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This book constitutes the proceedings of the Third International Conference on Smart Multimedia, ICSM 2022, which was held in Marseille, France, during August 25–27, 2022.

This collection of doctoral student research papers begins with a biographic dedication to Marilyn Zurmuehlen. The papers and their authors are introduced in brief discourse by a faculty mentor (mentor's introduction). Articles include: (1) "Feminism < > Dialogic Interaction < > Research (Miriam Cooley), introduced by Elizabeth J. Sacca, Concordia University; (2) "Art, Culture, and Chinese American Students: An On Going Case Study at a Chinese Community-based School" (Mei-Fen Chen), introduced by Enid Zimmerman, Indiana University; (3) "Preliminary Examination of Reductive Tendencies in Art Understandings and Lesson-Planning of Pre-Service Teachers" (Georgianna Short), introduced by Judith Smith Koroscik, Ohio State University: (4) "Genres of Art History and Rationales For and Against the Inclusion of Art History in Elementary School Curricula: A Philosophical Study Addressing Clarification and Justification Questions Regarding Art History Education" (Cheryl Williams), introduced by Kenneth A. Marantz, Ohio State University; (5) "Truth and Community: Reality Construction in the Visual Arts" (John White), Pennsylvania State University; (6) "Relating Continuity and Change to the Tabasaran of Daghestan" (Lorraine Ross), introduced by Steve Thunder-McGuire, University of Iowa; (7) "The Conceptual Analysis of the Construct Multicultural Art Education" (Bill Davidson), introduced by Larry Kantner, University of Missouri; (8) "An Exploratory Study of Nonverbal Digital Video Interactive Analytic Techniques Applied to an Individual Learning Dance" (Karen Keifer-Boyd), introduced by Beverly J. Jones, University of Oregon; (9) "Intrinsic Motivation and Social Constraints: A Qualitative Meta-Analysis of Experimental Research Utilizing Creative Activities in the Visual Arts" (Gloria Sharpless), also introduced by Beverly J. Jones, University of Oregon; and (10) "Reflections and Refractions of Societal Images: The Cultural Formation of Self-Identity in a Middle School Art Classroom" (Monica Kirchweger), introduced by Ron W. Neperud, University of Wisconsin. (MM)

This document brings together eight papers presented at a rehabilitation technology conference, authored by individuals affiliated with the Trace R & D Center on Communication, Control and Computer Access for Handicapped Individuals. Titles and authors of the papers are as follows: "Current Initiatives in Accessible Computing" (Jane Berliss); "Development of a Serial Auxiliary Control Interface for Powered Wheelchairs" (Joseph Schauer and others); "Transparent Access Interface for Apple and IBM Computers: The T-TAM" (Joseph Schauer and others); "Development of a Public Domain, User Accessible, Inter-State Directory/Database for Assistive Technology Service Delivery Programs" (Gregg C. Vanderheiden); "Cognitive Skills Associated with the Operation of Various Computer Interfaces" (Cynthia J. Cress, JoAnn P. Tew); "Specialization in Technology Service Delivery: What Is an Interface Specialist?" (Roger O. Smith and others); "Systems 3--An Interface to Graphic Computers for Blind Users" (Gregg C. Vanderheiden and David C. Kunz); and "Pre-Service Technology Specialization Training (TechSpec): Year 2" (Roger O. Smith and others). (JDD)

Computer assisted instruction, software design, and course organization are among the topics discussed in this varied, 15-paper collection which includes descriptions of specific projects, general essays and practical suggestions for improving or implementing computer-oriented instruction. The following papers are presented: (1) "Organization of Computer Based Courses"; (2) "Basic Mathematics in Colleges and Universities--Computers as a Solution"; (3) "Nontrivial, Nonintelligent, Computer Based Learning"; (4) "A Preliminary Taxonomy of Ways of Displaying Text on Screens"; (5) "Advantages of Computer Based Learning"; (6) "Computers and Information Technology as a Learning Aid"; (7) "Two Examples of Computer Based Learning on Personal Computers"; (8) "Computers in Learning--Common False Beliefs"; (9) "Graphics and Screen Design for Interactive Learning"; (10) "Compendium of Bad but Common Practices in Computer Based Learning"; (11) "Computers and the Future: Education"; (12) "A Tale" (describes development of a "marvelous invention"); (13) "Computer Assisted Learning--The Age of Reason"; (14) "Families, Computers, Learning"; and (15) "Using Computers for Training--Getting Started." Five papers provide references. (LMM)

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 focus of this paper is on major trends influencing articulation and transfer, with primary attention given to statewide influences in translating various features of experiential learning into formal credits. Eleven major trends affecting articulation/transfer are identified and discussed. These include (1) increasing control of public education by state governments; (2) interest and involvement of the federal government and national agencies; (3) diversified advanced placement allowances; (4) work experience applied toward university or community college degrees; (5) development of external degree programs associated with new or existing systems of postsecondary education, and degree programs offered by non-educational organizations; (6) alternative grading procedures; (7) expansion of multi-unit systems; (8) creation of upper-division or upper-level universities; (9) curricular diversity in all types of institutions; (10) improved computer technology applied to the process of articulation and transfer; and (11) greater attention to community college-high school articulation. The education profession is under pressure to establish uniform equal access and opportunity so as to allow students to pursue individual educational goals. Professional educators at the institutional level are best able to establish policies toward that end. (Author/JDS)

The need for planning in educational systems may be interpreted as the need to identify, prepare, and devise new or revised procedures through which explicit systemic goals may be realized. Usually such efforts have a specific time orientation. Planning is further related to policy in the sense that policy is a legitimized procedure or course of action. The logic suggests that planning should precede procedure specification and formal policy action. Computer simulation is a relatively new approach to the study and further understanding of complex entities and situations. The computer program is the embodiment of the real world event or entity of interest. Its primary advantage is the computer's capability of storing, manipulating, recombining, and reporting the past, current, and future states of numerous variables which together comprise the total behavior of a complex event or system. In this sense, the computer exceeds the intellectual capacity of the average person who would experience difficulty comprehending the totality of input variables, interaction effects, and current states of the system. (Author/WM)

The growth and proliferation of machine-readable data bases have created a need to consider the nature of recent developments, the impact of those developments on library and information services, and their relationship with the National Commission on Library and Information Science (NCLIS) program. Data bases may contain information in a variety of forms, may be produced by government or private business, and may be discipline, mission, or problem oriented, or inter- or multi-disciplinary. The availability of such data bases may cause changes in such library activities as journal acquisition and interlibrary loans; or libraries may provide search services, act as intermediaries in preparing searches, or refer people to appropriate information services. The role of NCLIS should be to support education, training, and research in the use of data bases, help expand service to new constituencies, encourage improvement of retrieval systems, promote the use of telecommunications, and provide a basis for networks and data base sharing in all sectors of the information community. (LS)

The theory of computer cartography is emphasized in an attempt to bring some related ideas together within a single framework. The paper is part of a series designed to fill the gap between significant research in geography and accessible materials. Part I introduces information theory and cartography, the features of numeric cartography and their structures, points, lines, and surfaces and hardware, and one mapping system. Next, some theory of the surface is presented concerning the information content of a surface-point, surface behavior, and surface features and information hierarchies. Prediction, spectral analysis, and picture processing are discussed in relation to surface processing. The representation of surfaces, lines, and points are discussed in terms of three-dimensional information elements, the picture plane, visibility, block diagrams, planimetrically correct surface representations, isarithms, data grids and functions, and points and lines. Part VI on data structures deals with coding, line-storage and data-organization. Finally, high-accuracy systems and small interactive systems and their applications are examined. Further reading, a glossary, and a list of major programs used for the production of the figures in the paper are included. (Author/KSM)

Articles by student affairs officers of The University of North Carolina focus on the theme of improving the quality of life for students during their time on campus. Programs, research, and thought being carried forward by student affairs professionals in North Carolina are noted. The 17 papers are as follows: (1) "A University System Response to AIDS: Development of Community Policy and Educational Programs" (William A. Bryan and Richard H. Robinson, Jr.); (2) "Campus Substance Abuse Program Model: The Appalachian Student Assistance Program" (Jon A. Hagaeseth and Rick L. Geis); (3) "Assessing Needs of Sexual Assault Victims on a University Campus" (Diane B. Byington and Karen W. Keeter); (4) "College Admissions and Handicapped Students" (Arlene C. Stewart); (5) "International Awareness and Interests of Students at Three Different Institutions of The University of North Carolina" (Neal Cheek, and others); (6) "Wellness: A Student Affairs Mandate for Action" (David McIntire and Susan Stamper); (7) "SITting on Stress: A Retention Emphasis through Study Skills" (Mary D. Deck and A. Michael Dougherty); (8) "A Focus on Wellness: LivWELL at UNCW" (Deborah H. Haywood and P. Graham Hatcher); (9) "A Proposal for Enhancing Student Development through a Human Development Laboratory" (Karen S. Buchanan and Roland L. Buchanan); (10) "The Evolution and Impact of Living-Learning Programs at The University of North Carolina at Chapel Hill" (L. D. Newman, and others); (11) "A Profile of College Student Leaders Relating Personality Types, Learning Styles, and Leadership Approaches" (Marcia Lou Petty); (12) "A Framework for Student Leadership Development Programs" (Bruce Harshbarger); (13) "Selection and Training of Peer Educators for Substance Abuse Education and Prevention" (Linda Shaddix and Sheryl Scott); (14) "Establishment of Computerized Data Base Management Systems for Disciplinary Records" (James M. Lancaster); (15) "University and State Department Alliance: Building a Bridge for Student Services" (John J. Schmidt and George A. Antonelli); (16) "Beyond Policy: Ethical Considerations in Student Development" (Bonita Jacobs); and (17) "Outcomes Assessment for Student Affairs" (Diane L. Cooper and Barbara A. Mann). (SM)

Policy issues relating to the integration of information and communications technology into higher education are addressed, primarily for those with policy development responsibility at the state level. The following chapters are included: (1) "State Higher Education Policies in the Information Age: An Introduction to the Issues" (Robert G. Gillespie, Richard W. Jonsen, and John P. Witherspoon); (2) "Implications of Introducing New Technologies into Higher Education" (Mara Mayor); (3) "The State Environment: A Context for Developing Telecommunications Policy" (James R. Mingle); (4) "Principles and Guidelines for a Coordinated Telecommunications Plan" (Dwight D. Dively); (5) "Finance Issues in the Telecommunications Age" (Michael B. Goldstein and Suzanne H. Woolsey); (6) "The Role of the Faculty in the Use of Learning Technologies" (Patricia J. Dewees and Lee C. Frischknecht); (7) "Ownership of Intellectual Property and Implications for State Policy" (Richard D. Marks); (8) Strategies for Familiarizing Policymakers and Educators with Information Technologies" (Ralph D. Mills); and (9) "State Leadership: The Key to Successful Integration of New Technologies into Higher Education" (Patrick M. Callan). Two appendices are provided: a policy on televised instruction adopted by the Coordinating Board of the Texas College and University System, and a description of Project ALLTEL (Assessing Long Distance Learning Via Telecommunications) and its recommendations. (KM)

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

This monograph highlights how educational technology can benefit students at risk of school failure, particularly students with emotional/behavioral disorders (E/BD). It discusses how technology can improve student motivation to learn, increase engagement in learning, improve academic outcomes, meet the needs of tactile/kinesthetic learners, link incarcerated youth with community support services, increase preservice teacher and inservice learning opportunities, and assist with instructional decision-making. The monograph includes six papers that present research-based technology solutions devised to meet the challenges of training professionals, program development for students with E/BD, and using technology in interventions for students with E/BD. Papers include: (1)"Introduction: Technology, The Great Equalizer" (Lynn K. Wilder); (2) "Project PEGS! Interactive CDs for Practice in Effective Guidance Strategies: Using Technology To Train Teachers in Applying Positive Behavioral Interventions" (Mary M. Wood and others); (3) "Using Interactive Media To Teach Behavior Intervention Planning" (Carl J. Liaupsin and others); (4) "Delivering 500 Provide and Practical Interventions through CD-ROM and Online Technologies" (Ray Beck); (5) "Use of PowerPoint To Increase Reading and Language Skills; A Research-Based Approach" (Francie Murry); and (6) "Hypermedia and Students with E/BD: Developing Untapped Talents and Fostering Success" (Matthew J. Mayer and Peter E. Leone). (Papers include references.) (CR)

This document contains eight papers on the changing faces of virtual education. "Introduction" (Glen M. Farrell) presents an overview of the study during which the papers originated. "The Changing Venues for Learning" (Vis Naidoo) discusses innovative learning venues and forces driving and constraining their development. "The Continuing Evolution of ICT (Information and Computer Technology) Capacity: The Implications for Education" (Tony Bates) explores key emerging technologies and forces driving and constraining them. "Object Lessons from the Web: Implications for Instructional Development" (David Porter) examines the following topics: learning objects and structured information; ways structured content is developed; the structure of groups and their work; and implications for educational organizations, instructional developers, and learners. "The Provision of Learner Support Services Online" (Yoni Ryan) reviews options for providing learner support in distance education and issues for policymakers and managers. "The Development of New Organizational Arrangements in Virtual Learning" (Peter J. Dirr) reports on new virtual education institutions, consortia of institutions, commercial initiatives, and government-education alliances. "Quality Assurance" (Andrea Hope) explains the need for quality assurance in online education and ways of providing it. "Issues and Choices" (Glen Farrell) explores forces driving and constraining virtual education and myths, opportunities and risks of virtual education. (Some papers contain substantial bibliographies.) (MN)

This text contains papers presented at the annual conference of the Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) held on June 28-July 2, 2000, in Orlando, Florida. Papers are divided into the following sections: (1) technology for special populations, which includes papers that discuss using therapist-friendly tools in cognitive assistive technology and tele-rehabilitation, access to wireless telecommunications for people who use text telephones, and technology for individuals who are deaf or hard of hearing; (2) augmentative and alternative communication, which includes papers on the development of augmentative portable communication devices, techniques for automatically updating scanning delays and a voice activated phone; (3) computer use and access; (4) functional control and assistance; (5) service delivery and public policy, which includes papers that address accessing assistive technology, universal design, and assistive technology education; (6) quantifying function and outcomes; and (7) seating and mobility. The next two sections present papers from the Student Scientific Paper Competition and the Paralyzed Veterans of America Student Design Competition. The last section contains papers from the 6th RESNA annual research symposium. These papers address ergonomics and highlight emerging technology that increases participation in education, employment, and independent living. (Papers include references.) (CR)

This text contains papers presented at the 1998 conference of the Rehabilitation Engineering and Assistive Technology Society of North America held on June 26-30, 1998, in Minneapolis, Minnesota. Papers are divided into the following sections: (1) service delivery and public policy, including papers addressing independent literacy, integrating technology into a new occupational therapy assistant curriculum, and optimizing the use of assistive technology by people with multiple sclerosis; (2) personal transportation; (3) augmentative and alternative communication; (4) quantitative functional assessment, including a paper on strategies for promoting vocal development in young children relying on augmentative and alternative communication; (5) special education, including papers evaluating software, evaluating a math processor, and presenting a computer-based solution for making science experiments accessible; (6) technology transfer; (7) sensory loss and technologies; (8) wheeled mobility and seating; (9) electrical stimulation; (10) computer applications, including a paper on the Learn-Ed Distance Teaching System; (11) rural rehabilitation; (12) assistive robotics and mechatronics; (13) job accommodations; (14) information networking; (15) the Tech Act; (16) universal access; and (17) cognitive disabilities and technology. The last two sections present papers from the Student Scientific Paper Competition and the Paralyzed Veterans of America Student Design Competition. (Papers include references.) (CR)

This collection of papers on vocational rehabilitation of persons impaired as a result of traumatic brain injury is designed to provide a resource for individuals concerned with community-based employment. The 11 papers include: "Training Persons with Traumatic Brain Injury for Complex Computer Jobs: The Domain-Specific Learning Approach" (Elizabeth L. Glisky); "Selection and Outcome Criteria for Community-Based Employment: Perspectives, Methodological Problems and Options" (Thomas Kay); "Neuropsychological Evaluation of Persons with Traumatic Brain Injury" (Lance E. Trexler); "Brain Injury Rehabilitation in Small Towns and Rural Communities" (James Malec and Dale F. Thomas); "Development of a Model of Community-Based Employment for Persons with Traumatic Brain Injury" (Dale F. Thomas and Fredrick E. Menz); "Behavior Management of Persons with Head Injuries in Community-Based Vocational Settings: New Challenges for Professionals" (Gary R. Ulicny); "Maintaining Work after Traumatic Brain Injury: Experiences from Two Neuropsychological Rehabilitation Programs" (George P. Prigatano); "Long-Term Case Management: A Rehabilitation System and Community Provider Perspective on Handling Crisis and Non-Crisis Problems" (Robin Ray and Nancy D. Schmidt); "Return to Work: Supported Employment for Persons with Traumatic Brain Injury" (Paul Wehman and others); "Developing Funding Policy in the Public Sector When Resources Are Uncertain and Where Competition Is Keen" (John H. Noble, Jr. and others); and "Public Policy for Persons with Traumatic Brain Injury" (Faith S. Kirk and George Zitnay, summarized by Fredrick E. Menz and others). (References accompany each paper.) (JDD)

The 10 papers included in this volume consider how professional roles and responsibilities have been and are being affected by technological change and what competencies are important in filling these roles. In addition, approaches to training and education to develop competencies--which are defined as knowledge, skills, and/or attitudes--are explored. The keynote address, "Competency Requirements for Library and Information Science Professionals," by Jose-Marie Griffiths, provides a framework from within which to consider the papers which follow. The remaining papers are: K. Henderson, "The New Technology and Competencies for 'The Most Typical of the Activities of Libraries': Technical Services"; D. Nitecki, "Competencies Required of Public Services Librarians to Use New Technologies"; R. Sweeney, "The Public Librarian of the Last Years of the Twentieth Century"; C. Gray, "Technology and the Academic Library Staff or the Resurgence of the Luddites"; H. Griffin, "Special Librarians Face the New Technology"; L. Baskin and M. Spencer, "Training Staff to Use Computers"; E. Daniel, "Education Matters"; J. Virgo, "The Role of the Association in Developing Professional Competence"; and J. Segal, "Competencies for Library Networking and Cooperation." Biographical information on the authors and an index are included. (DMC)

This book presents a collection of papers resulting from a gathering of a mixed group of translators and language researchers to investigate multilingual translation with a view to seeking consensus and identifying priorities for moving forward. There are 14 papers in 3 parts. Part 1, "Overviews of Languages and Cultures in Contact," includes the following: (1) "The Multilingual Translation Service in the EU Parliament" (Barry Wilson); (2) "Multilingualism and the Interpenetration of Languages in Contact" (John Trim); (3) "The Use of Anglicisms in Contemporary French" (Christopher Rollason); (4) "Translation of EU Legal Texts" (Renato Correia); and (5) "European Affairs: The Writer, the Translator, and the Reader" (Arturo Tosi). Part 2, "The Making of a Single European Voice," contains these titles: (6) "The Contribution of Freelance Translators" (Freddie De Corte); (7) "Translation and Computerisation at the EU Parliament" (Anne Tucker); (8) "Translating Transparency in the EU Commission" (Luca Tomasi); and (9) "Helping the Journalist to Translate for the Reader" (Christopher Cook). Part 3, "The Debate Between Insiders and Outsiders," includes (10) "Linguistic Interpenetration or Cultural Contamination?" (Helen Swallow); (11) "Equivalences or Divergences in Legal Translation?" (Nichole Buchin and Edward Seymour); (12) "Opaque or User-Friendly Language?" (Christopher Rollason); (13) "Round Table on Multilingualism: Barrier or Bridge?" (Sylvia Ball); and (14) "Conclusions" (Arturo Tosi). The European Community's language charter is appended. (Papers contain references.) (SM)

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers.

The book is linked to the annual theme of the 2008 CAERDA International Conference with contributing authors serving as keynote speakers, invited panelists, paper presenters, as well as specialists and educators in the field. The book provides a most comprehensive description of and a theoretically well informed and a scholarly cogent account of teaching and learning Chinese in general and in the United States in particular. It examines a wide range of important issues in Chinese teaching and learning: current state in teaching Chinese as a Second Language (TCSL) in the United States, US national standards for learning foreign languages K-12, policy making about how to meet the growing demand for Chinese language and cultural education with regard to a national coordination of efforts, professional teacher training in terms of the quantity and quality of Chinese language teachers at all levels, promotion of early language learning, characteristics of Chinese pedagogy, aspects of Chinese linguistics, methods and methodology in teaching TCSL, techniques and technology in Chinese language education, curriculum and instruction in TCSL, cultural aspects of teaching Chinese as a Second Language, issues in Chinese pedagogy, development of Chinese as a Heritage Language (HL) and the issue of cultural identity for bilingual/multilingual learners (particularly bilingual/multilingual children), testing and evaluation in TCSL, Chinese literacy and reading, approaches to instruction and program design, etc. Following "Introduction: Teaching and Learning Chinese in a Global Era--Issues and Perspectives" by Jianguo Chen, Chuang Wang, and Jinfa Cai, this book contains: Part I: Chinese Language Education--A Historical Perspective: (1) Chinese Language Education in the United States: A Historical Overview and Future Directions (Shuhan Wang); (2) A Historical Perspective of Teaching Chinese as a Second Language (Zhiping Zhu); Part II: Chinese Language Education--Case Studies at College Level: (3) Effects of Prompt Sentences in Beginning Chinese Classes (Yongan Wu); (4) Creative Writing in CFL Curriculum (Hong Wei); (5) Language Attitudes Among American College Students in Chinese Language Classes (Ko-yin Sun); (6) Motivating U.S. Students to Learn Chinese as a Second Language: Understanding the Interactions Among Motivation, Ethnicity, and Teaching Strategies (Aubrey Wang); Part III: Chinese Language Education--Case Studies at K-12 School Level: (7) What Difficulties Do Children Experience While Learning to Read and Write Chinese? (Hui-Hua Wang and Alice Sterling Honig); (8) Literacy Practices in the Family Household of Taiwanese American Children (Hui-Ching Yang); (9) Acquiring Chinese Simultaneously with Two Other Languages: Effective Home Strategies (Xiao-Lei Wang); Part IV: Program Development, Curriculum Design, and the Acquisition of Chinese Literacy: (10) The Role of Chinese Culture and Language in Global Education: The Chinese International Engineering Program at University of Rhode Island (Xiong Wen and John Grandin); (11) Curriculum Design and Special Features of "Computer Chinese" and Chinese For Tomorrow (Wayne W. He and Dela Jiao); (12) Morphological Awareness: Why and How to Link it to Chinese Literacy Teaching and Learning (Phil D. Liu, Yanling Zhou, and Catherine McBride-Chang); (13) An Analysis of Orthographic Processing: Non-Chinese and Chinese Readers' Visual-Spatial Concept (Pei-Ying Lin and Ruth A. Childs); and Part V: Issues in Teaching Chinese Literature in American Classroom: (14) Teaching Chinese Literature in the Post-American World (Rujie Wang); (15) To Be or Not to Be?: Death as the Paradox of Survival--Chinese Literature in the American Classroom (Jianguo Chen). About the Editors and Contributors is also included.

Written for secondary students, this booklet provides an introduction to several computer-related concepts through a set of six classroom games, most of which can be played with little more than a sheet of paper and a pencil. The games are: 1) SECRET CODES--introduction to binary coding, punched cards, and paper tape; 2) GUESS--efficient methods of searching for mystery numbers; 3) HURKLE--introduction to grids and coordinate systems; 4) BAGLES--introduction to mathematical logic; 5) CAVES--networks and tree structures; 6) ANIMAL--learning to creatively compare similarities and differences of objects. In addition to the games are the code for a computerized version of CAVES and a list of readings and films useful for introductory computer courses. (WDR)

Three working seminars resulted in this book which includes edited versions of 25 prepared papers and 12 workshop reports. The seminars identified political, economic, and managerial issues involved in building and operating computer networks on a national basis. There are four parts to the book. Part I contains an introductory chapter framing some of the questions considered, a chapter outlining selected highlights of issues discussed, and a chapter summarizing the chief conclusions and recommendations of the 152 seminar participants. Parts II, III, and IV contain the edited papers and reports of seminars 1, 2, 3, in that order. Additional conclusions and recommendations of individuals and workshops appear throughout the papers and reports of Parts II, III, and IV. (WCM)

Presented are eight papers that deal with the educational implications for handicapped children of domain-referenced testing, as contrasted with standardized norm-referenced achievement testing. The crucial aspects of each testing model are highlighted by W. Hively in an introductory section. M. Reynolds surveys past and present special education pressures and analyzes their impact on testing. T. Donlon reviews historical and technical concepts of test-score referencing and points out complexities and confusions in terminology among different types of evaluation. Discussed by J. Rosner are test construction and utilization in connection with an adaptive perceptual skills curriculum. Explained by A. Hofmeister are procedures and materials for training teachers to integrate criterion-referenced testing and instruction within the regular classroom. The creation of a comprehensive computer-based information bank in the area of reading instruction and its use in domain-referenced test development is described by R. O'Reilly. Examined is the use of domain-referenced testing in the delivery of special education services in a rural area (F. Hammarback and C. Koenig). Ethical considerations in the use of norm-domain-, and behavior-referenced testing are considered in the final paper by E. Joselyn. Also included are a 60-item bibliography on domain-referenced testing and biographical information about the authors. (LH)

The papers in this volume constitute the proceedings of a symposium which examined the history, state-of-the-art and future utility of computer-based information systems. Emphasis is placed on the economics and potential uses of on-line interactive systems and their accompanying computer networks. Conceptual and descriptive papers dealing with the structure and operation of information systems in general are presented. Also included are descriptions of individual applications in specific industries and disciplines. (Author/DGC)

The 45 papers that comprise this book view the current telecommunications revolution and its developments and effects from a wide range of perspectives. Specific topics discussed in the papers include the following: (1) the future of literature; (2) Brazil and the information societies of the next century; (3) the future of language; (4) instructional technology in the future; (5) noncommunication in the future; (6) the future of global satellite communications; (7) global talk and the world of telecomputerenergetics; (8) Japan as an information society in the 1980s; (9) videotex; (10) synthesized speech; (11) the next generation of telecommunications; (12) using video in rural development; (13) public libraries in the future; (14) the telecommunications role of local governments; (15) telecommunications alternatives to transportation; (16) politics and the new media; (17) communications systems, technology, and culture; (18) microcomputers; (19) the decay of purposive communication; (20) problems and possibilities of future communications; and (21) television and the pseudo-oral tradition in America's future. (FL)

This document begins by describing the technological revolution and the impact of computers, and their role in education in Latin America and the Caribbean. Some educators believe that computer literacy can provide young people with access to better jobs in the society of the future and upgrade the level of education in general. An article by Martin Carnoy, Hugh Daley, and Liza Loop, "Education and Computers: Panorama and Reality," evaluates these arguments. The relation between the cost effectiveness of education in computer assisted instruction (CAI) is compared to the rates of student success and future employment. Research indicates that only a small fraction of jobs require higher skills, and while CAI seems to promote faster learning, especially among slow learners, the cost of equipment and trained personnel may be too great in countries with a low per capita income. Marta Mena discusses the relevance of current adult education correspondence courses and presents a scheme for their redesign in light of new information and current thought. The old model is directed to remedial action, with prescribed steps based on the search for efficiency in learning. Generally, these programs have been directed to isolated adults, considered as receptors of predetermined products, who will understand, accept, and apply the content established by the system. An analysis by Rodrigo Parra Sandoval concerning rural schooling in Colombia and a paper by Dr. J. Peter Figueroa on the need to incorporate school health programs in educational planning, are included. (NL)

Twenty papers were selected from the Technical Program of the First Mid-Year Regional Conference of the American Society for Information Science, held at the University of Dayton, Dayton, Ohio in May 1972. The papers cover a range of subjects related to the general theme of cost reduction in libraries and information centers. Following an overview, which provides a state of the art report and specific sources, the second section covers the more general costing applications such as consumer research and capital investment, helpful hints and dialog on cost reduction and cost justification, and a few "devil's advocate" approaches to the true possibilities of cost reduction. In the third section are personal experiences dealing with small computers and magnetic tape files, methods of input data manipulation, and useful techniques and procedures for cost reduction. The fourth section is a mini-tutorial on costing practices. There are charts, diagrams, lists of references, and an index. (Author/LS)

Written by computer specialists, teachers, parents, and students, the 23 articles emphasize the role computers play in the development of thinking, problem solving, and creativity in gifted and talented students. Articles have the following titles and authors: "Computers and Computer Cultures" (S. Papert); "Classroom Computers--Beyond the 3 R's" (F. Bell); "Reflections of a Computer Language Nut" (S. Bloch); "It Started with Games" (C. Karnes); "Two Programs from a Young Eighth Grader" (S. Bahcall, H. Nelson); "Teaching Parents About Using Microcomputers" (T. Dwyer, M. Critchfield); "Children and Home Computers--Some Observations on the First Generation" (B. Banet); "An Apple a Day Keeps a Kid Occupied" (R. Buszta); "Microcomputers for Gifted Microtots" (A. Doorly); "Kids and Computers--The Future Is Today" (S. Larsen); "Micros 'GOTO' School" (D. Piele); "The Hampton City Schools Computer Program" (N. Harkavy); "The Paducah Tilghman High School for Gifted Students" (S. Davis, P. Frothingham); "Computers...Are All Dinosaurs Dead?" (D. Glover); "The Talcott Mountain Science Center" (D. Barstow); "Computeronics--A Course in Computer Literacy" (P. Bird); "Bringing Microcomputers into Schools" (G. Ropes, H. Gaylord); "Statewide Educational Computer Systems--The Many Considerations" (K. Hausmann); "Van Helps Schools Select the Right Computer" (B. Staples); "Some Thoughts on Computers and Greatness in Teaching" (T. Dwyer); "The Hacker Papers;" and "Educational Software" (D. Lubar). Lists of printed materials, vendors and manufacturers, and resources on using microcomputers in schools and classrooms conclude the document. (SB)

The purpose of this book is to provide a comprehensive summary of current information on describing writing and measuring growth in writing, intended to help teachers decide which aspects of the process and the product to examine, how to determine a writer's specific instructional needs, how to measure growth in writing ability, and how to involve students in the evaluation of writing. Separate articles discuss the following topics: various approaches to holistic evaluation, with particular attention to analytic scales; a new holistic scoring procedure, Primary Trait Scoring, developed for use in a nation-wide assessment of writing performance; ways in which the computer can be used to characterize maturity of word choice in students' papers; new and unpublished research that affirms earlier findings by Kellogg Hunt and Francis Christensen about the development of syntactic fluency in school-age writers; a procedure for identifying the basic intellectual strategies writers use in formulating and presenting their ideas and feelings; and three ways to involve students in evaluation--individualized goal setting, self-evaluation, and peer evaluation. (GW)

The Fourth Regional Conference of the Commonwealth Council for Educational Administration, held in Nicosia, Cyprus, in January 1980, focused on the possible impact of foreseeable changes in educaiton on the school administrator's role. The 16 papers presented (published in this volume) addressed the development of Cyprus's dual educational system; the history and character of Nigeria's educational system; models of change, barriers to change, change strategies, and the principal's role in change; currently needed administrative competencies; the likely nature of the principalship in the year 2000; the monitoring of school performance in the future, with particular reference to the Eastern Caribbean; the characteristics of the principalship in India; the impact of computers on educational administration; the rehabilitation of the deaf in Cyprus; educational management theory and the requirements of educational management programs for principals; factors in the development of a scale for measuring principals' leadership styles and their effects; the concept of managerial discretion in the context of school system rules structures; leadership qualities needed in administrators and education officials as perceived by teachers in Cyprus; curriculum planning for primary education in Cyprus; self evaluation strategies for schools; and professional development for teachers and administrators. (PGD)

Issues related to the uses of computers in instruction are discussed in eight brief essays. "The Word Processor in the Curriculum Today" looks at the implications of changing societal situations for selection of objectives, learning activities, and appraisal procedures that will reflect actual utilization of word processors. Programmed learning with computers and the role of other learning activities to guide optimal learner progress are examined in "Computer Assisted Instruction and the Learner." Suggestions for planning inservice programs for teachers and administrators are offered in "Inservice Education and the Computer." In "Computers: Programmed Learning versus Problem Solving," the range of use of computers in the curriculum from behaviorism to experimentalism is discussed, while in "Microcomputers in the Mathematics Curriculum," drill, practice, problem solving, and gaming programs are described. Issues related to implementing use of the computer to aid optimal student achievement are the focus of "The Microcomputer in the Classroom.""The Word Processor in the Curriculum" covers uses of the word processor to teach writing skills. The final essay, "Philosophy and Goals in the Curriculum," looks at ways in which specific philosophies can provide direction in determining educational goals, with specific emphasis on essentialism, perennialism, existentialism, realism, idealism, and experimentalism. Four of the essays list references. (LMM)

This interdisciplinary sourcebook offers critical perspectives directly related to, or arising from, the practice of electronic media art. It sketches the changing topology of culture as it enters electronic space and specifically addresses questions of art practice in that space. The volume contains 13 papers: (1) "Suck on This, Planet of Noise!" (McKenzie Wark); (2) "In/Quest of Presence: Virtuality, Aurality, and Television's Gulf War" (Frances Dyson); (3) "Consumer Culture and the Technological Imperative: The Artist in Dataspace" (Simon Penny); (4) "Technology is the People's Friend: Computers, Class, and the New Cultural Politics" (Richard Wright); (5) "Utopian Plagiarism, Hypertextuality, and Electronic Cultural Production" (Critical Art Ensemble); (6) "Virtual Worlds: Fascination and Reactions" (Florian Rotzer); (7) "Transforming Mirrors: Subjectivity and Control in Interactive Media" (David Rokeby); (8) "Encapsulated Bodies in Motion: Simulators and the Quest for Total Immersion" (Erkki Huhtamo); (9) "Image, Language, and Belief in Synthesis" (George Legrady); (10) "Track Organology" (Douglas Kahn); (11) "On Monitors and Men and Other Unsolved Feminine Mysteries: Video Technology and the Feminine" (Nell Tenhaaf); (12) "The Irresistible Interface: Video's Unknown Forces and Fire-Lit Waves" (David Tafler); and (13) "One Video Theory (some assembly required)" (Gregory Ulmer). Contains a brief contributor biographies, a bibliography, and an index. (Contains 224 references.) (SWC)