Center"; "Why Not Rebuild Babel?"; and "Envoi." Appendices include "School Certificate French Paper" (1929) and "A 5-Subject Higher School Certificate: Sample Questions" (1931). Twelve illustrations are included. (KFT)

Three aspects of university administration are discussed: internal university structures and their interrelations, university responsibilities, and university relations with other institutions. Paper covering the university administrative systems of the United Kindgom, France, United States, Federal Republic of Germany, Latin American, and the Soviet Union are presented. (MJM)

Essays address the relationship between second language education and intercultural communication in several countries. Following an introduction are the following papers: "Second Language Learning in Belgium" (Ludo Beheydt); "Foreign Language Education in Bulgaria: Present-Day Situation and Future Tendencies" (Madeleine Danova, L. Krusteva-Bossakova, Ognian Stoitsov); "Portrait of a Nation as a Language Learner" (I. Vitanova, J. Kristeva, Madeleine Danova, M. Ruski); "Language Learning in England and Wales: Policies and Attitudes in Flux" (Sue Wright); "Second National Language Learning in Finland" (Eero Laine); "Identity, Community and Language Policies in Contemporary France" (Dennis Ager); "Multilingualism in the German School" (Ingrid Gogolin); "The Language Situation in Hungary, 1990-1991" (Szofia Radnai); "Languages in the Netherlands: A Study of Supply and Demand" (Maria Oud-de-Glas, Erna van Hest, Fons Peels, Rob Diephuis, Theo van Els); "From USSR to CIS and Beyond: Visceral Politics vis-a-vis Ethno-linguistic Realities" (Frances Knowles); "Multilingual Education as a Factor of Interethnic Relations: The Case of the Ukraine" (Oleg Shamshur, Tatiana I. Izhevskaya); "The Language Situation and Language Education in Yugoslavia" (Ranko Bugarski); "Language Education for Intercultural Communication in Slovenia" (Albina Necak Luk); "New Trends in Educational Policy in the Republic of Serbia, 1990 to the Present" (Svenka Savic, Zlata Jukic); and a conclusion (Ager, Muskens, Wright). (MSE)

Nineteen articles on the status of the relationship among educational research, policy, and practice around the world are collected in the 1985 edition of the "World Yearbook of Education." Contributors address the development of national policies on educational research in countries in North America, Latin America, Europe, Asia, and Australia and New Zealand, considering such influencing factors as developments in other countries, the form and attitude of the national government in question, the structures selected for financing and governance, and the impact of other national policies on education. Major research concerns being addressed are identified, and trends are noted. The impact of research on policy-making and on educational practice is discussed in many of the papers. Among the major trends identified are: the significant growth in major research efforts during the 1960's and 1970's; a tendency toward centralization of control of these efforts; a movement away from basic research and toward applied research aimed at achieving national goals; reductions in funding; and a growing interest in action research. The book also contains an introduction that analyzes the questions raised and trends observed by the contributors, and a bibliography of 502 relevant documents, of which 31 are annotated. (PGD)