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

Citizenship is about more than the passport an individual holds; it goes far beyond nationality. The terms of citizenship determine in part who has access to goods, services, and resources and how they are distributed within a community. Rules of citizenship determine who can participate, who can decide about matters of diversity, distribution, inclusion, and exclusion. While citizenship is a useful concept, sometimes it is also a confusing one. The paper provides a brief overview of the concept of governance. It turns to a consideration of the appropriateness of this social initiative by the International Development and Research Centre (IDRC). It examines some of the reasons why Canada's historic and current experience of citizenship might advance IDRC's thinking about a citizenship entry point for its research agenda, and its attempt to answer the key question: "To what extent does the Canadian experience past and present have anything to say about options for Africans?" It provides a brief overview of the four commissioned papers and what they have revealed the links among citizenship, governance, and service delivery in Canada. The paper concludes with an overview of lessons drawn from the Canadian experience. (BT)

This document contains six papers describing program-based research from rural literacy program in Ontario, Canada. Some of the reports describe action research from pilot projects. The papers raise questions about responding to the special challenges of rural needs, such as whether there is an additional expense to providing service of equal quality in rural areas. "The Lambton Learning Lab Project" (Carol Miller, Kevin Churchill) investigates how well a mobile learning lab work can in a rural program. "On Track: Using Tables to Organize and Schedule Data" (Val Hudson) shows how to use tables to improve the planning process. "Rural Literacy and Health Concerns" (Wendy Woodhouse) explains how to identify ways in which literacy needs relate to health concerns. How a literacy program can support job searches for the unemployed is explained in "A Living Library" (Margaret Maynard). "Flying by the Seat of My Pants: A Novice Researcher's Reflections" (Dan Woods) describes what the process of field research feels like the first time. "Recognition for Learning---Life Cycle of a Project" (Andrea Leis) discusses how to develop a system to recognize adult basic learners. The document also contains reviews of two papers: "Initial Assessment Survey Results" (by Bruce Henbest, reviewed by Donna Miniely); and "Learning to Learn: Impacts of the Adult Basic Education Experience on the Lives of Participants" (by Patty Bossort, Bruce Cottingham, and Leslie Gardner, reviewed by Linda Shohet). (KC)

This document contains 21 papers and an introduction on work force preparation in a global context. The following papers are included: "Introduction" (Johanna Lasonen); "Access of Girls and Women to Vocational Education: Implications for the Workplace in Swaziland" (Comfort B. S. Mndebele); "Intersectoral Approaches to Literacy and Vocational Education and Training: The Case of the Sudan" (Sidiga A. Rahim Washi); "Women's Education in the Sudan" (Sidiga A. Rahim Washi); "Research Development and Challenges of the 21st Century for Vocational Education and Training: Canadian Experience" (Marcelle Hardy); "The Business Incubation Concept: Global Possibilities for Vocational-Technical Education" (Victor M. Hernandez-Gantes); "Implementing Education and Training Policies in the United States: A Case Study" (Curtis R. Finch); "A Study on the Development of Further Extensions in Vocational Education and Training in Taiwan, ROC (Republic of China)" (Ming-chung Chiang, Dar-chin Rau); "Networking between Business and Educational Institutes in Taiwan, ROC" (Dar-chin Rau, T. T. Hwang); "Knowledge-Based Cooperation in Vocational Education, University and Industry in Australia" (Matt Ngui); "Strategies for Promoting Parity of Esteem between Vocational and Academic Education" (Johanna Lasonen); "Qualifications with a Dual Orientation towards Employment and Higher Education--Innovative Schemes in Seven European Countries" (Sabine Manning); "'Bildung' through Vocational Education" (Matti Vesa Volanen); "Shaping the Work Life--A Future Oriented Way of Lifelong Learning" (Gerald Heidegger); "Towards Understanding the Development of an Entrepreneurial Leadership-Identity among Finnish Female Entrepreneurs" (Leena Avotie, Eija Pehu); "Enterprises as Environments for Workplace Learning and Training" (Johanna Lasonen); "Review and Preview of Higher Vocational Education: Changes in Hong Kong and International Trends" (Bradford W. Imrie); "A Comparison of Occupational Programs in Comprehensive High Schools in the USA, Japan, and Taiwan" (Lung-Sheng Lee); "Challenges of the 21st Century for Technical-Vocational Education and Training from Global, Regional, and National Perspectives" (C. K. Basu); "Human Resource Development and Labour Market Policy Issues in the Asia Pacific: Opportunities for Collaborative Research with Europe" (Matt Ngui); "Vocational Education and Training Projects in Developing Countries: Issues of Quality and Sustainability" (Dennis R. Herschbach); and "New Roles for Vocational Education and Training" (Armoogum Parsuramen). Each paper contains references. (MN)

This collection of over 30 papers presents the view that all persons should be equally valued, provided equal opportunities, viewed as unique individuals, and be exposed to and learn from and about people with diverse characteristics. The papers offer insight into the process of moving forward to achieve both equity and excellence for all Canadian people, labeled "disabled" or not, in educational and other community settings. The articles call for advocacy, attitude change, and expanded availability of appropriate supports and services within schools and communities to allow everyone to participate and contribute in a meaningful way. Titles of sample papers include: "Two Roads: Inclusion or Exclusion"; "The 'Butwhatabout' Kids"; "Annie's Gift"; "Common Sense Tools: MAPS and CIRCLES"; "MAPS: Action Planning"; "Dreaming, Speaking and Creating"; "Kick 'em Out or Keep 'em In"; "Vive la Difference"; and "Natural Support Systems." (JDD)

This document is a collection of three parts: two extended papers and one shorter commentary on the International Adult Literacy Survey (IALS). These originally appeared in "Literacy Across the Curriculum" in response to an invitation for comment to several prominent international researchers. The first of these entitled "The Persisting Power and Costs of the Literacy Myth" by Harvey J. Graff appeared in Volume 12, No. 2, Summer 1996. The second "Literacy, Economy and Society--A Review" by Brian V. Street was published in Volume 12, No. 3, Fall 1996. The third, "Ending the Myth of the 'Literacy Myth" by Stan Jones was published in Volume 12, No.4, Winter 1997. These articles have been collected because they reflect a continuing debate on literacy between two schools of thought which have been variously called the autonomous and the socio-cultural. (The second paper, "Literacy, Economy and Society--A Review" by Brian V. Street, contains references.)

This monograph contains five papers concerning political education in Canada. Chapter 1, "Political Education and the Teaching of Politics," considers the historical and philosophical connections between education and politics. Chapter 2, "Civics, Citizenship and Politics: Political Education in the Schools," explores definitions of political education and various approaches to achieving it. The socio-political impact of schools is discussed in chapter 3 in "Political Education or Political Socialization: The Role of the 'Hidden Curriculum'," while chapter 4 focuses on "Morals and Values in the Schools: Citizenship and Moral Education." Chapter 5, "Teaching Strategies and Political Education," outlines recent approaches to teaching about politics that lead to increased participation and competency. They include utilizing: (1) conceptual models; (2) issues or concepts; (3) case studies; (4) discovery and inquiry strategies; (5) a broadly defined concept of politics; (6) conflict studies; (7) experiential learning methods; (8) political action and participation; (9) politically relevant attitudes and values; and (1) life-long learning strategies. (JHP)

These papers present the major issues and directions in five areas: (1) the socioeconomic and demographic environment (demography, the economies and labor forces of Canada and of Ontario, and the international and social environments); (2) education (K-12, postsecondary, adult, and the educational media resource market); (3) the broadcast environment (federal policy, Canadian Radio-Television and Telecommunications Commission, economic dimensions of the broadcasting system, the Canadian production and cable industries, audiences, educational broadcasting in Canada, public and commercial broadcasting in the United States, and the international environment); (4) the government environment (Canada, the Meech Lake Accord, and Ontario); and (5) the technological environment (cable, satellites, high definition television, stereo, VCRs, digital, videotex, and interactive television). The papers are a compilation of the opinions and understandings of those who work in, plan for, and study in each of the various fields. Sources are footnoted in each paper. The discussion in some of the papers exhibits the contradiction and lack of consensus evident in compiling the materials. The papers, therefore, do not provide answers but reflect the uncertainty of the environments in which TVOntario operates. Designed to stimulate discussion relevant to the future of TVOntario, each paper begins with a summary of the developments judged to have the most significance for the next few years. The remainder of the paper then provides details on these and other issues. (GL)

Papers published in NATCON 1998 are: (1) "A Roadmap for Career Management" (D. I. Riddle); (2) "A Sharing of Our Successes" (H. van Bommel); (3) "Assessing Clients with Learning Disabilities in Career Counselling" (J. B. Stewart); (4) "Career and Personal Planning: Diploma Program and Resources" (A. Marshall); (5) "Career Counseling in a Wired World" (G. Weber, K. Kerford)' (6) "Cognitive Structures in the Assessment Phase of Counselling" (G. Harris); (7) "Connecting Prior Learning Assessment to Career Development" (G. S. Peruniak, D. Welch); (8) "Difficultes et besoins des jeunes en matiere d'integration au marche du travail" (J.-G. Ouellette, D. Lord); (9) "Disability in the Workplace: Effective and Cost-Effective Accommodation Planning" (A. Cantor); (10) "Initatives nouvelles de formation en developpement et en counseling de carriere" (J.-G. Ouellette, D. LeBreton Forbes); (11) "Intergenerational Conflict in Career and Life Planning" (N. Arthur); (12) "Job Search Strategies for the Difficult to Place" (F. Cheek); (13) "L'employabilite en formation professionnelle au Quebec: doit-on s'en preoccuper?" (M. Tardif); (14) "Les nouvelles technologies--L'Internet, ca va?" (W.-G. Darou, M.-H. Duchaine); (15) "Les transitions professionnelles dans un contexte de precarite: recherches et solutions" (G. Fournier, C. Delmotte); (16) "L'integration au marche du travail: l'aventure des diplomes" (G. Fournier, L. Croteau); (17) "Metacognition and Vocational Counseling" (B. A. Symes); (18) "Mind at Work: Improving Workplace Satisfaction and Enjoyment" (T. Warney); (19)"Plafonnement de carriere: le cas des cadres de l'entreprise privee" (L. Lemire, C.-H. Amherdt); (20) "The Role of Diagnostic Assessment in Career Exploration" (M. Jean); (21) "Training Career Development Facilitators in Ethical Decision-Making" (V. G. Ward); (22) "Un guide au service du partenariat" (M. Gingras, D. Marceau, G. Weeks); (23) "Update on National Career Development Guidelines and Standards" (B. Hiebert, B. MacCallum, F. Ball, L. Bezanson, M. Cahill, E. Collins, M. Courchene, E. Desjardins, G. Donald, N. Galarneau, C. Tumber, V. Ward); (24) "Vie professionnelle et developpement de carriere au feminin" (A. Spain, L. Bedard, L. Paiement). (EMK)

The National Symposium on Arts Education 1997 provided an opportunity for arts educators, professional artists, and representatives from government agencies to discuss common concerns and to develop strategies for strengthening the arts in Canadian schools. This collection of papers from the symposium addresses many questions about the future of arts education in Canada. Following an opening address by Eric Favaro, "Paving the Way for a New Vision for Arts Education in Canada," the collection contains these papers: (1) "Judging the Effectiveness of an Arts Curriculum" (Eleanor Newman); (2) "Creative Synergy: Story and Music" (Linda Cameron; Lee Bartel); (3) "Music Education and Intercultural Education: About Musical Cultures in the Classroom" (Nicole Carignan); (4)"Saskatchewan's Arts Education Curriculum: History and Implementation" (Elaine Hanson; Jeff Bush; Nancy Browne); (5) "Music in the Primary Grades: The Natural Link to Literacy" (Amanda Montgomery); (6) "Learning, Teaching, and Assessment in Fine Arts" (Lorraine Muise); (7) "The Case for a Multidisciplinary Arts Education Curriculum" (Pat Richards; Dianne Milligan); (8) "Canadian Content in Music Curriculum: Policy and Practice" (Patricia Shand; Lee Bartel); (9) "Transformative Learning through the Arts: A New Voice in Education" (Lee Willingham); (10) "Pre-Service and In-Service Teacher Education in the Arts: Toward a National Agenda" (Rena Upitis); (11) "Collaboration, Integration, and the Learning Curve" (Lynette Fast; Rodger Beatty); (12) "Challenges to Canadian Teacher Education in the Arts" (Betty Hanley); (13) "The Creative Act: Researching Lived Experience" (Ruth Prescesky; Miriam Cooley); (14) "Teacher Development and Elementary Arts Education" (Katherine Smithrim; Rena Upitis); (15) "Partners in the Arts: The Orchestra as Community Resource" (Ninette Babineau); (16) "Promoting Learning for Enterprise through the Arts" (Basil Favaro; Bruce Ryan); and (17) "An Industrial Model for Arts Education" (Brian Roberts). (BT)

Commonwealth Ministries of Education were asked to report on how they are undertaking the improvement of the quality of basic education in their respective countries. The papers in this volume focus on: (1) Brunei Darussalam; (2) Canada; (3) Kenya; and (4) Uganda. Charts and statistical data support each country's report. (EH)

Papers submitted to NATCON 1997 are: (1) "Athabasca University Certificate in Career Development: Innovative Collaboration" (J. Baty, B. Hiebert, G. Peruniak, D. Welch); (2) "A Multigenerational Approach to Career Counseling" (C. McCarty); (3) "Becoming Self-Directed: The Importance of Values Assessment" (C. E. Mossop); (4) "Building New Employment Relations" (K. Calvert, M. Jensen); (5) "Career-Counselling University Students with Learning Disabilities" (B. A. Symes); (6) "Career Planning with Adult Daughters of Alcoholics" (A. B. Nyiri); (7) "Conquering Interview Anxiety" (F. Cheek); (8) "Creativity as a Core Competency" (S. Murphy, T. Murphy); (9) "Ethics and Issues in Career Counselling" (J. B. Stewart); (10) "Helping People Who Hate Their Jobs" (G. Dutch); (11)"Informed-Choice Counselling: The Key to Success in Training" (L. Willis, J. Baty, J. Bain, L Harris); (12) "Kegan's Constructive Developmental Framework for Adult Careers Transition" (A. Marshall); (13) "Laid Off--Then What? Effective Strategies for Career Renewal" (R. Neault); (14) "The Workability Handbook" (D. Redekopp, C. Crickmore); (15) "Le mentorat de personnes retraitees pour l'exploration professionnelle au secondaire" (P. Dupont, M. Blain); (16) "Les pratiques d'employabilite: entre le prescrit et le reel" (C. Leclerc, B. Bourassa, M.-F. Maranda, Y. Comeau); (17) "Les Technologies de l'information dans le contexte du counselling d'emploi" (M. Turcotte); (18) "Lifelong Learning and Career Development: The Need for a Learner-Centered Approach" (M. Ogisu-Kamiya); (19)"L'implication des partenaires dans le retour en formation des adultes" (M. Tardif, G. Debeurme, F. Serre); (21) "Management and Organizational Trends: Friend or Foe?" (J. Asgar, D. Wigley); (20) "Men and Work" (H. Deutschendorf); (22) "Motivation et orientation: un but significatif" (M. Gingras, D. Chagnon); (23) "New Measures of Social Economic Value: Community-Based Training Report" (B. J. Richmond); (24) "Outreaching with the Employment Solution" (P. L. Giacomoni); (25) "Plan Your Work; Work Your Plan: A Practice Career-Management Strategy" (M. C. Thompson); (26) "Syndrome d'epuisement chez les chomeurs de longue duree et chez les autres" (G. Evequoz); (27) "LearnScape: Comprehensive Professional Development Software" (D. Redekopp, D. Mackenzie, D. Welch, B. Hiebert); (28) "Values Alignment: A Hands-On Session for Counsellors" (C. E. Mossop); (29) "Vers le developpement d'un modele de la reussite lors d'affectations a l'etranger" (E. Desjardins); (30) "Vers un modele explicatif des conflits travail-famille" (L. Lachance, B. Tetreau). (EMK)

This volume is composed of 13 comparable longitudinal studies that draw on survey data and case studies of young people in Canada, Germany, Great Britain, and the United States. "Introduction: Transitions to Employment in a Cross-National Perspective" (Walter R. Heinz) provides a context and an overview. Part I has four chapters that discuss the relationships among social origin, gender, and transition patterns in a period of shifting job opportunities: "Social and Geographical Mobility 20 Years after High School" (Paul Anisef, Anton H. Turrittin, Zeng Lin); "Diverse Directions: Young Adults' Multiple Transitions" (Victor Thiessen, E. Dianne Looker); "New Routes to Employment: Integration and Exclusion" (John Bynner); and "From Education to Employment: Occupations and Careers in the Social Transformation of East Germany" (Ansgar Weymann). Five chapters in part II focus on the extent to which work experiences, skills, and credentials build bridges between school and the labor market: "Adolescent Part-Time Work and Postsecondary Transition Pathways in the United States" (Jeylan T. Mortimer, Monica Kirkpatrick Johnson); "Multiple Life-Sphere Participation by Young Adults" (Lesley Andres); "The Subbaccalaureate Labor Market in the United States: Challenges for the School-to-Work Transition" (W. Norton Grubb); "Creating New Pathways to Adulthood by Adapting German Apprenticeship in the United States" (Stephen F. Hamilton, Mary Agnes Hamilton); and "Job-Entry Patterns in a Life-Course Perspective" (Walter R. Heinz). Part III has four chapters that concern more theoretically oriented analyses of the changes in transition organization and options in (post-)industrial service societies: "Institutional Networks and Informal Strategies for Improving Work Entry for Youths" (James E. Rosenbaum); "School-to-Work Transitions and Postmodern Values: What's Changing in Canada?" (Harvey Krahn, Graham S. Lowe); "Education and Employment in Great Britain: The Polarizing Impact of the Market" (Frank Coffield); and "From Systems to Networks: The Reconstruction of Youth Transitions in Europe" (Lynne Chisholm). The book contains 531 references and an index. (YLB)

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 nature and status of collective bargaining by faculty in colleges and universities in both the United States and Canada are reviewed. The growth patterns for collective negotiation in both countries and the causal factors for faculty unions are contrasted. The use of collective bargaining in higher education raises issues, including the determination of bargaining principles; determination of who should be included in the bargaining unit definition; the effect of the principle of exclusivity of bargaining rights on the agreement; and the resolution of bargaining impasses, grievance procedures and arbitration. Contents of contracts that are specifically related to higher education are discussed including governance, personnel policies, and academic provisions for faculty responsibilities and functions. (JMF)

This report reviews the problems of protecting nature in a heavily industrialized democracy such as the United States. Factors contributing to the establishment of protected areas in the United States are traced from the creation of Yellowstone National Park in 1872 to the present. Arguments in defense of wilderness areas consider nature as: (1) a reservoir of normal ecological processes, (2) a sustainer of biological diversity, (3) a formative influence on the national character, (4) a church, (5) a guardian of mental health, and (6) an educational asset in developing environmental responsibility. Diverse agencies, programs, and efforts exist at all levels. The National Park Service, the United States Forest Service, the Bureau of Land Management, and the National Wilderness Preservation System function on the federal level. Coastal zone management and land use laws protect natural areas on the state level, city and county parks serve as protected areas on local levels, and private organizations such as the Sierra Club also contribute to wilderness preservation. Problems arise from the conflict between economic development and nature preservation, and the popularity of nature areas which leads to their destruction. Programs in Japan, Australia, New Zealand, East Africa, Europe, the Soviet Union, and Canada are also described. (KC)

Background information is provided on a number of conditions affecting Ontario's community colleges. The first section, dealing with financial issues, considers the college environment in the 1980s; examines the provincial government's perspective on priorities, the allocation process, government funding, and budgetary expenditures and trends; and discusses operating funds and the effects of declining funds on the colleges. After detailing the likely effects of changes in federal programs on the community colleges in the 1980s, this section goes on to outline the division of funds among postsecondary institutions, programs of growth, capital funds planning, avocational funding, and means of broadening the colleges' financial base. The second section presents discussions of human resources issues, which include a summary of the collective bargaining model in operation within the college system, an examination of collective bargaining agreements, and a presentation of the system's policy for human resource renewal. The third section deals with broad policy issues in college system management. Beginning with an executive summary and recommendations, this section discusses the college system; modes of program rationalization; institutional and industry-based training; the roles of general, polytechnic, and continuing education; and assumptions about the future. Each section includes appendices covering areas such as college statutes, collective bargaining legislation, and state regulations. (HB)

The first paper aims to give a certain relativity to the significance of education and to indicate the limitations of any educational effort. The thinking underlying the current approach to the economic development of native communities and reserves is discussed as well as the implications and consequences of such thinking. It is argued that the success of any educational effort depends on the overall employment situation at the level of the reserve or at any level for that matter. Utilizing the concept of a "natural resource system", which combines the analysis of ecological, economic, and social variables into a coherent framework, the second article delineates the process that changed wild rice from a subsistence staple crop to what will be a heavily capitalized agricultural industry. It is shown that the Indians, who were the original exploiters of this natural resource, have lost more and more of their control over the economic activity, and that this diminishing control is not due to any cultural inabilities on the part of the Indians. Rather it is shown that the Euro-Americans have assumed more and more control over wild rice because of the vast financial institutions which have encouraged this development, from the Hudson's Bay Company in earlier days to major food industries today. It is argued that the "developments" in the wild rice industry are in fact detrimental to the interests of the Indian population, and that the changes in this industry in effect contribute to the development of underdevelopment on Indian reserves. (AUTHOR/NQ)

During the 1930s in Canada, the senior levels of government and local agencies initiated educational programs to help people cope with the distress and demoralization resulting from the depression. Programs originated in eleven major areas: technical-vocational education, night schools, relief camps, educational relief measures outside camps, self help, correspondence instruction, provincial recreation, university extension, community drama, library services, and public affairs. For example, in technical and vocational education the government provided aid to technical-vocational education, unemployment and agricultural assistance, and a youth training program. In summary, the depression stimulated an increase in both the amount and the range of adult education. (CSS)

This chronicle outlines the development of adult education in British Columbia from 1833 to 1976. The introduction states that the development of adult education activities and services in British Columbia can be traced back almost one hundred and fifty years. The author stresses that the outline is tentative, and he encourages others to fill in the gaps. In the earlier period of the chronology, especially pre-1914, the author defines adult education as deliberate efforts by men and women to satisfy their thirst for knowledge, to equip themselves for citizenship responsibilities, and to find opportunities for self expression. In the later sections, he gives emphasis to activities which involve sustained communication between the learner and a teacher or instructional agent. Very few of the major developments included in the chronology are said to be associated with agencies for which adult education is the principal activity. In later years a trend is noted in which formal educational institutions have increasingly become dominant in the provision of adult education. (CSS)

Since it was felt that the Canadian educational system was not serving the needs of Yukon Indian children, 14 items were forwarded by Resolution to the Brotherhood at the First Yukon Indian Conference held January 10-14, 1972. Nearly all the recommendations were dependent upon the provision of an education consultant who would act as a liaison between the Department of Education and the Indian community. Among the recommendations were that: two-way communication channels be fostered between parents, teachers and students, between Yukon Native organizations, and between the Brotherhood and the Canadian and Yukon Territory governments; kindergartens be made available wherever a group of more than five children ages 3-5 exist, with Indian parent committees responsible for all matters relating to their location, instructors, program and operation; education programs be changed to allow for revival and re-establishment of Indian languages and for a true picture of Indian history, culture and contributions; the necessary encouragement and assistance be extended to ensure employment of Native people as teachers, counsellors and teaching aides in Yukon; Indian students receive more encouragement to stay in school; resources be made available to enable certain Indian-operated group homes to be planned, designed and constructed; education of Native students be made more meaningful and relevant to their needs; adult Indians be informed as to educational aims, methods and institutions through regular periods of instruction offered in homes or Indian meeting places. (NQ)

This book examines trends and problems in Canadian workplaces and advocates a people-centered agenda for improving the quality of working life. Chapters 1-9 discuss the following topics: the future of work; the crisis in work; what Canadians want from work; the "new economy"; education, skills, and the knowledge economy; youth and work; "putting people first"; workplace innovation; and unions and the quality agenda. Chapter 10 proposes the following principles of higher-quality work for assessing overall work trends, employers' practices, government policies, and the agendas of unions and professional associations: (1) a basic right to work that provides a decent living standard and economic security; (2) mutual trust among employers and workers; (3) opportunities for all workers to constructively participate in decision making regarding their working conditions; (4) a culture of openness regarding information about the business and provision of the resources workers need to use the information effectively; (5) healthy and safe work environments developed through collaboration between workers and employers; (6) work environments supportive of a balanced life; (7) encouragement of innovation based on workers' initiative and creativity; and (8) opportunities to use and further develop skills, knowledge, and abilities in the course of doing one's job. (Contains 12 figures and 446 endnotes.)(MN)

Details the operations of a pulp mill founded by Damase Jalbert on the Ouiatchouan River in Quebec. Capacity of the mill; Use of hydroelectric power; Results of low productivity and sharp drop in prices.

This booklet is a collection of writing by ninth-grade students taken from the 1987 and 1988 Canadian Territorial Achievement Tests. The booklet's 70 pieces of writing include essays on education in the Northwest Territory, narratives on how the best laid plans can go wrong, humorous treatments on uses for chewing gum and the best ways to keep warm, and discussions of issues that concern teenagers of the north. (SR)

This book, consisting of 19 essays, deals with the meaning and objectives of prison education. Included in the volume are the following works: "Inmate Right to Education," by Lucien Morin; "Penitentiary Education in Canada," by J. W. Cosman; "Rehabilitation through Education: A Canadian Model," by Stephen Duguid; "Towards a Prison Curriculum," by William Forster; "Education in Prisons: a Developmental and Cultural Perspective," by J. D. Ayers; "Can Corrections be Correctional?" by Douglas K. Griffin; "The Benefits of Advanced Education in Prisons," by T. A. A. Parlett; "The Humanities in Prison: A Case Study," by Morgan Lewis; "Prison Education and Criminal Choice: The Context of Decision-Making," by Stephen Duguid; "On the Place of Values Education in Prisons," by Lucien Morin;"Some Theoretical Aspects of Correctional Education," by T. A. A. Parlett; "Correctional Education as Practice of the Judicial Approach: A Contradiction," by Lucien Morin; "The Idea of Fairness as the Basis for the Educational Reform of the Prison," by Peter Scharf; "The Major Psychological Processes in Moral Behavior," by James Rest; "Moral Development, Justice and Democracy in the Prison," by Stephen Duguid; "Effects of Just Community Programs on the Moral Level and Institutional Perceptions of Youthful Offenders," by William Jennings; "Corrections Education and Practical Reasoning: Needs, Methods and Research," by Ian Wright; and "Competencies of the Correctional Educator," by Douglas K. Griffin. (MN)

The Hamilton-Wentworth Catholic District School Board has just celebrated 30 Years of Fully Inclusive Education for All. Their mission statement: "EACH BELONGS". This remarkable book by Jim Hansen collects the history--including an extensive collection of documents and letters from teachers and families--that tell the stories of the struggles from the inside over 30 years. For anyone who ever has the thought, "It's a great idea, but let's be realistic," this is an important book. Hamilton is a steel town. It is a collage of immigrant communities. It isn't wealthy. They had no extra funds. They believed it was possible--and important and they just did it. Their secret is extra love and caring for all.

Québec is rich in minerals, which it processes and sells. It has no gas, coal, or oil of its own. Most of its electricity is generated from its rivers. The biggest industries of Québec are clothing and textiles, food and beverage, and pulp and paper industries.

Farms in Ontario produce livestock, corn, vegetables, and fruit. However, housing and industrial development are taking away the precious farmland in areas like the Niagara Peninsula. The forests of the Canadian Shield are cut to make wood and paper products. In the north, hunting, trapping, and fishing are an important part of the economy.