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Addressing the current employment crisis in the humanities fields, this paper examines employment opportunities for Ph.D. graduates outside the university environment. The report notes that humanities graduates have learned skills of research, problem solving, and writing, and that graduate training emphasizes the ability to penetrate underlying assumptions beyond the immediate situation. These skills may be easily transferred to non-academic pursuits. Hypothetical projects are outlined for humanities specialists and the American Studies Internship Program designed to place its graduates in business and government. Suggested areas in which Ph.D. graduates would make effective contributions include organizational development, human resource programs, career development, and public affairs. Recommendations are that humanists realize that non-academic jobs are not second rate and that interdisciplinary studies, career counseling services, and internships be established. Sections of the paper discuss the current crisis, provide unemployment statistics, and examine academic and institutional stereotypes. A list of associations and a bibliography relevant to humanists seeking non-academic jobs are provided. (KC)

The subject of career education is a vast and complex one. For example, it often emphasizes alternative educational programs for high school and junior high students that may involve substituting work for academic experience in industrial settings outside the schools. Or it may encompass recurrent or lifelong education programs for adults that provide additional education which may or may not be work related. The youth oriented ideas can mean less education while the concepts aimed at adults suggest more. No one would deny that education and work are related. The real issue is what form any advocacy movement takes and whose interests it serves. The rationale behind much of the federally supported career education effort is weak, and many of the programs seem to be more in the interests of big business than in the interests of our nation's youth. Career education cannot solve the youth unemployment problem, but certainly there are youth problems that well-directed career education programs could help with. The American Federation of Teachers advocates dissemination of more information on job availability, occupational projections, and job access. It supports job training programs which build upon a basic education by combining further academic experiences with on-the-job experiences, but it strongly opposes any occupational education program that would diminish general liberal education or that would endanger present child labor, minimum wage, early school leaving, and health and safety laws. It also strongly opposes programs that involve turning over some of the responsibility for public education to the private sector. (BL)

These proceedings contain the papers and posters of the 21st International Conference on e-Society (ES 2023) and 19th International Conference on Mobile Learning (ML 2023), organised by the International Association for Development of the Information Society (IADIS) in Lisbon, Portugal, during March 11-13, 2023. The e-Society 2023 conference aims to address the main issues of concern within the Information Society. This conference covers both the technical as well as the non-technical aspects of the Information Society. The Mobile Learning 2023 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. These events received 246 submissions from more than 31 countries. In addition to the papers' presentations, the conference also included one keynote presentation from Professor Agnes Kukulska Hulme (Institute of Educational Technology (IET), The Open University, United Kingdom). [Individual papers are indexed in ERIC.]

These proceedings contain the papers and posters of the International Conferences on: Educational Technologies 2022 (ICEduTech 2022), Sustainability, Technology and Education 2022 (STE 2022), Internet Technologies & Society 2022 (ITS 2022), and Applied Management Advances in the 21st Century 2022 (AMA21 2022) held virtually, from December 14-16, 2022, and organized by the International Association for Development of the Information Society (IADIS). The International Conference on Educational Technologies 2022 (ICEduTech 2022) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Topics for this conference were: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education. The International Conference on Sustainability, Technology and Education 2022 (STE 2022) has the purpose to address the main issues which occur by evaluating the relationship between Sustainability, Education, and Technology. The main areas of interest for this conference are: (1) Sustainability and Leadership; (2) Sustainability and Green IT; and (3) Sustainability and Education. The International Conference on Internet Technologies & Society 2022 (ITS 2022) aims to address the main issues of concern within WWW/Internet as well as to assess the influence of Internet in the Information Society. Broad areas of interest are Internet Technologies, Information Management, e-Society and Digital Divide, e-Business/e-Commerce, e-Learning, New Media and e-Society, Digital Services in e-Society, e-Government/e-Governance and e-Health. The International Conference on Applied Management Advances in the 21st Century 2022 (AMA21 2022) seeks to provide a unique forum for presentation and discussion of the last research developments and solutions for the current issues of the world economy. Its core areas of interest are: (1) Managing with ICT; (2) E-Marketing & Digital Communication; (3) Digital Economy; (4) Entrepreneurship & Innovation; (5) Finances & Fintech; and (6) Teaching & Learning in Business. [Individual papers are indexed in ERIC.]

The 46th annual conference of the Adult and Higher Education Alliance (AHEA) was held online in March 2022. This year's conference theme is "Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning." The proceedings are comprised of the following papers: (1) Man-Environment Interaction in the Rainforests and Sustainable Development: Practical Implications for Adult Education (Kofo A. Aderogba); (2) The Trauma of Coronavirus and Education for Sustainable Human Condition (Adebimpe E. Alabi and Kofo A. Aderogba); (3) Dialogue-Based Education: A Strategy for Empowering Young Adults in Fostering Entrepreneurial Mindsets (Isaac Kofi Biney); (4) Does Science Help in Understanding Trauma-Related Behaviors in the Adult Student? (Joan Buzick); (5) Strengthening Resiliency During Stress in Adulthood (Patricia Coberly-Holt and Lynn Roberts); (6) Talking Back: Testifying as an Act of Resistance and Healing for Black Women Survivors of Prostitution (Amelia B. Cole); (7) Nexus of Vulnerability of Internally Displaced Persons [IDPs] in Africa, and Socioeconomic Development of the Black Nations (Debora A. Egunyomi and Kofo A. Aderogba); (8) Utilizing Technology, Mentoring, and Fun Initiatives to Decrease Workplace Stress (Yvonne Hunter-Johnson, Sarah Wilson-Kronoenlein, and Dauran McNeil); (9) Hemophilia: A Silent Threat to Post-Secondary Success in a Caribbean Context (Kerry-Ann Lee-Evans and Kayon Murray-Johnson); (10) Trauma-Informed Teaching of Writing in Higher Education (Marian Mesrobian MacCurdy); (11) The Human Condition, the Goals of Adult Education, and the Role of the Adult Educator: A Conversation (Alan Mandell and Xenia Coulter); (12) Parenting Adolescent Children in the American Culture by South Asian Immigrants from India (Olivet K. Neethipudi); (13) The Importance of Recognizing Personal Stressors, How They May Impact Our Professional Life/Teaching, and Steps We Can Take to Learn from the Experiences (Lynn Roberts and Patricia Coberly-Holt); (14) Comparison of Competency and Entrustability in Ongoing Adult Skill Development: How Do They Meet? (Richard Silvia and Kathy Peno); and (15) The Invisible Pandemic (Joyvina Evans and Joshua Ramaker). [For the 2021 proceedings, see ED615223.]

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.]

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

An effort to contribute to the "story" of English teaching in the United States at the dawn of the new millennium, this book presents 17 essays that tell diverse and complex stories of the value and difficulty of teaching English. The voices in this volume represent an eclectic rather than a comprehensive group of teachers and scholars, some familiar, some perhaps less so, who draw from their experiences in secondary and postsecondary English classrooms to examine the question of the relevance of their work to the lives of their students. After an introduction: "The (Ir)relevance of English at the Turn of the Millennium" (Robert P. Yagelski), essays in Section I, Contexts: American Culture and the Study of English, are: (1) "The Academic Language Gap" (Gerald Graff); (2) "When the Multicultural Leaves the Race: Some Common Terms Reconsidered" (Victor Villanueva); (3) "It's Not an Economy, Stupid! The Education-as-Product Metaphor as Viewed from the English Classroom" (Scott A. Leonard); (4) "Literacy, Gender, and Adolescence: School-Sponsored English as Identity Maintenance" (Margaret J. Finders); (5) "On the Business of English Studies" (Stephen M. North); and "Exchange: Economies, Politics, and English Studies" (Finders, North, Leonard, and Villanueva). Essays in Section II, Changes: English Classrooms in an Evolving World, are: (6) "The High School English Teacher: A Relevant Member in a Good Tribe" (Donald L. Tinney); (7) "Promoting a Relevant Classroom Literacy: Personal Growth and Communal Action in a Middle Grades Curricular Development Project" (Sarah Robbins, with Mary Miesiaszek and Beth Davis); (8) "Women in Mind: The Culture of First-Year English and the Nontraditional Returning Woman Student" (Patricia Shelley Fox); (9) "Community College English: Diverse Backgrounds, Diverse Needs" (Kathleen R. Cheney); (10) "The Relevance of Paulo Freire on Liberatory Dialogue and Writing in the Classroom" (Christina Kirklighter); (11) "Surviving Intact: African American Women Negotiating Scholarly Identities through Graduate School Writing" (Juanita Rodgers Comfort); and "Exchange: Literacy, Classrooms, and Students' Lives" (Fox, Tinney, Kirklighter, Cheney, Robbins, Comfort). Essays in Section III, Futures: English Studies for the New Millennium, are: (12) "The Future of English Studies Made Personal, or, The Subversive Act of Teaching Well" (Valerie Hardin Drye); (13) "Cybrarians and Scholars in the New English Classroom" (Ted Nellen); (14) "The Past and Future of (Two-Year) College English Studies" (Mark Reynolds); (15) "Enacting Cultures: The Practice of Comparative Cultural Study" (Paula Mathieu and James J. Sosnoski); (16) "Critical Technological Literacy and English Studies: Teaching, Learning, and Action" (Richard J. Selfe and Cynthia L. Selfe); (17) "The Plural Commons: Meeting the Future of English Studies" (Kathleen Blake Yancey); and "Exchange: Language, Technology, and the Future of English Studies" (Drye, Reynolds, Mathieu, Sosnoski, R. Selfe, and Yancey). Contains an afterword by Richard M. Ohmann. (RS)

This report presents a collection of papers that focuses on a coordinated approach to raising the socioeconomic status of Hispanic Americans living in California. After presenting "The Need for a Coordinated Approach," the papers are: "Preschool Access" (Theresa Garcia, Sandra Gutierrez, and Giovanna Stark); "K-12 Performance" (Patricia de Cos, Christine Aranda, Cirenio Rodriguez, and Sonia Hernandez); "College & University Performance" (Patricia Gandara); "Digital Divide" (Saeed Ali, Diana Rude, Raul Araujo, Richard Chabran, and Karen Origel); "Business Development" (Gus Koehler, Trish Kelly, Manuel Pastor, Sam Perez, and Alfonso Salazar); "Employment & Training" (Alicia Bugarin, Philip Martin, and Francisco Rodriguez); "Community Building and Redevelopment" (Belinda Reyes, Kim J. King, and Nestor Ruiz); "Pensions & Investments" (Marco Rodriguez, David B. Felderstein, and Leo Aguinaldo); "Media, Culture, & Information" (Jose Perez, Refugio Rochin, and Kathy Low); "Health Care" (Richard Figueroa); and "Safe Neighborhoods" (Marcus Nieto and Arturo Venegas). (SM)

This collection of nine research papers concerning aspects of the economy of China were written by U.S. college and university professors who traveled to China as part of the Fulbright Hays Summer Seminars Abroad Program. The papers include: "The Impact of Economic Reforms on the Status of Women in China" (M. Eysenbach); "China's Agricultural Economy and Policies" (L. Fletcher); "China: Economic Reform and Social Welfare" (L. Geiger); "China's Foreign Trade" (A. W. Khandker); "China's Economic Development" (E. Kim); "Rural Township and Village Enterprises in China" (S. Park); "Joint Ventures in China" (J. Rassi); "Chinese Enterprises: Responses to Prepared Questions" (E. Ryan); and "Treasury Bonds in China" (K. Weir). (DB)

This book of readings was commissioned to enable a better understanding of the past, present and future role of the Australian vocational education and training (VET) sector in business innovation. This collection considers what the innovation process in business means for Australian workers and identifies the contributions of the VET system. International comparisons offer insights into those elements missing or under-emphasized in the current Australian innovation system. Finally, strategies to enable the VET sector to engage with business innovation are illustrated through examples. The following are included in this document: (1) Overview (Hugh Guthrie and Susan Dawe); (2) The engagement of vocational education and training and innovation in Australia: Some historical perspectives (Richard Pickersgill); (3) Innovation and vocational education and training: Lessons from leading national innovation systems (Richard Curtain); (4) How businesses innovate today and what that means for the workforce (Grant Kearney); (5) Innovation, economic growth and vocational education and training (Bob Bennett, Donald Brunker, and Rowena Hodges); (6) Innovation agents: Vocational education and training skills in the present and future Australian innovation system (Phillip Toner, Jane Marceau, Richard Hall, and Gillian Considine); (7) Vocational education and training and the commercialisation of Australian research (Karen Whittingham, Frances Ferrier, and Clifford Trood); (8) Training needs of innovative companies (Josie Misko, John Saunders, and Davinia Woods); (9) Stimulating the demand for skills within skillecosystems (Leslie Loble and Paul Williams); (10) How vocational education and training providers are working innovatively with industry (Victor J. Callan); (11) Vocational education and training engaging with emerging industries: Opportunity analysis model (Andrew Lindhjem and John Royle); (12) Tackling emergent needs: The Applied Technology Framework project (Catherine M. Down); (13) Innovation at Kangan Batman TAFE: From product development to change management (Russell Browne, Stephen O'Sullivan, and Tess Julian); (14) Central TAFE innovation: Positioning a TAFE college in the knowledge economy environment (Kevin Chennell); and (15) Vocational education and training engaging with emerging technology: The Liberated Learning Project consortium (Di Paez, Michaela Wilkes, and Mary Gurgone). (Individual papers contain references.)

The range and possibilities of "business anthropology" are explored in fourteen papers. The papers are presented in an order designed to illustrate five major roles for anthropologists interested in working with business: (1) conducting cross-cultural orientation programs for business personnel working in foreign countries or with different domestic ethnic groups; (2) monitoring and brokering cross-cultural business operations; (3) analyzing the business organization itself and its internal functioning; (4) analyzing the host country or host community in terms of its needs, capabilities, and limitations regarding business; and (5) teaching college courses relating anthropology to business. The papers are: (1) "Anthropological Contributions to Business in Multicultural Contexts" (Hendrick Serrie); (2) "Culture in International Business: Selecting Employees for Expatriate Assignments" (Margo L. Smith); (3) "Managing the Multinational Firm: Finding the Right Expatriate for the Job" (Jo Rainie Rodgers); (4) "Intercultural Training: An Overview of the Benefits for Business and the Anthropologist's Emerging Role" (Constance S. Ojile); (5) "Cross-Cultural Interaction: Some General Considerations for Innocents Abroad" (Hendrick Serrie); (6) "Chinese Business and Management Behavior and the Hsu Attributes: A Preliminary Inquiry" (Hendrick Serrie); (7) "A Cross-Cultural Analysis of Drinking Behavior within the Context of International Business" (Diane Zior Wilhelm); (8) "Forming Business Relationships in Bantu Africa" (Jeffrey A. Fadiman); (9) "The Anthropologist in Marketing" (S. Brian Burkhalter); (10) "The Americanization of Shoyu: American Workers and a Japanese Employment System" (John van Willigen and Richard Stoffle); (11) "The Multinational Corporation as a Form of Sociocultural Integration above the Level of the State" (Alvin W. Wolfe); (12) "The Art of Nigerian Business: Igbo Entrepreneurial Innovation Using Family Organization" (Stella B. Silverstein); (13) "Religions and Economic Externalities of American-Guatemalan Agribusiness" (Elizabeth B. Sumner-Faust); and (14) "College Courses on Business Anthropology" (Hendrick Serrie). (BZ)

Intended as an example for other college libraries, this collection of 38 pathfinders and bibliographies was developed by the reference staff of the Calvin Coolidge Library at Castleton State College, Vermont. Designed to present the types of literature available in particular subject fields and those works readily available in the Coolidge Library, typical pathfinders include a cover page explaining the use of the card catalog and periodicals, and sections on research guides and bibliographies; dictionaries, encyclopedias, and handbooks; and indexes and abstracts. Each entry provides the author, title, call number, and a brief description of the reference tool. The pathfinders are as follows: (1) American History; (2) Art and Architecture; (3) Biology; (4) Business; (5) Business and Industry; (6) Careers; (7) Census Materials; (8) Chemistry; (9) Classical Literature; (10) Computer Science; (11) Criminal Justice; (12) Drunk Driving and the Drinking Age; (13) Economics; (14) Education; (15) English and American Literature; (16) English Composition; (17) European History; (18) French and Spanish Language and Literature; (19) Geography; (20) Geology; (21) Government Documents; (22) Indexes; (23) Investing in U.S. Stocks; (24) Law; (25) Marketing; (26) Mathematics; (27) Medical Aspects of Drug Abuse; (28) Mass Communications; (29) Nuclear Weapons and Disarmament; (30) Nursing; (31) Physical Education; (32) Political Science; (33) Psychology; (34) Research Papers; (35) Social Work; (36) Sociology; (37) Theater; and (38) World Literature. A sample cover page is provided. (KM)

Summary: "This dictionary clearly defines the very latest terminology used in business and management, including wiki and the subprime lending crisis. Authoritative and comprehensive, it is an essential A-Z for students, teachers, professionals, and anyone needing clarification of commonly used business terms."