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Papers from the meeting on computational linguistics include: "Conversational Games, Belief Revision and Bayesian Networks" (Stephen G. Pulman); "Valence Alternation without Lexical Rules" (Gosse Bouma); "Filtering Left Dislocation Chains in Parsing Categorical Grammar" (Crit Cremers, Maarten Hijzelendoorn); "Speech Output Generation in GoalGetter" (Esther Klabbers); "Possessive Affixes and Complement Composition" (Dimitra Kolliakou); "Presuppositions as Anaphors Revisited" (Emiel Krahmer, Kees van Deemter); "Modeling Coordination by Means of Operations on Strings and on Derivation Trees" (Carlos Martin-Vide, Georghe Paun); "Improving the Precision of a Text Retrieval System with Compound Analysis" (Renee Pohlmann, Wessel Kraaij); "Unbounded Negative Concord in Polish: A Lexicalist HPSG Approach" (Adam Przepiorkowski, Anna Kupsc); "Information Update in Dutch Information Dialogues" (Mieke Rats); "ANNO: A Multi-Functional Flemish Text Corpus" (Ineke Schuurman); "GoalGetter: Predicting Contrastive Accent in Data-to-Speech Generation" (Mariet Theune); "On the Notion 'Minor Category'" (Frank van Eynde); and "Resolving PP Attachment Ambiguities with Memory-Based Learning" (Jakub Zavrel, Walter Daelemans, Jorn Veenstra). (MSE)

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

The following papers are included: "Values in the Arts and Education" (Jones); "Conditions of Art Confrontations" (Wijdenes, Haanstra); "Arts, Aesthetics and Values in Adult Education" (Greene); "Arts for All" (Milton); "Importance of Culture as Mirrored in the Arts" (Debra); "Arthur Lismer, Canada's Artist/Adult Educator" (Barer-Stein); "Cultural Development or Cultural Stasis" (Jones); "'Aesthetization' of Adult Education" (van Gent); "Between Utility and Uniqueness" (Haanstra); "Adult Education & Contemporary Art" (Elias); "Emperor's Spectacles" (Everitt); "Audible Voices" (Fisk); "Arts and Adult Education in Fife" (McConnell); "Cultural Career of the Citizen" (van der Hoeven); "Adult Education and the Visual Arts in the Netherlands" (van Gent); "Adult Art Education as a Subversive Activity" (Yeomans); "What If Grandma Moses Attended Night School?" (Edelson); "Art, Education, and Ordinary Canadians" (Mullen); "Arts, Access and Adult Continuing Education" (Davies); "Behind the Screen" (Calvano); "Research Works of CEDE [European Centre of Education] in the Field" (Branchesi); "Visual Aids for Music Listeners" (Davison); "Never Too Late" (De Clercq); "Artists in Educational and Social Fields?" (Fuchs); "Arts Activities in Prisons" (Peaker, Vincent); "'Dialogare' (to Hold a Conversation) with the Arts" (Branchesi); "Arts & Social Action" (England); "Art of Popular Education" (Moller); "Omanut Laam (1)" (Alter); "Omanut Laam (2)" (Alter); "Educational Innovations in AETV [Adult Education Television] Programmes for National Development" (Rajamani); "Museum Adult Education and the Challenges of Western Society" (Dufresne-Tasse, Wetizi-Fairchild, Lepage); "Education artistique et l'apprentisage de l'adulte au musee" (Dufresne-Tasse); "English Abstract: Artistic Education and Adult Education/Schooling in the Museum" (Dufresne-Tasse); "Museum Programming in a Multi-cultural Society" (Solinger); "Multiculturalism, New Audiences and Programs at the National Gallery of Art, Washington, D.C." (Russell); and "Introduction to the Ministry of the Flemish Community's 'School en Museum' Service" (Laureys). (MN)

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)

Fifteen papers presented at conferences throughout Europe and in the USSR, Nigeria, Japan, Jamaica, and Tunesia provide an introduction to the research work being done by the graduate level Department of Geography for Education (G.ED.) at the University of Utrecht in the Netherlands. An introductory chapter describes the three G.ED. modules, which are (1) courses in developing theories and methods of planning, processing, and designing geographic information; (2) the study of modern trends in human geography; and (3) excursions to West and East European regions to study human or physical geography. Titles of conference papers are: "Theses on Designing and Dissemination of Geographical Knowledge,""A Conceptual Model for Processing Geographical Information for Education,""The Geographical Information Educationist, the Why, What and Who of a New Profession,""Das Partizipations-Projekt Randstad-2, entwickelt am Utrechter Curriculum-Modell,""Experiences with a Conceptual Curriculum Model for Geography, From Thesis to System,""From 'Glaciers to the Alps' to 'Glaciers and Tourism in the Alps,' a Report on an Adaptation of a West-German Multi-Media Package for the School-Curriculum in the Netherlands,""Spatial Sciences and Informal Education,""Computer Assistant Learning in Geographical Education in the Netherlands: Initial Steps on Virgin Soil,""About the Identity of Informational Geography for Formal, Non-Formal and Informal Educational Purposes,""Broadening Geographical Education: On Informing People about Geographical Knowledge,""Information Theory and Geography Education,""The Role of Educational Philosophies in Geographical Information Design,""Participation in Information Processing in Geography Education,""Providing Information on Third World Countries for the Informal Field of Education: New Opportunities for Regional Geography," and "Teleblackboard." (RM)

This collection of eight papers reflects Dutch experiences on topics of common interest and concern in the education of less able 16 to 19 year olds throughout the European economic community. "An Outline of the Dutch System of Education" (Philippa Andrews and Colin Turner) provides a basic background to Dutch education, concentrating particularly on the further and technical systems. "Introduction and Background to Participation Education" (C. Turner) discusses how to maximize participation by early school leavers in vocational programs. "The Institutional Network of Participation Education" (Russ Russell) describes the interrelationships between the various sectors. The next two papers by C. Turner and R. Russell, respectively, describe two participatory educational institutions. "The Operation of Partial Compulsory Education in the Netherlands" (Arie Mens) reports some of the experiences resulting from raising the educational requirements. "Industrial Training and Apprenticeship in the Netherlands" (C. Turner) supplements the first paper to provide a briefing to Dutch educators. "Vocational Preparation in Holland," an edited version of an article printed in EDUCA, October 1978, raises the problem of trying to achieve a qualified apprenticeship in a shorter period of time. Appendixes include basic statistics on the Netherlands, addresses of organizations, and a bibliography. (YLB)

A retrospective look is taken at the internal workings of a reform of university governance in the Netherlands, including a description of the relations between the various actors involved. It was found that a state of equilibrium has not yet been reached, but the most acute stages of the transition have passed. Then a broader look is taken at certain structural characteristics of Dutch higher education whose weaknesses have generated proposals for reform. The conclusion reached is that the accommodative elitism of the professional oligarchy has shown itself unable to anticipate and cope with the movement toward greater participation in university governance. In the future, the university sector will be more aware of policy issues, but the question is whether it will react defensively or in a way that convinces a broad audience that it has society's interests at heart. (Author/MSE)

This document contains four papers on organizational enhancement and human resource development (HRD). "Motivation to Improve Work through Learning in Human Resource Development" (Sharon S. Naquin, Elwood F. Holton III) argues that HRD's traditional conceptualization of motivation should be expanded to incorporate motivation to use learning to improve performance. "Improving Performance through HRD: Towards a Multi Level Model" (A.A.M. [Ida] Wognum) reports on a Dutch study that identified the following five factors as important to HRD effectiveness: strategic alignment; the problem serving as the starting point for HRD; the company HRD climate; the position of the HRD department; and the form of HRD interventions. "Exploring Organization Commitment in a Non-Profit Service Organization" (Constantine Kontoghiorghes, Nancy Bryant) discusses a study that identified the following four key predictors of employee commitment: company satisfaction; the extent to which one's job takes advantages of talents and abilities; the extent to which the organization emphasizes doing things right the first time; and a work environment conducive to learning. "Innovative Human Resource Practices and Organizational Commitment: An Empirical Investigation" (Tanuja Agarwala) presents the results of an exploration of the relationship between three dimensions of innovative human resource practices with organizational commitment. All four papers include substantial bibliographies. (MN)

This document contains three papers on global knowledge transfer issues and human resource development (HRD). "Indigenizing Knowledge Transfer" (Gary N. McLean) explores examples of HRD in which ethnocentric perspectives predominate and argues that, unless a HRD develops a global perspective, efforts to transfer knowledge within academia and corporate HRD settings are nearly certain to fail. "How to Develop Human Resources: Technical Rationality or Social Moral Responsibility? A Comparison of Western and Chinese Human Resource Theory and Practice" (Baiyin Yang, De Zhang) proposes a theoretical framework for cross-cultural study in organizational behavior and uses the framework to compare U.S. and Chinese human resource theory and practice. The study demonstrates that Chinese managerial philosophy is centered on social morality whereas U.S. managerial philosophy is characterized as technical rationality. "Enhancing Commitment and Overcoming the Knowing-Doing Gap: A Case Study at the Technikon Northern Gauteng (TNG) in South Africa" (Hilda Martens, Jan Verhagen) reports on a case study during which a social constructionist framework was used to examine the problem of overcoming the knowing-doing gap and increasing commitment in an action research at a South African tertiary educational institution. All three papers include substantial bibliographies. (MN)

This publication contains a sampling of conference papers delivered at the first European Economic Community (E.E.C.) Working Conference on Economics Education held at St. Ignatius University, Antwerp in September, 1976. Invited representative participants from the nine E.E.C. countries met to discuss common problems relating to economics in upper secondary education. The book is divided into five sections. Part I consists of a background paper on the evolution of economics education in E.E.C. countries. Part II deals with "Economics in the Curriculum." The papers explore the role of economics in Danish interdisciplinary social science courses, provide an Irish view of the relationship between economics and business studies, and discuss the Italian experience in grappling with the first stages of the introduction of economics into the upper secondary general education curriculum. "Inductive and Deductive Methods of Teaching Economics" is the topic of Part Three. Speakers from France, the Netherlands, and Great Britain explore the debate. The papers in Part IV discuss the preparation of economics teachers. Surveys of British and French practice and a detailed case study of Flemish Belgian practice in the teaching of economic teachers are provided. The final section of the book, Part V, includes an account of the origins of the Antwerp Conference, a comprehensive summary of its proceedings, and details of plans for future meetings. (Author/RM)

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This document comprises three papers related to the implementation of early childhood education, health care, and support programs. The first paper is a brief reflection on the nature of implementation, based on the contributions of Boudewijn Bekkers. The second is a proceedings chapter by Marian Hanrahan titled "Community Based Innovative Practices in Child Health Care: Early Childhood Care and Development Support Programs." The third paper is also a proceedings chapter, by Bert Prinsen titled "Issues of Program Design and Implementation." Together, these three papers consider implementation as a second stage in the process of innovation as applied to community-based support programs that promote education and health care for disadvantaged young children. Hanrahan's chapter addresses the implementation of a variety of programs to establish and strengthen international communication about community-based early childhood development programs focusing on disadvantaged populations such as migrants, drug users, and refugees and covering political issues, costs, and quality. Prinsen's chapter discusses nurturing community-based programs through improving programs that combine family support and health promotion; stimulating participation of target groups, marketing strategies focused on policy makers, health care workers, and the public; and evaluating cost-effective programs. (Contains 40 references.) (JPB)

Disaster management depends on large volumes of accurate, relevant, on-time geo-information that various organizations systematically create and maintain. In The Netherlands municipalities are an important party in the safety management chain when accurate geo-information is concerned. As opposed to municipalities in many other countries Dutch municipalities not only carry out central government policies but also have several policy areas in which they operate autonomously. Hence Dutch municipalities have a wealth of geo-information. This is why in the safety management chain Dutch municipalities are often referred to as the fourth column besides the police, the fire department and medical care. However, due to the municipal autonomy the geo-information is structured and described in as many ways as there are municipalities. This results in a situation in which the semantics of geo-information is not even always clear to the producer and whereby formal semantics are almost never available. On the other hand following several large scale disasters such as the fire in a pub in Volendam and the exploded fireworks factory in Enschede Dutch government has decided to reorganise disaster management in The Netherlands in so called safety regions. These regions consist of several municipalities. Thus this development increases the demand for easily accessible and readily available relevant, standardized and accurate geo-information from municipalities on a regional level. Working from the same municipal autonomy that has created the described difficulties Dutch municipalities have organised themselves to found DataLand. DataLand is the non-profit on-stop-shop for municipal geo-information. The mission of this initiative is to make the municipal geo-information widely accessible. In fulfilling its mission DataLand together with its participating municipalities standardizes the registrations and formalizes the semantics so that third parties know what information they get. Also DataLand actively monitors the data quality. This paper will focus primarily on how DataLand as a one stop shop offers a solution to the problem of data management between the different columns involved in disaster management. The paper will demonstrate how challenges for data management, data collection, translation, integration, classification and attributes schemes, temporal aspects (up-to-dateness, history, predictions of the future) are tackled by using simple, low cost IT solutions. Also the paper will describe how open communication is of overriding importance in creating co-operation between different institutions involved with disaster management. Secondly how this solution works in practice will be demonstrated by discussing the results of a reallife, real-time test that DataLand recently conducted together with the Regional Rescue Service Rotterdam-Rijnmond (RHRR) over the course of a year. This experiment not only showed the improved response time of this rescue service body but also for the first time gave clear insight in the user needs of disaster management bodies with regard to municipal geoinformation. In closing the paper will reflect on the lessons learned in developing a one-stop-shop for municipal geo-information. This is important as the concept of a one-stop-shop to facilitate smooth data flows between different partners involved in disaster management is also feasible for other parties involved in disaster management. [ABSTRACT FROM AUTHOR]

The present volume collects papers from InnoConf19, which took place at the University of Southampton on the 28th of June 2019. The theme of the conference was 'Treasuring languages: innovative and creative approaches in HE'. The contributions collected in this peer-reviewed volume aim to reflect on best practice in higher education. They showcase innovative approaches to support the multiple skills needed in our society whilst fighting a decline in students wanting to learn languages. The short papers selected for this volume display examples of innovative curriculum design; enhancement of critical thinking, creative skills, and intercultural awareness; the use of digital tools and technology-enhanced learning, employability, innovative assessment, and collaborative and independent learning. We believe this volume will be of use to language teachers and practitioners in higher education and beyond. [Funding for this publication was provided by Utalk, Studiosity, and Confucius Institute.]

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

This document contains three papers on workplace learning issues and human resource development. "The Impact of Self-Management on Training Participation" (Jasper B. van Loo, Andries de Guip, Jo G.L. Thijssen) combines HRD and economic theory to in an attempt to explain the relationship between self-management and training participation. An economic model is used to formulate five research hypotheses that are then investigated by using survey data from workers in a large insurance company. "Corporate Training as an Organization Subsystem" (Monica M. Tuttle) compares organization subsystems of finance and corporate training and argues that, with both seeking to optimize different qualities within the larger system, one variable is likely to be suboptimized. The ramifications of this situation, including the issue of increased accountability in measurement as an area for further research, are discussed. "The Relationship between Workplace Training and Organizational Commitment in Australian Organizational Settings: A Preliminary Analysis" (Adela J. McMurray, Rae Dorai) reports on a survey of staff at various levels in the hotel industry, automotive manufacturing, and nonprofit organizations that established a relationship between workplace training and organizational commitment. The implications of this relationship for implementation of Australia's National Training Reform Agenda were discussed. All three papers include substantial bibliographies. (MN)

This document contains three papers on informal learning and human resource development. "Workplace Learning Reviewed: Confronting the Rhetoric with Empirical Research" (Rob F. Poell, Ferd J. Van der Krogt) discusses the considerable discrepancy between theory on workplace learning and actual workplace learning-related developments in organizations. It is argued that research can contribute to reducing the distance between theory and practice by documenting ways managers and workers can deal with the diversity of views and interests in organizing multiple learning programs. "A Study of Informal Learning in the Context of Decision-Making" (Andy R. Walker, Victoria J. Marsick) reports on a case study of managers at the divisional headquarters of a European pharmaceutical company. The study examined how managers acquire informal learning while they are involved in making decisions. "Learning Beliefs and Strategies of Female Entrepreneurs: The Importance of Relational Context in Informal and Incidental Learning" (H. Elizabeth Coyle, Andrea D. Ellinger) presents the findings of a small pilot study of the informal ways in which female entrepreneurs learn when they initiate their business ventures. The study demonstrated that female entrepreneurs use learning strategies consistent with the research base on informal learning and that relational context is very important to their informal learning. Two papers include substantial bibliographies. (MN)

This document contains three papers from a symposium on action learning that was conducted as part of a conference on human resource development (HRD). "Searching for Meaning in Complex Action Learning Data: What Environments, Acts, and Words Reveal" (Verna J. Willis) analyzes complex action learning documents produced as course requirements in universities in Australia, the United Kingdom, and the United States and discusses the credibility of relationship theories of mind and enactment theories of transformational learning. "Employee Strategies in Organizing Action Learning Programs" (Rob F. Poell, Ferd J. Van der Krogt) presents a theoretical framework for the organization of action learning and uses the framework to analyze four learning-project cases from different work contexts in the Netherlands. "Comparing Action Learning Programs at Six Universities on Three Continents: Similarities and Differences" (Robert L. Dilworth) examines action learning programs at six universities in Australia, England, and the United States and draws the following conclusions: action learning has proven its value and deserves broader application in higher education; action learning can be counter-intuitive to academics; action learning can be counter-cultural to organizations because of its underlying egalitarianism; and action learning is a manifestation of adult learning theories in practice. The papers contain reference sections. (MN)

This document contains three papers from a symposium on designing effective human resource development (HRD) programs that was conducted as part of a conference on HRD. "Leveraging System Factors for Increased Training Effectiveness" (David Ripley) is a conceptual paper that critiques current training design models and the lack of attention to system factors and shows how attention to system factors can be integrated with a popular instructional system design model. "Establishing Internal Quality Benchmarks for the South Carolina Fire Academy" (John H. Abraham, Jr., Melissa H. Marcus, Dennis G. Tesolowski, Clinton H. Isbell) reports on a survey of a random sample of 150 of the 3,482 students who had attended the South Carolina Fire Academy during its first 5 months that was conducted to establish a baseline of student satisfaction against which future comparisons can be made. "Implementing a New Model for on-the-Job Training: Critical Success Factors" (Simone J. van Zolingen, Jan N. Streumer, Rolinda de Jong, Marcel R. van der Klink) reports on a study of the effectiveness of a new instructional model for training desk employees that was developed by Post Offices, Inc. in the Netherlands. Two papers contain reference sections. (MN)

At macroscopic level, traffic can be described as a continuum flow. Lighthill Witham and Richards (LWR) have developed a traffic flow model based on the fluid dynamics continuity equation, which is known as the first order LWR traffic flow model. The resulting first order partial differential equation (PDE) can be analytically solved for some special cases, given initial and boundary conditions, and numerically using for example the finite element method (FEM). This paper makes use of the Galerkin FEM to solve the LWR model with constant speed. The road is divided into a number of road segments (elements) using the Galerkin FEM. Each element consists of two nodes. Each node has one degree of freedom (d.o.f.), namely the traffic density. The FEM provides a solution for the degrees of freedom, i.e. traffic densities of each node. The resulting simultaneous equations are solved at different time steps using the Euler backward time-integration algorithm. In Belgium and also in the Netherlands, there is a special technique that can be used in order to prevent traffic jams and increasing safety in situations with high volume of cars on the roads, i.e. block driving. It is a technique where cars drive in groups by order of the police when the roads are crowded. In this paper block driving is used as a practical example of the LWR model with constant speed. Thereby, it is simulated using the Galerkin FEM and the results are compared with the analytical solution. The FEM gives good results providing that: the road segments and time steps are small enough. A road with length 5000 m, constant speed of 25 m/s, segment length of 100 m and time steps of 1 s gives good results for the studied case. At points of traffic density rate discontinuities, depending on the road segment size and time step size, the Galerkin FEM is accurate and requires reasonable computational effort. From the research work carried out in this paper, it is found that the Galerkin FEM is suitable for modelling traffic flow at macroscopic level. The element size and time step size are important parameters in determining the convergence of the solution in case of discontinuities in traffic density rate. Although this paper considers the case of constant speed, the technique can be extended in the future to include the case of non-constant speed, i.e. speed as a function of traffic density. [ABSTRACT FROM AUTHOR]

The paper explores practical strategies for using classical studies to enhance the education of adolescent students, especially those who are gifted. It reviews progress, since 1900, in Latin teaching methods in Great Britain and the Netherlands and describes more recent work in South Africa, including the development of new curricula for teaching Latin as well as the annual reading competitions, linguistic and historical quizzes, and art competitions sponsored by the Classical Association of South Africa. A project is described in which 20 gifted students (aged 13-17) were asked to review new juvenile classical books and teaching packets. It spawned a range of other projects which are summarized. The students produced a slide-tape show, the full script of which is appended to the paper. The book and teaching packet reviews were edited by a student and reworked by the teacher in a review article which is also appended. Conclusions drawn from the project confirm that the classics have much to offer the gifted and that they also offer a new awareness that even random dipping into the classical world is a rewarding experience for both average and gifted pupils. (VW)

This book contains a collection of papers from the Organisation for Economic Co-Operation and Development's Schooling for Tomorrow project. The first part contains papers on networks and governance in schooling as follows: "Networking in Society, Organisations and Education" (Hans F. van Aalst); "Schooling for Tomorrow: Networks of Learning" (Judith Chapman); "Networking for Educational Innovation: A Comparative Analysis" (Anne Silwka); and "Governance, Management and Leadership" (Ron Glatter, Bill Mulford, and Dale Shuttleworth). The second part contains the following papers on specific cases: "Strategies to Promote Good Practices and Innovation in Schools: The Portuguese Case" (Maria de Ceu Roldao); "Public Management Reform and the Regulation of Education Systems: The Hungarian Case" (Gabor Halasz); "Deliverable Goals and Strategic Challenges: A View from England on Reconceptualizing Public Education" (Michael Barber); and "Schools and Governance in the Netherlands: Recent Change and Forward-Looking Policy Thinking" (The Netherlands Ministry of Education, Culture and Science). The third part of the book contains articles highlighting the main conclusions to emerge from a series of conferences held in 2000 and 2001; they are as follows: "Schooling for Tomorrow: Principles and Directions for Policy" (Ylva Johansson); "Understanding Networks for Innovation in Policy and Practice" (David Hopkins); and "The Management of Learning, Schools and Systems" (Donald Hirsch). (WFA)

This symposium on knowledge management and human capital consists of three presentations. "Analyzing and Solving Difficulties Experienced in Knowledge Management: The Case of a Knowledge Intensive Organization" (Simone J. van Zolingen, Jan N. Streumer, Maaike Stooker) distinguishes five phases of the knowledge management process and reports that in the case study most knowledge management problems occurred in the first three phases: knowledge acquisition, codification, and dissemination. "Using a Human Capital Framework to Inform Human Capital Investment Decisions" (Joanne Provo) analyzes organizational capabilities strategy from the human capital perspective. "Human Capital, Human Resource Development (HRD), and the Knowledge Organization" (Oscar A. Aliaga) uses an economic approach to explain the foundations of HRD and proposes a framework to understand the knowledge organization. It suggests economics as the primary theoretical influence of HRD. The theory of human capital and the theory of the firm are first reviewed in their relationship with training. A discussion follows of the knowledge organization and the implications for organization development. All three papers include substantial bibliographies. (YLB)

Three presentations are provided from Symposium 13, Knowledge and Intellectual Capital, of the Academy of Human Resource Development (HRD) 2000 Conference proceedings. "Human Capital Measurement" (Joanne Provo) begins with a literature review that provides a context for understanding how investments in human capital add value to the firm, discusses evaluation techniques, and cautions against using financial measurement systems for human capital investment analysis. It reviews an alternative approach to the positioning of HR investments and presents a process HR professionals can initiate to demonstrate value of investment in human capital initiatives. "Measures and Indicators of Intangible Assets for Research Institutes and Colleges: A Literature Review" (Eunsang Cho, Gary N. McLean) explores definitions, measures, and indicators of intangible assets. A model is provided for customization by research institutes and colleges. "The Corporate Curriculum: A Working-Learning Environment" (Jaap van Lakerveld, Joukje van den Berg, Kees de Brabander, Joseph Kessels) focuses on development of a corporate curriculum for learning in service organizations, health care, business, and industry in the context of a knowledge economy. It is both a theoretical framework and a report of the second phase of a three-phase research project conducted in the Netherlands in 42 institutions for public health and welfare. The papers contain reference sections. (YLB)

This document consists of 12 papers that, together, summarize the key issues underpinning future research and policy development related to intergenerational programs (IPs). "Introduction" (Alan Hatton-Yeo) discusses the project out of which the papers developed. "A General Assessment of IP Initiatives in the Countries Involved" (Ann-Kristin Bostrum, Alan Hatton-Yeo, Toshio Oshako, Yukiko Sawano) considers the historical and cultural roots of IPs, the role of IPs as instruments for solving priority social problems in given countries, the status of IPs, the training of IP professionals, and future needs and assessment of IPs. "Public Policy and Research Recommendations: An International Perspective" (Alan Hatton-Yeo, Jumbo Klerq, Toshio Oshako, Sally Newman) presents general recommendations, recommendations concerning four specific impact areas of IPs in public policy (economy and employment, society, lifelong learning, health), and recommendations concerning IP development and implementation strategies. The remaining papers, which focus on the past, present, and future of IPs in specific countries, are as follows: "China" (Sun Maintao); "Cuba" (Raul Hernandez Castellon); "Germany" (Ludger Veelken); "Japan" (Yukiko Sawano); "The Netherlands" (Jumbo Klerq); "Palestine" (Nora Kort); "South Africa" (Cathy Gush); "Sweden" (Ann-Kristin Bostrum); "The United Kingdom" (Alan Hatton-Yeo); and "The United States" (Sally Newman). The bibliography contains 47 references. (MN)

This document contains papers from an international project in which models of financing the continuing vocational training (CVT) in Denmark, Germany, the Netherlands, and Norway were identified and examined. The following are among the papers included: "Important Results of the LEONARDO-Project (contributions by all project-partners)"; "Structure and Development of the Project" (D. Moraal); "Training Leave as a Precondition for an Integrated Labour Market and Qualification Policy" (D. Moraal); "The Role of the Social Partners and the State Authorities in Financing the Continuing Vocational Training Measures for the Employed and Unemployed" (U. Grunewald); "The Experiences of a Staff Member of the 'Centre for Vocational Training and Promotion of Economic Performance' with Three Workshops, Where Questions of Financing the Continuing Vocational Training Were Discussed" (T. Hintz); "The Experiences of the Representatives of the 'Development Agency Agriculture and Forestry' with Two Workshops, Where Questions of Financing the Continuing Vocational Training Were Discussed" (T. Hentschel, B. Riemer); "Job-Rotation--A New Instrument for the Employment and Qualification Policies in Germany" (B. Uhrig); "Reflections and Open Questions--Inspired by the Danish Experiences with the Financing of the Continuing Vocational Training for Employed and Unemployed" (J.H. Soerensen); "Historical Review of a Case, Which Used Job-Rotation in the Enterprise-'Fibertex'" (J.H. Soerensen); "Proposal for a Reform of the General and Continuing Vocational Training of Adults in Norway" (I. Eidskrem); "Elements of the Norwegian Labour Market Politics" (S. Festoe); "Conclusions--Considerations and Points for the Further Discussion" (B. Hovels, G. Kraayvanger); "Experiences of a Representative of the Dutch OVP-Fund, with Three Workshops, Where Questions of Financing the Continuing Vocational Training Were Discussed" (T. Seip); "Experiences of a Representative of the Dutch OOM-Fund with Three Workshops, Where Questions of Financing the Continuing Vocational Training Were Discussed" (P. Den Hollander); "Description of the National Financing System of CVT and FTU in Germany" (U. Grunewald, D. Moraal); "The Center for Vocational Training and Promotion of Economic Performance Simmerath" (U. Grunewald, T. Hintz); "Financing Model of the Development Agency for Agriculture and Forestry (FLF)/Qualification Fund for Agriculture and Forestry (QLF)" (T. Hentschel); "Description of the National Financing System of CVT and FTU in Denmark" (K. Olesen); "Financing Models of CVT and FTU in Denmark" (K. Olesen); "Description of the National Financing System of CVT and FTU in Norway" (I. Eidskrem); "National Financing System of CVT and FTU in the Netherlands" (B. Hovels, G. Kraayvanger); and "Financing Models of CVT and FTU in the Netherlands" (W. Boonstra, B. Hovels, G. Kraayvanger). (Forty tables/figures are included.) (MN)

These nine papers from a conference of the International Research Network for Training and Development focus on occupational classification, standards, and certification. "Introduction" (Joao Oliveria) presents synopses with highlights from the papers. Part I offers an overview of recent developments in the United States in "Occupational Standards and Certification: Past-Current-Future Trends in the United States" (David Fretwell, Sandra Pritz); Canada in "The Delimitation and Certification of Occupations in Canada" (David N. Wilson); and France, Germany, and the United Kingdom in "Industrial Certification: Lessons from Europe" (W. G. McDerment). The papers highlight issues of delimitation and certification, the role of governments, and the weight of social traditions and institutional forms in shaping new solutions. Part II allows the reader to compare how three countries--the United States, Ireland, and the Netherlands--converge on the essentials while maintaining their own ways of going about the business of occupational delimitation in "An Examination of the Work of Purchasing Managers in the United States Using Job Comparative Techniques" (Eugene W. Muller); "The Development and Implementation of National Vocational Qualifications in Purchasing: Some Issues of Validity and Value" (Andrew Erridge); and "Job Profiles of Purchasing Professionals" (M. Mulder, M. Bellemakers). Part III highlights three emerging issues. "Basic Skills: An Approach to Occupational Classification" (Joao Oliveira) suggests ways in which basic skills may form a conceptual foundation to occupational delimitation, standard setting, and certification. "A Converging System? Explaining Difference in the Academic and Vocational Tracks in England and Wales" (Tim Oates) characterizes factors that affect convergence and divergence in the academic and vocational pathways in the education and training system. "Occupational Standards and Business Ethics" (Judith Marquand) introduces an empirical and conceptual framework for addressing ethical considerations related to occupational standards and certification. (YLB)

This collection of 20 papers addresses child development and early intervention issues related to literacy acquisition from a cross-cultural perspective. Titles of the papers are: (1) "Preparing Young Children for Literacy: Issues in Theory and Practice" (Lotty Eldering and Paul Leseman); (2) "Jomtien Revisited: A Plea for a Differentiated Approach" (John Bennett); (3) "Interaction of Context with Development: Theoretical Constructs for the Design of Early Childhood Education Programs" (Robert Serpell); (4) "Orientations on Culture: Some Comments on Intervention Programs" (Ype Poortinga); (5) "Interaction between Development Processes and Social-Cultural Context" (T. S. Saraswathi); (6) "Modification of Cognitive Components: Consequences for Early Intervention" (Fons van de Vijver); (7) "Many Kinds of Deprivation: Young Children and Their Families in South Africa" (Linda Richter); (8) "The Developmental Niche: Implications for Children's Literacy Development" (Sara Harkness and Charles Super); (9) "Linguistic Development as Related to Literacy" (Catherine Snow); (10) "How Parents Provide Young Children with Access to Literacy" (Paul Leseman); (11) "Literacy Development in a Multilingual Context" (Ludo Verhoeven); (12) "Responding to Children's Needs: Integrated Child Development Services in India" (Rajalakshmi Muralidharan and Venita Kaul); (13) "Empowerment of Parents: 'Proyecto Padres e Hijos' in Chile" (Johanne Filp and Ximena Valdes); (14) "Culture Sensitive Home Intervention: The Dutch HIPPY Experiment" (Lotty Eldering and Paul Vedder); (15) "A Model of Multipurpose Non-Formal Education: The Case of the Turkish Early Enrichment Project" (Cigdem Kagitcibasi); (16) "Success for All: Prevention and Early Intervention in Elementary Schools" (Robert Slavin and Nancy Madden); (17) "Critical Issues in the Evaluation of Preschool Intervention Programs" (Jan Slavenburg); (18) "Cooperative, Community-Based Evaluation of Preschool Programs" (Howard Richards and Loren Pierce); (19) "Researchers, Program Developers, and the Children Out There" (Nico van Oudenhoven); and (20) "Family, School, and Literacy: Recommendations for Intervention Programs." Most papers include a reference list. (MDM)

This monograph presents nine author-contributed papers which look at issues of aging and mental retardation from the perspectives of nine nations: Australia (by Trevor R. Parmenter), Great Britain (by Steve Moss), Canada (by Gerrit Groeneweg), Germany (by Gottfried Adam), Hong Kong (by John W. L. Tse), Indonesia (by D. Lianta), Japan (by Takeo Kanetsuki), the Netherlands (by Meindert J. Haveman and Marian A. Maaskant), and Singapore (by M. K. Wong). A concluding paper by the editor notes three predominating philosophies of service welfare: the Asian model (with its emphasis on family care through the extended family); the Western European model (with institutional care a major component); and the North American/United Kingdom model (characterized by a strong philosophy of normalization and deinstitutionalization). Other conclusions suggest that most countries have adopted a largely voluntary sector organization supported from government finance and that all these countries recognize the urgency of developing policies and services for the increasing numbers of older persons with developmental disabilities. An American perspective on the issues is provided in commentaries by seven American authors. Most papers include references. (DB)

This reader on literacy provides a clear account of the major perspectives on literacy and adult education through 20 papers divided into three categories. An introduction provides an overview of the content of the papers. Part 1, "Issues," contains seven papers: "Literacy: Access to Power" (Dijkstra); "Development and the Possibilities for Literacy" (Ooijens); "Can We Work Literacy into Every Context of Development in Developing Countries?" (Shrivastava); "Can Literacy Work Lead to a Critical Consciousness?" (Hammink); "Beyond Literacy" (Barik); "Do We Need Separate Literacy Courses for Women?" (van Dijk); and "Teach Literacy in the First or Second Language?" (Tholen). Part 2, "Applications," consists of nine papers: "Literacy Crash Course: An Experiment with Tribal Women" (Shrivastava); "Amidst the Jungle of the Simipal Hills" (Barik); "The Income Project on Education" (Kumar); "Literacy in Rural Areas: TRICON Associates" (Banerjee); "Literacy in Zimbabwe: Problems and Limitations" (Chombo); "English Literacy: A Unions' Project in South Africa" (Mavuso); "The Literacy Work of CEPROD (Development Studies and Promotion Center)" (Galindo, Barahona); "Technical Training for Women: The Work of INCATEM (Institute of Technical Training for Women)" (Escobar); and "Literacy of Women in Peru" (Dasso). Part 3, "Requirements," contains four papers: "Supporting Literacy for Development" (Dubbeldam); "Limitations and Problems of Literacy Work from a Donor's Point of View" (Monteiro); "Limitations and Problems for Literacy Campaigns with Respect to Support and Prerequisites for Support" (de Vries); and "Education for All" (Storm et al.). Appendixes include an 83-item bibliography, an index, and brief biographies of authors. (YLB)

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.]

Base of the Pyramid (BoP) is a 4 billion design target group, which is composed of people living on an income less than US$3 per day. Design for BoP is a new research topic and design practice started from 2003 in the faculty of Industrial Design Engineering, Delft University of Technology (IDE/TU). To explore some unknown research questions about it, a research project on "Product design for BoP" had been set up. This paper is a roadmap research based on case studies from IDE/TU, and the aim is to explore the roadmap of design process in DfBoP. [ABSTRACT FROM AUTHOR]

Base of the Pyramid (BoP) is a 4 billion design target group, which is composed of people living on an income less than US$3 per day. Design for BoP is a new research topic and design practice started from 2003 in the faculty of Industrial Design Engineering, Delft University of Technology (IDE/TU). To explore some unknown research questions about it, a research project on "Product design for BoP" had been set up. This paper is an analysis research based on 24 case studies from IDE/TU, and the aim is to conclude design decision factors for BoP. [ABSTRACT FROM AUTHOR]

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 presents examples of how libraries are using XML (eXtensible Markup Language) to solve problems, expand services, and improve systems. Part I contains papers on using XML in library catalog records: "Updating MARC Records with XMLMARC" (Kevin S. Clarke, Stanford University) and "Searching and Retrieving XML Records via the Web" (Theo van Veen, Koninklijke Bibliotheek, the Netherlands); Part II contains one paper on using XML for interlibrary loan: "Improving Interlibrary Loan with XML" (Kyle Banerjee, Oregon State Library); Part III covers using XML for cataloging and indexing, including the following papers: "Harnessing Oracle and XT for Finding Aid Dissemination and Search" (Leslie Myrick, New York University); "Creating a Unified E-Government Portal Using XML" (Lloyd Sokvitne and Jan Lavelle, State Library of Tasmania); and "Expediting the Work of the Indexer with XML" (Walter Lewis, Gail Richardson, and Geoff Cannon, Halton Hills Public Library, Ontario). Part IV contains the following papers that discuss using XML to build collections: "Using XML To Federate Collections: The Legacy Tobacco Documents Library" (Heidi Schmidt, University of California, San Francisco) and "Publishing Books Online at eScholarship" (Roy Tennant, California Digital Library); Part V contains one paper on using XML in databases: "Building XML Databases with Zope and Castor" (Art Rhyno, University of Windsor, Ontario). Part VI addresses using XML for Data Migration, including the following papers: "Migrating Native Law Cases from HTML to XML" (Darlene Fichter, University of Saskatchewan Library) and "Transforming Word Processing Documents into XML: Electronic Scholarly Publishing at the University of Michigan" (Brian Rosenblum, University of Michigan). Part VII contains the following papers on using XML for systems interoperability: "Encoding Digital Objects with METS" (Jerome McDonough, New York University) and "Integrating Systems with XML-Based Web Services" (Don Gourley, Washington Research Library Consortium). Each paper lists contacts and World Wide Web links and resources. (Contains an index.) (MES)

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 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)

This book contains 19 papers examining innovation in open and distance learning through development of online and World Wide Web-based learning. The following papers are included: "Innovation in Distributed Learning: Creating the Environment" (Fred Lockwood); "Innovation in Open and Distance Learning: Some Lessons from Experience and Research" (Bernadette Robinson); "The Influence of Teacher Beliefs on Flexible Learning Innovation in Traditional University Settings" (Edward Peter Errington); "Promoting Innovation and Change in a 'Traditional' University Setting" (Claire McLachlan-Smith, Cathy Gunn); "Making a Virtue of Necessity--Low-Cost, Comprehensive Online Teaching and Learning Environment" (Bruce King); "Experimenting in Lotus LearningSpace" (Sheila Tyler, Mike Green, Claire Simpson); "Generic Structures for Online Teaching and Learning" (Lindsay Hewson, Chris Hughes); "Selecting an Integrated Electronic Learning Environment" (Alistair Inglis); "Flexible Toolboxes: A Solution for Developing Online Resources?" (Ron Oliver, Stephen Towers, Peter Skippington, Yvonne Brunetto, Rod Farr-Wharton, Ann Gooley); "Lifelong Learning: Generating New Learning Opportunities" (Anne Gooley, Peter Skippington, Stephen Towers); "Campus Re-engineering" (Stephen Brown); "Student Recruitment and Retention in a Self-Financing University" (Danny S.N. Wong, Todd C.Y. Ng); "Using Networking Tools to Support Online Learning" (Ron Oliver, Catherine McLoughlin); "Mentoring in Open and Distance Learning" (Chris Morgan, Andre Smit); "Changing the Pattern: Towards Flexible Learning, Learner Support and Mentoring" (Santosh Panda, Tapan Jena); "Innovations in Online Assessment" (Chris Morgan, Meg O'Reilly); "VESOL [Video Auto-Editing System for Open Learning]: Cost-Effective Video Production to Support Distance Learners" (Patrick McGhee, Christopher O'Hagan); "Supporting Effective Reading of Pictorial Materials in Visually Oriented Learning Environments" (Ric Lowe); and "Professional Development in Distance Education--A Successful Experiment and Future Directions" (Ulrich Bernath, Eugene Rubin). Some papers include substantial bibliographies. (MN)

This collection of essays examines efforts by groups and lobbyists to move education from the public to the private sector. There are 14 papers in 7 sections: The first section, "Introduction," includes: (1) "Studying Privatization in Education" (Henry M. Levin) and (2) "Educational Vouchers and the Media" (Lee D. Mitgang and Christopher V. Connell). The second section, "Implementation Issues," includes: (3) "The Legal Status of Privatization and Vouchers in Education" (Frank R. Kemerer) and (4) "Information and Choice in Educational Privatization" (Mark Schneider). The third section, "Preschools and Higher Education," includes: (5) "Preschools and Privatization" (Ellen Magenheim) and (6) "Privatization in Higher Education" (Arthur Levine). The fourth section, "International Dimensions," includes: (7) "Privatization through Vouchers in Developing Countries: The Cases of Chile and Columbia" (Martin Carnoy and Patrick J. McEwan) and (8) "Privatization in Industrialized Countries" (Geoffrey Walford). The fifth section, "Charter Schools," includes: (9) "Assessing the Growth and Potential of Charter Schools" (Pearl Rock Kane and Christopher J. Lauricella) and (10) "Privatization and Charter School Reform: Economic, Political, and Social Dimensions" (Amy Stuart Wells and Janelle Scott). The sixth section, "Perspectives of Stakeholders," includes: (11) "Vouchers, Privatization, and the Poor" (Gary Natriello) and (12) "Teachers and Privatization" (Caroline Hodges Persell). The seventh section, "Evaluation Designs," includes: (13) "Criteria for Evaluating School Voucher Studies" (David E. Myers) and (14) "Designing Education Voucher Experiments: Recommendations for Researchers, Funders, and Users" (Fred Doolittle and Wendy Connors). (Each paper contains references.) (SM)

This book contains a collection of essays by Dutch and American scholars on the complex relationship between structural and cultural forces shaping the life chances of ethnic minorities. The papers are: (1) "Introduction: The Role of Culture in Explanations of Social Mobility" (Hans Vermeulen); (2) "Introduction: The Persistence of Culture versus Structure in Recent Work: The Case of Modes of Incorporation" (Joel Perlmann); (3) "What Colour 'Success'? Distorting Value in Studies of Ethnic Entrepreneurship" (Pnina Werbner); (4) "The Cultural Fallacy in Studies of Racial and Ethnic Mobility" (Stephen Steinberg); (5) "Situational and Structural Rationales for the School Performance of Immigrant Youth: Three Cases" (Margaret A. Gibson); (6) "What the Jews Brought: East-European Jewish Immigration to the United States, c. 1900" (Joel Perlmann); (7) "Peasantry and Trading Diaspora: Differential Social Mobility of Italians and Greeks in the United States" (Hans Vermeulen and Tijno Venema); (8) "The Internationalization of Black Culture: A Comparison of Lower-Class Youth in Brazil and the Netherlands" (Livio Sansone); (9) "Creoles and Hindustanis: Patterns of Social Mobility in Two Surinamese Immigrant Groups in the Netherlands" (Mies van Niekerk); (10) "Does Culture Explain? Understanding Differences in School Attainment between Iberian and Turkish Youth in the Netherlands" (Flip Lindo); and (11) "Breaking the Circle of Disadvantage: Social Mobility of Second-Generation Moroccans and Turks in the Netherlands" (Maurice Crul). (Papers contain references.) (SM)

The collection presents six articles giving international perspectives on learning disabled (LD) adults. G. Gray begins with an analysis of "Vocational Guidance for Dyslexic School Leavers and Adults in Great Britain," in which he notes coping strategies to be used in the workplace and describes the evolution of societal attitudes to LD persons in the United Kingdom. B. Dyssegaard follows with a look at "The Transition from School to Society in Denmark.""Educational and Vocational Issues: Learning Disabled Adults in the Federal Republic of Germany" is the topic of the paper by U. Bleidick which comments upon that country's organizational flexibility as exemplified in the extension of school attendance to a voluntary 10th year. Among the "Canadian Perspectives on Youth & Adults with Learning Disabilities--1985" considered by C. Smith are views of vocational rehabilitation and barriers to success for LD people. M. Bruck adds a review of data on "The Long-Term Prognosis of Childhood Learning Disabilities: A View from Canada." In the final paper, "Learning Disabled Adults in the Netherlands: A Problem for the Future?" A. Wilmink and R. deGroot examine effects of structural provisions for LD students in that country. (CL)

The volume consists of papers from the 1985 symposium "Identification of the Gifted" at the Sixth World Conference on Gifted and Talented Children in Hamburg (Federal Republic of Germany). Twelve chapters have the following titles and authors: (1) "Introduction" (J. F. Feldhusen and K. A. Heller); (2) "A Conception of Giftedness" (J. F. Feldhusen); (3) "The Identification of Gifted Children in Secondary Education and a Description of Their Situation in Holland" (F. J. Monks et al.); (4) Identification, Development and Analysis of Talented and Gifted Children in West Germany" (K. A. Heller and E. A. Hany); (5) "Identification of Highly Gifted Adolescents--Methods and Experiences" (G. Trost); (6) "Identification by Provision: Limited Field Test of a Radical Alternative for Identifying Gifted Students" (B. M. Shore and A. Tsiamis); (7) "The Identification and Labeling of Gifted Children. What Does Research Tell Us?" (A. Robinson); (8) "Taxonomical Approach to Qualitatively Differential Didactics for the Gifted in a Democracy" (H. G. Jellen and D. L. Gulley); (9) "Competition System for Gifted Children in Hungary" (A. Pek); (10) "Talent Education in the Hungarian School Environment" (Z. Bathory); (11) "The First Information and Counseling Center for the Gifted in West Germany" (B. Feger and T. Prado); (12) "Are Highly Gifted Children and Adolescents Especially Susceptible to Anorexia Nervosa" (M. Detzner and M. H. Schmidt). The Appendix includes a selected bibliography with emphasis on German literature. (JW)

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)

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

This book contains papers presented at a conference focused on the subject of funding for higher education and providing comparative perspectives on, and case studies of, educational financing from around the world. After an introduction by Ernest L. Boyer, the papers and their authors are as follows: "The Costs of Higher Education: Worldwide Issues and Trends for the 1990s" (D. Bruce Johnstone); "Optimizing Allocation Strategy" (William F. Massy and Michael C. Hulfactor); "University Strategies for the Third Stream of Income" (John Furstenbach); "The Future of Higher Education Financing" (George Psacharopoulos); "Sources of Revenue" (Ihsan Dogramaci); "Are University Funding Systems in Need of an Overhaul?" (Karel Tavernier); "Industry-University Research Collaboration: An Option for Generating Revenue" (Linda Parker); "Higher Education Funding in Open Door China" (Richard A. Hartnett); "Toward Understanding the Economics of African Higher Education" (Teshome G. Wagaw); "Allocating Budgets Using Performance Criteria" (Michael A. Brown and David M. Wolf); "Changing Patterns in the Funding of University Education and Research: The Case of the Netherlands" (Cornelius A. Hazeu and Peter A. Lourens); "Issues in Funding Higher Education in Eastern Europe: The Cases of the Czech Republic and Slovakia" (James E. Mauch and Daniel S. Fogel); "Problems of Funding the Transformation of Higher Education in East Germany" (Helmut de Rudder); "Higher Education Funding in Australia" (Brian G. Wilson); "Canadian Universities and the Politics of Funding" (Howard Buchbinder and P. Rajagopal); and "Constructing the 'Post-Industrial University': Institutional Budgeting and University-Corporate Linkages" (Janice A. Newson). Contains an index. (GLR)

Papers from a 1990 Dutch colloquium on immigrant language varieties in Europe are presented in four categories: (1) use of immigrant language varieties in Europe; (2) first language acquisition in a second language context; (3) code-switching; and (4) language maintenance and loss. Papers include: "Sweden Finnish" (Jarmo Lainio); "South Asian Languages in Britain" (Safder Alladina); "A Bilingual Perspective on Turkish and Moroccan Children and Adults in the Netherlands" (Guus Extra, Ludo Verhoeven); "Croatian or Serbian as a Diaspora Language in Western Europe" (Andrina Pavlinic); "Turkish Language Development in Germany" (Carol Pfaff); "Turkish Language Development in the Netherlands" (Anneli Schaufeli); "Summative Assessment of Ethnic Group Language Proficiency" (Jeroen Aarssen, Jan Jaap de Ruiter, Ludo Verhoeven); "Parental Attitudes towards Child Bilingualism in the Nordic Countries" (Sirkku Latomaa); "Code-Copying in Immigrant Turkish" (Lars Johanson); "Turkish-Dutch Code-Switching and the Frame-Process Model" (Ad Backus); "Code-switching and Borrowing in an Arabic-Dutch Context" (Jacomine Nortier); "Finns and Americans in Sweden: Patterns of Linguistic Incorporation from Swedish" (Paula Andersson); "Immigrant Minority Languages and Education in Sweden" (Sally Boyd); "Romani at the Crossroads" (Donald Kenrick); "Methodological Issues in Language Shift Research" (Koen Jaspaert, Sjaak Kroon); and "Lexical Aspects of Language Attrition and Shift" (Kees de Bot, Bert Weltens). (MSE)

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)

This book contains the following papers on distance vocational education programs: "Vocational Education at a Distance" (Oliveira, Rumble); "An Introduction to Case Studies" (Oliveira, Rumble); "'Working on Work': Orientation on Work and the Labour Market in the Netherlands" (Bender, Bronkhorst); "Expanding Distance Learning through Technology Transfer to Employers in Colombia" (Ruiz); "The British Open College: A Flexible Response" (Innes); "Vocational Training at a Distance in Chile: Struggling to Survive" (Irigoin); "Distance-Taught Computer Education for Managers and Professional at the University of Victoria" (Muzio); "The Technician Training Scheme at the National Extension College, United Kingdom" (Morpeth, Rumble); "Banking Education in Indonesia" (Budimulia, Suparman, Romiszowski); "The Wye College External Programme and Third World Agriculture" (Bryson, Hakimian); "The National Technological University (NTU)" (Fwu et al.); "Use of Interactive Multimedia for In-company Training" (Dondi, Ricuperati); "Distance Training for Telecommunications Managers: The Telecom/Telematique International Course on Project Management" (Nettleton); "The Technical Open Polytechnic, New Zealand" (Rajasingham, Nicoll, Romiszowski); and "The Future of Vocational Education at Distance" (Oliveira, Rumble). Several papers contain substantial bibliographies. (MN)