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

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

The article provides information on several different conceptual and stylistic publication designs for literature systems from various parts of the world. It includes the Hafen 2 take-away brochures designed by U9 Visuelle Allianz in Offenbach, Germany, which features a big poster format. It also mentions the design for the literature system of the New York City District Attorney's (DA's) Office, which has a clear and simple structure. Information on the format used for the Baltic system of exhibition announcement in Great Britain is also provided.

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.

The Conference on Software Engineering Education and Training (CSEE&T) is the premier international peer-reviewed conference, sponsored by the Institute of Electrical and Electronics Engineers, Inc. (IEEE) Computer Society, which addresses all major areas related to software engineering education, training, and professionalism. This year, as in previous years, the conference focused on three themes: (1) How can we incorporate leading-edge research developments into academic programs? (2) How can we ensure that academic programs match actual "real world" needs? and (3) What are the current and future issues in education and training for software engineering? Full papers presented in this proceedings include: (1) Changes in Transferable Knowledge Resulting from Study in a Graduate Software Engineering Curriculum (Ray Bareiss, Todd Sedano, and Edward Katz); (2) A Role-Playing Game for a Software Engineering Lab: Developing a Product Line (Sara Zuppiroli, Paolo Ciancarini, and Maurizio Gabbrielli); (3) The Exploration and Practice of Gradually Industrialization Model in Software Engineering Education--A Factual Instance of the Excellent Engineer Plan of China (Shu Liu, Peijun Ma, and Dong Li); (4) Learning to Write Programs with Others: Collaborative Quadruple Programming (Ritu Arora and Sanjay Goel); (5) Will They Report It? Ethical Attitude of Graduate Software Engineers in Reporting Bad News (A. S. M. Sajeev and Ivica Crnkovic); (6) Delivering Software Process-Specific Project Courses in Tertiary Education Environment: Challenges and Solution (Guoping Rong and Dong Shao); and (7) Experiences with Integrating Simulation into a Software Engineering Curriculum (Andreas Bollin, Elke Hochmuller, Roland Mittermeir, and Ladislav Samuelis). Additional sections include: (1) Workshops; (2) Tutorials; (3) Short Papers; (4) Work-in-Progress Papers; (5) Panel Sessions; and (6) Author Index. (Individual papers contain tables, figures, and references.)

The chapter details a paper which compares the distinction of public and private employee social benefits in the U.S. and the Federal Republic of Germany. The U.S. data show clearly the major importance of private sector employee social benefits which are voluntary or negotiated. While state social welfare programs become a general condition of employment, private sector employee social benefits are most associated with larger firms. The data on employee compensation in manufacturing in West Germany reflect the overwhelming predominance of the public system of employee benefits.

The article focuses on English poet Sir Henry Wotton. It discusses the prose writings of Wotton, noting that they were posthumous. It tackles the Latin letter printed by Wotton in 1962 for Mark Welser, a Chief Magistrates of Augsburg in Germany. His 1624 publication on a small tract entitled "The Elements of Architecture" is also mentioned.

Chapter V of the book "Antwerp to Gallipoli: A Year of the War on Many Fronts--and Behind Them" is presented. It features the play entitled "The Categorical Imperative," an old-fashioned comedy laid in Vienna, Austria of 1815. It comprises two love stories which were performed at the Little Theatre in Unter den Linden in Berlin, Germany. An analysis of the play, which focuses on the relation of its story to the war that happened in Germany, is also presented.

The article offers the author's in insights on the life of Herr Bergdoll and Herr Leutz at Eberbach in Baden, Germany. The author says that Herr Leutz is the proprietor of the Gasthof zum Ochsen in Eberbach and is the most talkative person he ever met. The author also describes the hills around the place where Leutz stay, which according to him stand darkly against a speckle of stars. The author notes that if Bergdoll has been in Eberbach, then Herr Leutz will know it.

Close to 1,100 people attended the 55th Annual Meeting of the National Reading Conference at the Intercontinental Hotel in Miami, Florida from November 30-December 3, 2005. A record number of proposals were submitted this year (548), with 392 papers, symposia, and round tables accepted. This year's conference theme was inclusiveness and synthesis of epistemologies, research design, and methods. Plenary speakers represented research paradigms such as literacy as social practice, literacy as brain functioning, and literacy as critical reflection and action. Invited symposiums consisted of representatives from across paradigms as they addressed crucial issues facing educators today. Following a preface and awards presented to Albert J. Kingston and Oscar S. Causey, the papers in this yearbook include: (1) Presidential Address: New Literacies, Reading Research, and the Challenges of Change: A Deictic Perspective (Donald J. Leu); (2) Invited Address: New Literacies, New Times: How do We Describe and Teach the Forms of Literacy Knowledge, Skills, and Values People Need for New Times? (Brian V. Street); (3) Award Address: What Does Culture Have to Do With It? (Victoria Purcell-Gates); (4) NRC Annual Review of Research: Critical Participatory Action Research and Literacy Achievement of Ethnic Minority Groups (Ernest Morrell); (5) Student Award: So That You'll Be Good Readers: ESL Teachers' Classroom Discourses about Reading (Megan Madigan Peercy); (6) Children Transact with Biography: Reader Response Styles of Elementary School Students (Mary Starrs Armstrong); (7) High-Stakes Assessment and Writing Instruction (Diane Barone); (8) Students' Experience of Dialogic Tensions in Responding to Multicultural Literature (Richard Beach, Amanda Haertling Thein, and Daryl Parks); (9) Mentoring in the Political and Cultural World of Academia: An Exploration of the Experiences of Literacy Educators (Mark Cobb, Dana L. Fox, Joyce E. Many, Mona W. Matthews, Ewylor, Gertrude Tinker Sach Yan Wang, and Faith H. Wallace); (10) Problematizing Adolescent Literacies: Four Instances, Multiple Perspectives (Mark Dressman, David O'Brien, Theresa Rogers, Gay Ivey, Phillip Wilder, Donna Alvermann, Elizabeth Moje, and Kevin Leander); (11) Working with Teachers to Change the Literacy Instruction of Latino Students in Urban Schools (Georgia Earnest Garcia, Teresa Mendez Bray, Raul A. Mora, Mariana A. Ricklefs, Joan Primeaux, Laura C. Engel, and Kimberly Garley-Erb); (12) E-literature and the Digital Engagement of Consciousness (Rebecca Luce-Kapler, Teresa Dobson, Dennis Sumara, Tammy Iftody, and Brent Davis); (13) Critical Performative Literacies: Intersections Among Identities, Social Imaginations and Discourses (Carmen L. Medina); (14) Connections Across Literacy and Science Instruction in Early Childhood Education: Interweaving Disciplines in Pre-Service Teacher Education (Karla J. Moller and Barbara Hug); (15) Tutoring: A Personal and Professional Space for Preservice Teachers to Learn about Literacy Instruction (Denise N. Morgan, Beverly Timmons, and Maria Shaheen); (16) Power in Cultural Modeling: Building on the Bilingual Language Practices of Immigrant Youth in Germany and the United States (Marjorie Faulstich Orellana and H. Julia Eksner); (17) From Pre-service to In-service: The Evolution of Literacy Teaching Practices and Beliefs in Novice Teachers (Michelle Pierce and Francesca Pomerantz); (18) Understanding the Paradoxical Relationship between Domain Specificity of In-service Literacy Teachers' Epistemological Beliefs and Their Instructional Practices (Gaoyin Qian and Liqing Tao); (19) Constructs Underlying Word Selection and Assessments Tasks in the Archival Research on Vocabulary Instruction (Judith A. Scott, Shira Lubliner, and Elfrieda H. Hiebert); (20) Teacher Scaffolding of First-Graders' Literary Understanding During Read Alouds of Fairytale Variants (Lawrence R. Sipe and Anne E. Brightman); (21) Scientific Literacy and Commercial Reading Programs: An Analysis of Text and Instructional Guidance (Martha L. Smith, Linda M. Phillips, Stephen P. Norris, Sandra L. Guilbert, and Donita M. Stange); (22) "I Want to Meet My Students Where They Are!": Preservice Teachers' Visions of Culturally Responsive Literacy Instruction (Jennifer D. Turner); (23) Redesigning Literacy Preservice Education at Four Institutions: A Three-Year Collaborative Project (Mark D. Vagle, Deborah R. Dillon, Judith Davison-Jenkins, Bonita LaDuca, and Vicki Olson); and (24) Facilitating or Limiting? The Role of Politeness in How Students Participate in an Online Classroom Discussion (Ming-Lung Yang, Yu-Jung Chen, Minseong Kim, Yi-Fan Chang, An-Chih Cheng, Yangjoo Park, Treavor Bogard, and Michelle Jordan). This publication also contains an Introduction to the 55th NRC Annual Meeting (Victoria Purcell-Gates). (Individual papers contain references.)

The nine papers included in this book are: "The Why, What and How of Educational Reform in Japan" (Roger Goodman); "Why Reform Japanese Education?" (William K. Cummings); "Destruction and Reconstruction: A Comparative Analysis of the Education Reform in Japan and Germany under the U.S. Military Occupation After World War Two" (Masako Shibata); "The Third Great Reform of the Japanese Education System: Success in the 1980s Onwards" (Christopher P. Hood); "Japanese Educational Reform: Developments and Prospects at Primary and Secondary Level" (Peter Cave); "Japanese Nationalism and the Reform of English Language Teaching" (Robert W. Aspinall); "Globalisation and the Recent Reforms in Japanese Higher Education" (Yoko Tsuruta); "Changes in Mathematics Teaching in Japan: Are They Real or Rational?" (Julia Whitburn); and "Postscript. Reflections on British Interest in Education in Japan" (David Phillips). (Papers contain references.) (SM)

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 collection of papers examines how the contexts in which language teaching occurs impact the aims and methods of language teaching. Ten papers focus on the following: "Introduction: Context and Culture in Language Teaching and Learning" (Mike Byram and Peter Grundy); "From Practice to Theory and Back Again" (Claire Kramsch); "Carrying a Baby in the Back: Teaching with an Awareness of the Cultural Construction of Language" (Randal Holme); "Autobiographical Contexts of Mono-Cultural and Bi-Cultural Students and their Significance in Foreign Language Literature Courses" (Christiane Facke); "Learning Culture by Communicating: Native-Non-Native Speaker Telephone Interactions" (Gisele Holtzer); "Exporting Methodologies: The Reflective Approach in Teacher Training" (Ana Halbach);"'We Would Have to Invent the Language We Are Supposed to Teach': The Issue of English as Lingua Franca in Language Education in Germany" (Helene Decke-Cornill); "Teaching India in the EFL-Classroom: A Cultural or Intercultural Approach?" (Reinhold Wandel); "European Communicative Integration: The Function of Foreign Language Teaching for the Development of a European Public Sphere" (Stephan Breidbach); and "Context, Culture and Construction: Research Implications of Theory Formation in Foreign Language Methodology" (Michael Wendt). (Papers contain references.) (SM)

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

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

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

This collection of papers explores sociocultural influences on motivation and learning across a broad range of settings and content areas. There are 16 papers in five sections. "Introduction" includes: (1) "Modern Education Needs Cross-Cultural Psychology" (Harry Triandis). Part 1, "The Motivation Context," includes: (2) "Beyond Dichotomous Characterizations of Student Learning: New Directions in Achievement Motivation Research" (Janine Bempechat and Beth A. Boulay); (3) "A Comparison of Motivational and Critical Thinking Orientations Across Ethnic Groups" (Tim Urdan and Carol Giancarlo); and (4) "The Contexts of Individual Motivational Change" (Judith MacCallum). Part 2, "The Learning Context," features: (5) "Social Representations of School Failure in Brazilian Public Schools: A Framework for Understanding and Change" (Elizabeth Gama and Denise Meyreles de Jesus); (6) "The Impact of Sociocultural Context on Future Goals and Self-Regulation" (Stephanie Brickman and Raymond Miller); and (7) "Uncovering Sociocultural Influences Leads to a Call for Personalized Learning" (Glenn Fay). Part 3, "The Family Context," includes: (8) "Perceived Parenting Success of Mothers in Japan" (Robert Strom, Shirley Strom, and Paris Strom); (9) "Fathers' Role in the School Success of Adolescents: A Singapore Study" (Ong Ai Choo and Esther Tan); and (10) "Correlates of Achievement in the United Arab Emirates: A Sociocultural Study" (Maher M. Abu-Hilal). Part 4, "The Curriculum Context," features: (11) "Engaged Reading: A Multi-Level Approach to Considering Sociocultural Factors with Diverse Learners" (Robert Rueda, Laurie Macgillivray, Lilia Monzo, and Angela Arzubiaga); (12) "Adolescent Second Language Writers in China: A Sociocultural Analysis" (Kerri-Lee Krause and Dan O'Brien); (13) "Achievement in Mathematics and Language Arts: A Comparative Study of Canadian and German Preservice Teachers' Beliefs" (Erika Kuendiger, David Kellenberger, and Siegbert Schmidt); (14) "Native American Influence on Curriculum and Instruction" (Scott Sparks); (15) "Sociocultural Context and Service Learning Inside and Outside of the University Classroom" (Valerie McKay); and (16) "Play and Learning in School: A Motivational Approach" (Ole Fredrik Lillemyr). (Papers contain references.) (SM)

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 book consists of 15 papers addressing issues and conceptions of self-directed learning. The following are included: "Self-Directed Learning as a Political Idea" (Stephen D. Brookfield); "Social Influences on Individual Commitment to Self-Directed Learning at Work" (Alan J. Brown); "Goals of Self-Learning" (Rosemary S. Caffarella); "From Intentional to Self-Directed Learning" (Philippe Carre); "Informal and Incidental Learning in the Workplace" (Maria Cseh, Karen E. Watkins, Victoria J. Marsick); "What Is the Self in Self-Directed Learning? Findings from Recent Motivational Research" (Edward Deci, Richard Ryan); "Self-Directed Learning: The Personal Responsibility Model" (Roger Hiemstra); "A Confucian Perspective of Self-Learning" (Kyung Hi Kim); "Self-Directed Learning in the Life Course" (Gaston Pineau); "Foundations of Self-Directed Lifelong Learning" (Regula Schrader-Naef); "Towards a Constructivistic Theory of Self-Directed Learning" (Robert-Jan Simons); "Modeling a More-Dimensional Theory of Self-Directed Learning" (Gerald A. Straka); "Autodidactism: An Exemplary Model of Self-Directed Learning" (Nicole Anne Tremblay); and "Self-Regulatory Cycles of Learning" (Barry J. Zimmerman). (Each paper contains references.) (KC)

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An Exploration of the Reality of Participation Patterns in Austrian Universities" (Hans Pechar, Angela Wroblewski); "Germany; Non-Traditional Students in German Higher Education: Situation, Profiles, Policies and Perspectives" (Andra Wolter); "Ireland: Adult Learners and Non-Traditional Students in Irish Higher Education" (Tom Collins); "Sweden: Non-Traditional Students in Higher Education in Sweden: From Recurrent Education to Lifelong Learning" (Agnieszka Bron, Karin Agelii); "The United Kingdom: Redefining the Non-Traditional Student: Equity and Lifelong Learning in British Higher Education, 1985-2000" (Maria Slowey); "Canada: Higher Education and Lifelong Learning in Canada: Re-Interpreting the Notions of 'Traditional' and 'Non-Traditional' Students in the Context of a 'Knowledge Society'" (Hans G. Schuetze); "The United States: Heterogeneity of the Student Body and the Meaning of 'Non-Traditional' in U.S. Higher Education" (Seth Agbo); "Australia: Higher Education and Lifelong Learning: An Australian Perspective" (Richard James, David Beckett); "Japan: From Traditional Higher Education to Lifelong Learning: Changes in Higher Education in Japan" (Shinichi Yamamoto, Tomokazu Fujitsuka, Yuki Honda-Okitsu); and "New Zealand: The Impact of Market Forces in the Quest for Lifelong Learning in New Zealand Universities" (Roger Boshier, John Benseman). Most papers include substantial bibliographies. Twenty-three tables/figures are included. (MN)

This collection of papers discusses issues related to education in Germany since its unification. The papers include: "The Legacy of Unification" (David Phillips); "Change and Continuity in Education After the 'Wende'" (E. J. Neather); "A Study of Teachers' Perceptions in Brandenburg 'Gesamtschulen'" (Stephanie Wilde); "Memory and Judgement: How East German Schools and Teachers Have Been Regarded in the Post-Unification Decade" (Bernhard Thomas Streitwieser); "Retraining Language Teachers in Mecklenburg-West Pomerania, 1992-96: Experiences of a British Instructor" (Karen Galtress-Horl); "The Transformation of Higher Education and Research in Eastern Germany: A Review 10 Years After the 'Wende'" (Nina Arnhold); "The 'Wissenschaftsrat' and the Investigation of Teacher Education in the Former German Democratic Republic, 1991: A Personal Account" (David Phillips); "Vocational Education and Training in Eastern Germany: Some Reasons and Explanations for Current Problems" (Hubert Ertl); and "Christian Schools and Religious Education in the New 'Bundeslander'" (Rosiland M.O. Pritchard). (Papers contain references.) (SM)

This book, which focuses on the relationship between adult education institutions and social movements, contains 31 papers originally presented at a 1998 conference on the history of adult education. Following an Introduction (Cooke), the papers are: Mobilisation, Popular Participation and Sustainable Development: Themes in the Recent History of Adult Education in Poor Countries" (Brown); "Social Movements and Adult Education in a Cross-Cultural Perspective" (Hake); "Historical Reasons for the Rise and Fall of European Adult Education Institutions and Social Movements" (Poggeler); "Adult Education Institutions Within the Context of Political Change" (Popovik); "The Challenge of Modernisation: Education and Adult Education Policy in Hungary, 1950 to the Present" (Petho); "People's Universities, University Extension and Folk High Schools in Slovenia" (Jug); "The Development of Adult Education in Croatia, 1820 to 1990" (Lavrnja, Klapan); "A Continuity of Purpose? Education and the South Wales Miners" (Francis, Trotman); "REVAG An Association for the Social and Cultural Education of Miners" (Paape, Putz); "Adult Education Movements in Finnish Universities from 1870 to the Present" (Sivonen); "Five Decades of Adult Education at University College Cork, 1948-1998: From Roman Catholic Social Reconstruction to Community Partnerships and Empowerment" (O'Fathaigh, O'Sullivan); "Alternative Living, Alternative Learning: The Grith Fyrd Movement in England in the 1930s" (Field); "Mediating an Institutional and Professional Identity between Reich and Region: The Thuringian Association of Folk High Schools in the Weimar Republic 1919-1933" (Haase); "The Legacy of Mansbridge Down Under: the WEA (Workers Educational Association) in New South Wales 1913-1953" (Dymock); "Education for Women in Late Victorian Dundee" (Spackman, Paul); "The Relationship Between Adult Education as a Social Movement and the Women's Movement with Particular Reference to South Wales" (Elliot); "Non Aligned Popular Education versus National Socialism: the Decline of The Thuringian Folk High School 1930-1933" (Meilhammer); "The Rise and Fall of the Community School Society in Poland 1891-1939" (Aleksander); "The Protestant Academy of Thuringia Idea and Reality in a Totalitarian Context" (Nagel); "The Relationship between Adult Education Movements and Existing Social, Political and Economic Systems: The University Workers' Movement in Sri Lanka" (Wijetunga); "The Rise and Fall of the Public Understanding of Science" (Counihan); "Scotland and the 1919 Report (Cooke); Technical and Vocational a Challenge to the Hegemony of Adult Liberal Education?" (Merricks); "Ivory Tower or Wasted Asset? Why did Residential Adult Education Fail to Take Root in Scotland?" (Ducklin, Wallace); "A Policy Initiative: the Advisory Council for Adult and Continuing Education, 1977-1983" (Small); "The Australian Association of Adult and Community Education: The Evolution of an Adult Education Movement" (Stehlik); "The Development of Distance Education in Iran" (Alimohammadi); "Training Interventions for the Unemployed in Bremen, Germany, and Dundee, Scotland" (Sporing); "The Adult Education Movement for Literacy in South Korea Since 1945" (Lee); "Adult Education Development in Hong Kong Since the War" (Mok); "The Development of Adult Education and Its Training Institutions in Hungary Since 1989" (Nemeth). All of the papers contain bibliographies, some of them substantial. (AJ)

This book contains 17 papers devoted to the following four aspects of the transition to adulthood: effects of alterations in the structure of opportunity; effects of prior experiences in the family; effects of prior experience in the workplace; and career development and marriage formation during a period of rising inequality. The following papers are included: "How Has the Changing Structure of Opportunities Affected Transitions to Adulthood?" (Martha S. Hill, W. Jean Yeung); "Twenty-Something: Down and Out in the Other America" (J. Lawrence Aber); "Alterations in the Opportunity Structure: A Criminological Perspective" (John H. Laub); "Sure, I'd Like to Get Married...Someday" (Lynn White); "How Do Prior Experiences in the Family Affect Transitions to Adulthood?" (Kelly Musick, Larry Bumpass); "Marital Conflict, Parent-Child Relationships, Gender, and Outcomes for Young Adults in Families" (Martha Cox); "Family Inputs and the Transition to Adulthood" (Ronald R. Rindfuss); "Values and Beliefs as Determinants of Outcomes in Children's Lives" (William G. Axinn, Jennifer S. Barber, Arland Thornton); "How Do Prior Experiences in the Workplace Set the Stage for Transitions to Adulthood?" (Jeylan T. Mortimer, Carolyn Harley, Pamela J. Aronson); "What Work Fosters Adolescent Development?" (Stephen F. Hamilton); "Rethinking the Young Adult Life Stage: Prolonged Dependency as an Adaptive Strategy" (William S. Aquilino); "Having the Time of Their Lives: All Work and No Play?" (D. Wayne Osgood); "Career Development and Marriage Formation in a Period of Rising Inequality: Who Is at Risk? What Are Their Prospects?" (Valerie K. Oppenheimer, Alisa Lewin); "When History Is Omitted" (John Modell); "Sequence and Timing among Young Adult Transitions: The Impact of Poverty on Developmental Course" (Julia A. Graber); "Changing Marital Patterns: Consequences of Economic Distress?" (Sheldon Danziger); and "Conclusion: The Economies of Young Adulthood--One Future or Two?" (Jennifer Tanner, Scott Yabiku). Most papers include substantial bibliographies. (MN)

This document contains papers discussing the status of aspects of mathematics education. A brief description of the establishment and operation of the Institute for the Teaching of Mathematics (IDM) is presented first. The lengthier second paper discusses the reconciliation of main aspects of mathematics teaching. The remaining five papers concern: the problem of interdisciplinary instruction, speculations about applied mathematics, a review of Bruner's theories on cognition and curriculum theory, a report on the operation of the French educational research institute (IREM) in advanced teacher training, and comments on a publication from the Soviet author Zankov. (MS)

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)

This book contains nine papers that were presented to the Sociology and Social Policy section of the British Association for the Advancement of Science. The first paper, "Introduction: Work and Employment in the 1990s" (Richard Brown), puts work and employment in a historical context and examines how globalization of the economy has changed the context for work and employment in Great Britain. The remaining papers, which focus on particular aspects of the organization and distribution of work and their implications for other areas of social life, are as follows: "The Changing Practices of Work" (Huw Beynon); "What Is Work For? The Right To Work and the Right To Be Idle" (Sheila Allen); "Flexibility and Security: Contradictions in the Contemporary Labour Market" (Richard Brown);"Gender and Changes in Employment: Feminization and Its Effects" (Harriet Bradley); "Informal Working, Survival Strategies and the Idea of an 'Underclass'" (Robert MacDonald); "Economic Change and Domestic Life" (Lydia Morris); "The Culture of Ownership and the Ownership of Culture" (Ian Roberts); and "'Empowerment' or 'Degradation'? Total Quality Management and the Service Sector" (Stephen Taylor). (Contains 337 references. Subject and author indexes are included.) (MN)

This book, which was prepared in the context of the Fifth International Conference on Adult Education, consists of a summary of the conference workshop "Environmental Education for Adults," 11 papers reviewing promising trends and developments in environmental learning in selected countries and contexts, and an introduction to the 25th International Yearbook on Education. The following papers are included: "Preface" (Paul Belanger); "Introduction" (Walter Leal Filho); "Summary of the Workshop on Lifelong Learning and Environmental Education in Europe"; "Environmental Education and UNESCO (United Nations Educational, Scientific, and Cultural Organization): Some Achievements" (Joachim Knoll); "The Environment: A Unifying Theme for Lifelong Learning and Adult Education" (Walter Leal Filho); "Lifelong Learning and Environmental Education in Poland" (Leszek Jerzak); "Lifelong Learning and Environmental Education in Slovakia" (Geza M. Timeak); "Environmental Careers, Employment and Professional Training in Europe" (Monica Hale); "Environmental Adult Education: Experiences, Problems and Perspectives in the Italian Context" (Antonella Bachiorri); "Adult Education and the Environment in Pakistan" (Farrukh Tahir); "Environmental Education for Adults in the Federal Republic of Germany Seen from the Point of View of 'Lifelong Learning'" (Heino Apel); "Community-Based Environmental Education, School Culture and Lifelong Learning" (Arjen E.J. Wals, Frank P.M.C. de Jong); "Improvement of Environmental Education as a Tool for High Quality Lifelong Learning" (Mauri Ahlberg);"Understanding Human-Earth Relationships through Storytelling and Memory" (Darlene E. Clover); "Adult Learning: A Key for the 21st Century--Environmental Education in the Framework of the Fifth International Conference on Adult Education" (Uta Papen); and "Presentation of the International Yearbook on Adult Education, Volume 25, 'Environmental Education' at the Workshop on Lifelong Learning and Environmental Education in Europe" (Michael Schemmann). Also included are the addresses of the workshop participants. (MN)

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

This book presents international perspectives on access and participation of adults in higher education in selected European countries. The book begins with an introduction by Pat Davies and includes papers detailing and providing examples of practices and policies of higher educational institutions regarding adult students in the following countries: Australia (Postle); Austria (Benn); Belgium (Bourgeois, Guyot); Denmark (Cooke); England, Wales and Northern Ireland (Parry); France (Davies); Germany (Davies, Reisinger); Italy (Parker); The Netherlands (Spackman, Owen); Scotland (Osborne, Gallacher); and Spain (Osborne). The final paper, "Themes and Trends" (Davies), synthesizes the information presented in the reports on individual countries regarding the following aspects of access to and participation of adults in higher education: expansion of programs and recruitment efforts, cost effectiveness and program efficiency, horizontal diversity, vertical diversity, autonomy and admissions, alternative entry, and different definitions of the term "adult student." A total of 55 tables/figures, a subject index, and author profiles are included. (MN)

"Experiences in Acculturation: What Is Being Learned?" is the first of two papers in this volume. It reports on a study of social representations and their development during cultural contacts conducted with beginning teachers who were studied over time and through comparison with cross-culturally competent experts with the aim of putting multiethnic education into the position of preventing and managing crosscultural conflict. Six people with at least 6 years residence in a foreign culture were recruited as experts in acculturation. Twenty monocultural German beginning teachers were chosen as novices in acculturation. Novices took an assimilationist point of view toward cultural differences, but experts appeared to have different cognitive acculturation models for minorities. After a year of teaching multicultural classes, the teachers had different views and less faith in the resolution of cultural conflicts if students were not ready to assimilate to the main culture. The second paper, "Zum Problem der psychologischen Operationalisierung des Begriffs 'Kultur': Ergebnisse einer Untersuchung der psychometrischen Eigenschaften eines Fragebogens zum Thema: 'Individualismus-Kollektiuismus'" ("On the Problem of the Psychological Operationalization of the Concept of 'Culture': Results of an Investigation into the Psychometric Characteristics of a Questionnaire on the Topic:'Individualism-Collectivism'"), explores the idea of a taxonomy of psychologically-based cultural differences being indispensable to intercultural psychological research if it is to be not merely descriptive, but also explanatory. More than 700 individuals were questioned in an attempt to operationalize the cultural dimension 'Individualism-Collectivism,' and the psychometric particularities of this dimension are examined. Because of the incompatible answers from persons with dissimilar cultural backgrounds, the usefulness of the method to understand culture, in the sense of a linear construct, is questionable. These differences are represented with an analysis of intercultural communication. (Contains 15 figures and 29 references.) (SLD)

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

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

This book contains 12 papers that were produced as a result of a seminar program on selected issues central to the debate over job training in Great Britain. The first paper, "Why We Need a Training Reform Act" (Richard Layard, Ken Mayhew, Geoffrey Owen), examines existing deficiencies in vocational education and training in Britain and proposes a strategy for remedying them. Discussed in the following eight papers are the role of firms, individuals, and government in providing/improving vocational education and training: "The Welfare Economics of Training" (Richard Layard); "The Demand for Skilled Labour" (D. L. Bosworth, R. A. Wilson); "Training Quality and Trainee Exploitation" (Paul Ryan); "Labour Markets and Skill Utilization" (Alice Lam, David Marsden); "The Response of Individuals" (Joan Payne); "New Training Institutions at the Local Level" (Robert J. Bennett); "Training Policy for the Unemployed" (Richard Jackman, Marcus Rubin); and "The Economic Value of Education and Training" (Christopher Dougherty). The following papers examine lessons regarding vocational education and training from outside the United Kingdom: "A Comparison of National Institutions" (David Finegold, Colin Crouch); "The German Training System" (Peter B. Berg); and "Social Skills from Mass Higher Education: Lessons from the US" (David Soskice). Sixty tables/figures and a subject index are included. Most papers contain substantial bibliographies. (MN)

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

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

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)

These 23 papers provide as complete a picture as possible of the current efforts in self-directed learning application and research. The papers are: "Learning about Self-Directed Learning" (Long); "Philosophical, Psychological, and Practical Justifications for Studying Self-Direction in Learning" (Long); "In Search of Consensus in the Study of Self-Directed Learning" (Confessore, Confessore); "A Unifying Framework for Data-Based Research into Adult Self-Directed Learning" (Danis); "What's in a Name? The Language of Self-Directed Learning" (Gerstner); "Free-Will, Freedom, and Self-Directed Learning" (Jarvis); "Research in Self-Directed Learning: Some Critical Observations" (Caffarella); "Validation Study of the Self-Directed Learning Readiness Scale with University and Community Art Students" (Jones); "A Descriptive Investigation of the Construct of Self-Direction" (Redding, Aagaard); "An Exploratory Study of Self-Directed Learning Readiness and Field Independence/Dependence among Students in Architectural Design Studios" (Price, Kudrna, Flegal); "Familial Relationships in Readiness for Self-Directed Learning" (Guglielmino); "An Analysis of a Modified Form of Guglielmino's Self-Directed Learning Readiness Scale" (Long, Walsh); "Self-Directed Learning in the Federal Republic of Germany" (Straka, Will); "Adult Learners in Academic Settings: Self-Directed Learning within the Formal Learning Context" (Kasworm); "A Comparative Study of Selected Student Data to Determine Relative Success of Students Enrolled in Telecourses versus Those Enrolled in Live Classes at Rogers State College" (Titsworth, Hess, Hawkins); "Educational Context, Motivational Orientation, and Cognitive Flexibility in Undergraduate Nursing Education" (Loving); "Evaluation and Self-Directed Learning" (Steele); "Preparing the Learner for Self-Directed Learning" (Piskurich); "Individualizing the Instructional Process: What We Have Learned from Two Decades of Research on Self-Direction in Learning" (Hiemstra); "Evaluation of a Self-Directed Learning Program for Adult Learners" (DeJoy, Mills); "Dimensions of Self-Directed Learning in Personal Change: The Case of Weight Loss" (Courtney, Rahe); "Adult Self-Directed Learning in a Professional Program" (Moran, Weatherby); and "The Continuum of Self-Directed Learning within a Graduate Professional Course" (Baker, Nishikawa). The volume contains 42 tables and 10 figures. (YLB)

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

An encyclopedia entry for "The Führer" is presented. It focuses on the story of Adolf Hitler's half-niece Geli Raubal, who was found dead in her bedroom at an apartment she shared with Hitler in Munich, Germany on September 19, 1931. It relates that on the day Raubal died, she and Hitler had quarreled violently over whether she could leave for Vienna, Austria. Details of an investigation on whether it was a murder or suicide are provided. Also noted was the effort of journalist Fritz Gerlich to reveal the truth in his paper.

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

This publication contains the proceedings of the 26th annual meeting of the Far Western Philosophy of Education Society in December, 1977. Eleven papers discussing the philosophy of education are presented. In the first paper "Philosophical Analysis: Whither or Thither?" the author discusses the drive towards systems analysis and logical planning and expresses the hope that this drive will not overwhelm the striving for human justice and the development of worthy social values. The second paper "Educational- - What For?" argues that those who claim that educational philosophy is of no use are wrong. The political function of educational philosophy and an integral view are discussed in the third and fourth papers respectively. The fifth paper discusses an approach to counteract the apathy felt by all age groups toward the learning of philosophy. In the sixth paper, the author demonstrates the usefulness of educational philosophy with regards to cultural pluralism. In the seventh and eighth papers Maurice Friedman and John Dewey are discussed. The ninth paper presents Lester Frank Ward's views on eugenics and racial struggle. Accountability is the topic of the tenth paper. The publication concludes with a description of the German system of secondary education and raises questions of particular interest to American educators. (Author/RM)

This volume, the second of a two-volume publication, comprises 15 papers that present the work of individual European projects dealing with learning within organizations. These five chapters in Part 1, The Meaning of the Learning Organization, examine the conceptual frameworks and dilemmas at the heart of the notion of the learning organization: "Developmental Learning--Condition for Organizational Learning" (Ellstroem); "Challenges and Open Questions Raised by the Concept of the Learning Organization" (Fischer); "How Organizations Learn--Theory of Learning and Organizational Development" (Franz); "Competing Perspectives on Workplace Learning and the Learning Organization" (Brown, Keep); and "Conundrum of the Learning Organization--Instrumental and Emancipatory Theories of Learning" (Cressey, Kelleher). These six chapters in Part 2, Organizational Learning Realities in Different Contexts, present or report on company case studies: "Social Dialogue and Organizational Learning" (Kelleher, Cressey); "Implementing Organizational Change in British Telecom" (Cressey); "Banking on Learning--Deutsche Bank Corporate University" (Reimann); "Stimulating a Thirst for Learning--Case of the Guinness Dublin Brewery" (Findlater); "Learning to Network--Transformation of a Social Research Institute" (Franz); and "Relationship Between Critical Reflection and Learning--Experiences Within Dutch Companies" (van Woerkom et al.). The first of four chapters in Part 3, Human Resource Development (HRD) in Support of Organizational Learning, gives a general overview; the next two chapters report on empirical studies; and the final chapter discusses future challenges for HRD from a European perspective. They are "Learning Organization and HRD in the Knowledge Economy" (Tomassini); "Changing Role of HRD Practitioners in Learning-Oriented Organizations" (Sambrook et al.); "Experiences of HRD Consultants in Supporting Organizational Learning" (Poell, Chivers); and "HRD in Europe--At the Crossroads" (Nyhan). (YLB)