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Chapter 6 of the book "Life and Letters of Lord Macaulay," by George Otto Trevelyan is presented. It explores Thomas B. Macaulay's voyage to Madras, India. It narrates his tour across the country and his summer vacation on the Neilgherries. It discusses his defence of the policy of the Indian Government. It reports on his appointment as the President of the Committee of Public Instruction. His letters to Macvey Napier and Edward Cropper are also presented.

The chapter "SHE WALKS IN BEAUTY" of the book "The Vertical City" by Fannie Hurst is presented. It explores the historical background on how the world renowned landmark Taj Mahal in Agra, India was erected. It highlights some people who worked hard for the accomplishment of Taj Mahal and the materials they used that represent a cold hearthstone created by Indian emperor Shah Jahan for his beloved second wife Mumtaz Mahal. It also narrates the experience of a family who visited the Taj Mahal.

Chapter 5 of the book "Sexual Orientation and Gender Expression in Social Work Practice" is presented. It highlights people with gender-variant experiences found throughout the world including hijras and sádhins in India, travetís, bichas, and viados in Brazil, and mahus in Hawaii/Polynesia. It discusses the standardization of the language around transgender experiences, which tends to be complicated by various political, medical and personal agenda in academic literature.

A chapter of the book "Sovereign Bodies: Citizens, Migrants and States in the Postcolonial World" edited by Thomas Blom Hansen and Finn Stepputat is presented. It explores India's connections between transnational high-skilled labors, dreams of sudden wealth and nationalism and mentions the sovereignty in an era of renewed global mobility and flexible citizenship. It highlights the country's rapid growth in the global industry of information technology.

A chapter of the book "Sovereign Bodies: Citizens, Migrants, and States in the Postcolonial World," edited by Thomas Blom Hansen and Finn Stepputat is presented. The author examines the relationship between governmental agencies and population groups which have been the object of policies in the Indian context. He investigates the characteristics of a political society and its associated problems in the international financial institutions, aid agencies and nongovernmental organizations.

This chapter offers a detailed historical analysis of key decisions made by the judicial system in India that established a Hindu majoritarian approach to other religious groups. An important consequence of the Supreme Court's pronouncements on religion has been that the lower echelons of the judiciary have also delivered judgments that try to cast variegated traditions within a master narrative of Hinduism. Generally speaking, there are two types of judges, assimilative secularists and pluralist secularists. Of these, the former outnumber the latter. Though judges of both categories claim to be in favor of secularism, because their conceptions differ vastly, so do their judgments.

A chapter from the book "Reality's Dark Light: The Sensational Wilkie Collins" is presented. It analyzes the English subjects in Collins' novel, "The Moonstone," written in 1868 during a period of imperial rule in India. The author points out that in the novel, imperial ideology functioning as a repressive mechanism of the cultural mind that alienates ungovernable passions by projection onto the lower races who inhabit colonial territory is shown by Collins.

A biography of Bengali poet Rabindranath Tagore is presented. He was born in 1861 in Calcutta and received schooling from his home. It states on his family members who had created financial empire in banking and trade in east Bengal and Orissa. It further states the establishment of a university by the help of Mohandas Karamchand Gandhi and leaders of the nationalist movement at Santiniketan near Bolpur, Calcutta.

A chapter of the book "We, the "Other Victorians": Considering the Heritage of 19th-Century Thought," edited by Silvia Caporale-Bizzini is presented. It focuses on the liberal response to drug use in India. It mentions the legalization of the India-Chinese trade in opium by the 1860 treaty of Tientsin. According to the chapter, the Anglo-Oriental Society for the Suppression of the Opium Trade with China was created when opium became the missionaries' symbol of Chinese resistance to Christianity.

The sustainable and efficient use and management of water resources for irrigation is a key process in rural and agriculture-based livelihoods where trends towards over-use and depletion of water resources can be observed. Small and marginal farmers need a directly accessible, convenient, low cost, and environment-friendly irrigation technology that enables assured access to water whenever needed. The aim of the field studies presented here was to better understand the factors and forces that promote or prevent the spread and adoption of small-scale irrigation technologies such as the treadle pump. The two field studies carried out in the Nepal Terai and in Uttar Pradesh in India indicate that the factors that influence the technology adoption process of farmers are not only factors related to farming practices, but also socio-economic factors, such as the availability of funds, literacy status, family size, and — even more so — factors related to knowledge and the socio-cultural realm. The adoption of the treadle pump technology also seems to contribute significantly towards improvement of the living standard of farmers. Technology adoption processes seem to be shaped and influenced by a large number of factors and the overall context within which farmers operate and make decisions. This context needs to be better understood. [ABSTRACT FROM AUTHOR]

There is no scarcity of literature on agricultural technology adoption, especially on green revolution technologies. In most cases, farmers' adoption of these technologies is explained by variables such as prices of the commodities, size of land holdings, family size, education level of farmers, access to information, labour availability, socio-economic status, and caste. However, our field observations in semi-arid areas of Gujarat did not reveal a strong correlation between technology adoption and any one of the above variables. Yet, we too identified some farmers who adopted modern agricultural technologies and many who did not. We found that the security of the family's livelihood system as a whole plays the determining role in technology adoption or non-adoption. [ABSTRACT FROM AUTHOR]

The article presents an essay which explores the ways of official and illegitimate hegemonic grammars of identification in Ladakh, India. It shows how dissimulations are necessary to live with the irresolvable incommensurabilities of communalism and exclusive official systems of classification and identification. It is concluded that the Ladakh's legitimate case must rest on the exclusivist categorizations of bureaucratic and scientific formalism.

The article discusses the ethnography development of the Integrated Child Development Services (ICDS) in Alipur village in Uttar Pradesh, India. It is stated that the anganwadi program is one of the fastest growing development project run by the state since 1985. It is also stated that the program was one of the first interventions that attempted to control population growth rates in the country. The author examines the relationship of governmentality in the anganwadi program.

The article analyzes India's performance in poverty reduction, level of education and health facilities available to its people. Economic growth has been the main source of poverty reduction in the country. Education is a key social indicator because of its influence on both income and health levels. Greater educational attainment indicates higher labor productivity and higher income levels.

Chapter 2 of the book "Out of Place: Englishness, Empire and the Locations of Identity," by Ian Baucom is presented. It discusses an address by English art critic John Ruskin delivered at the Kensington Museum in London, England in January 1858 related to rise of Indian soldiers against the British rule and art. It explores the role of imperialism on Indian architecture.

The article discusses the programs of the Self-Employed Women's Association (SEWA) in helping to integrate the garment homeworker groups into the society in India. It offers information on the history of SEWA in India. Categories of SEWA's membership include small-scale vendors, small traders and hawkers, home-based producers and laborers selling their services or their labor. Other homeworking issues that SEWA needs to concentrate include rural and agricultural homeworking, cooperative production and social security systems.

Chapter 65 of the book "Forty-One Years in India: From Subaltern To Commander-In-Chief," by Frederick Sleigh Roberts is presented. It narrates the author's travel experience back to Delhi, India from 1885-1886. It presents his congratulations to the successful expedition of Lieutenant-General Harry Prendergast to Burma. It explores the Camp of Exercise and describes the defence of the North-West Frontier. It differentiates the significance of communications than fortifications in the force.

Chapter 48 of the book "Forty-One Years in India: From Subaltern To Commander-In-Chief," by Frederick Sleigh Roberts is presented. It narrates the author's travel experience in India in 1879. It presents the preparation of his troop for a contingency and possible onward move. It announces the death of Sher Ali in Afghan Turkestan. It relates that Lord Lytton was to enter negotiations for the conclusion of peace and restoration of a friendly alliance between the British and Afghan governments.

Chapter 47 of the book "Forty-One Years in India: From Subaltern To Commander-In-Chief," by Frederick Sleigh Roberts is presented. It narrates the author's travel experience in India from 1878-1879. It relates his decision to stop a few days to admit overtaxed transport for supplies and tents and to arrange for the occupation of the Peiwar position. It conveys the transport difficulties and the treachery of the tribesmen in Alikhel. It reiterates the attack on the camp of the troop.

Chapter 42 of the book "Forty-One Years in India: From Subaltern To Commander-In-Chief," by Frederick Sleigh Roberts is presented. It narrates the author's travel experience in Delhi, India from 1876-1878. It announces the promotion of Lord Lytton as the Viceroy for the troop. It explores the imperial assemblage at the city with the reception of the ruling chiefs. It presents the significance of the assemblage to politics. It recognizes the proclamation of Sher Ali for a Jahad or religious war.

Chapter 38 of the book "Forty-One Years in India: From Subaltern To Commander-In-Chief," by Frederick Sleigh Roberts is presented. It narrates the author's travel experience in Delhi, India in 1869. It reiterates his return to the with a different aspect due to the new elected officials in the troop. It conveys his visit to Umritsar who is a gay with brilliant illuminations to the Viceroy. It relates his and the troop's journey towards the sacred city of Lahore.

Chapter 34 of the book "Forty-One Years in India: From Subaltern To Commander-In-Chief," by Frederick Sleigh Roberts is presented. It narrates the author's travel experience in Delhi, India in 1860. It presents the significant alteration made in the organization of the army in the country through the passage of a Bill for the merger of the local European Forces with the Royal Army. It announces the death of Lady Canning. It relates the cold-weather march of the Gwalior troops.

Chapter 20 of the book "Forty-One Years in India: From Subaltern To Commander-In-Chief," by Frederick Sleigh Roberts is presented. It narrates the author's travel experience from Delhi to Agra in India in 1857. It relates his departure from Delhi after the siege in the city. It conveys the necessity for further action in the city. It demonstrates the collapse of the administration of Agra which is considered an exciting chase for the Taj Mahal.

Chapter XVI of the book "Around the World on a Bicycle: From Teheran to Yokohama," by Thomas Stevens is presented. It presents a chronology of the author's travel from Agra, India to Singapore and his encounters such as pilgrims that carry little red flags and the disintegrated Mohammedan mosque. Also presented is his observation at the police-thana of the country and the postponement of his travel for several times because of frequent and heavy rains.

Chapter XV of the book "Around the World on a Bicycle: From Teheran to Yokohama," by Thomas Stevens is presented. It presents various historical structures in Delhi, India including Morre Gate, world-famed Cashmere Gate, the tomb of General Nicholson and the Kootub Minar. It also narrates the exposition of the traveler to the magic tricks of Hindoo conjurer and to the dance of Nautch girls. Mosaics in cenotaphs and the encircling screen-work at the famous Taj Mahal were also given attention.

Chapter XIV of the book "Around the World on a Bicycle: From Teheran to Yokohama," Thomas Stevens is presented. It narrates the adventures of the author's travel at the Grand Trunk Road in India. He started his ride under heat and high temperature of the afternoon in Amritza. It highlights the peculiarity of the Grand Trunk Road, the punkah service offered by the punkah-wallah in a hotel, the Beas River, the water drinking customs and the luxurious life style of British soldiers in India.

Chapter XIII of the book "Around the World on a Bicycle: From Teheran to Yokohama," by Thomas Stevens is presented. It highlights his journey and stop overs in several cities on his way to India including Baku in Azerbaijan and Alexandria in Egypt. He also mentioned his travel experiences in trains and steamship including Tiflis & Baku Railway, Caucasus Railway, and Khedivial Line.

Chapter XVI of the book "The Broken Road" is presented. It highlights the meeting of Colonel Dewes and the Chilti prince Shere Ali in Calcutta, India. It notes that Dewes would be living in Cashmere for good. They shared a discussion on their lives both in India and England and their plans for the road through Chiltistan. Dewes pointed out the impact of Shere Ali's education in Eton.

Improving the efficiency of schools is a growing concern of educational planners and managers in Asian countries in recent years. The seminar on Improving School Efficiency was convened in December 1998 to address this concern. Seminar topics in this book cover challenges to educational reform, including the introduction of school-based management, which, in turn, engenders changes in the role of central authorities; evaluation of teachers and especially of schools as individual units; and school equity. After the summary, five seminar papers include: "School Autonomy through School-Based Management: The Case of Sri Lanka" (Wilfred J. Perera); "School Autonomy and Efficiency: Some Critical Issues and Lessons" (R. Govinda); "Supervision and Support Services in Five Asian Countries: A Comparative Analysis" (A. De Grauwe); "School Efficiency and Student and School Evaluation in Victoria" (B. Griffiths); and "Evaluation of Primary and Secondary Schools in Korea" (HyunSook Yu). Five annexes contain details about the Improving School Efficiency seminar: opening speech by Professor Wiswa Warnapala, opening statement by G. Carron, seminar program, list of participants, and a list of abbreviations. (Contains 48 references.) (RT)

This book examines emerging trends and issues that promise to change the face of the university in the 21st century. The book is divided into four sections: chapters in the first section examine the future of higher education in the Western hemisphere, which given the dominating position of Western universities has direct and structural implications for the rest of the world; the second section examines the university in the nonwest, offering various modernist, scholar/activist, dissenting, and multicultural approaches; the third section examines alternative universities; and two concluding chapters summarize the discussions and offer alternative paths to the future. Chapters are: (1) "Introduction: Forces Shaping University Futures" (Sohail Inayatullah and Jennifer Gidley); (2)"University Traditions and the Challenge of Global Transformation" (Philip Spies); (3) "Higher Education at the Brink" (Peter Manicas); (4) "Will the Future Include Us? Reflections of a Practitioner of Higher Education" (Deane Neubauer); (5) "The Virtual University and the Professoriate" (Michael Skolnik); (6) "The Futures for Higher Education: From Bricks to Bytes to Fare Thee Well!" (Jim Dator); (7) "Why Pay for a College Education?" (Tom Abeles); (8) "Of Minds, Markets, and Machines: How Universities Might Transcend the Ideology of Commodification" (David Rooney and Greg Hearn); (9) "At the Edge of Knowledge: Toward Polyphonic Multiversities" (Paul Wildman); (10) "Recovery of Indigenous Knowledge and Dissenting Futures of the University" (Ashis Nandy); (11) "Pakistani Universities: Past, Present, and Future" (Tariq Rahman); (12) "Civilizing the State: The University in the Middle East" (Shahrzad Mojab); (13) "Scholar-Activism for a New World: The Future of the Caribbean University" (Anne Hickling-Hudson); and (14) "Internationalizing the Curriculum: For Profit or Planet?" (Patricia Kelly); (15) "The Crisis of the University: Feminist Alternatives for the 21st Century and Beyond" (Ivana Milojevic); (16) "Homo Tantricus: Tantra as an Episteme for Future Generations" (Marcus Bussey); (17) "Universities Evolving: Advanced Learning Networks and Experience Camps" (Patricia Nicholson); (18) "Consciousness-Based Education: A Future of Higher Education in the New Millennium" (James Grant); (19) "Corporate Networks or Bliss for All: The Politics of the Futures of the University" (Sohail Inayatullah); (20) "Unveiling the Human Face of University Futures" (Jennifer Gidley). A bibliography is appended. (All papers contain notes.) (SM)

A biography of Rudyard Kipling, a nobel laureate, is presented. He was born on December 30, 1865 in Bombay, India. He studied at the United Services College in 1878. At his teenage years, he has already his published work and has already developed his powers of observation to fine arts. His famous works included "Kim," "The Jungle Book," and "Debits and Credits."

Chapter 9 of the short story "Where Love Lies Deepest," from the book "Daisy Ashford: Her Book," by Daisy Ashford and Angela Ashford is presented. It presents Beatrice Langton, who is now 28 years of age, ten years after the incident in Paris, France. It highlights her acceptance to be a military hospital nurse in India, where her work is to attend to the needs of the wounded soldiers in the war. It recounts her arrival in India, where she was greeted by Nurse Brandon and Nurse Elsie and was given the name of Nurse Mildred.

Chapter XII of the book "The Broken Road" is presented. It highlights the unexpected meeting of Mrs. Violet Oliver and Chilti prince Shere Ali at the polo game. Mrs. Oliver secretly went to Calcutta, India to spend her Christmas together with other Viceroy. She attended and witnessed several functions including the polo where Shere Ali played as a member of the native team.

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)

The Draper Fund was established within the Population Crisis Committee (PCC) in 1975. Contributions to the fund are used by the PCC to encourage and expand those activities which promise the greatest impact in slowing world population growth. Seven papers written around that theme are included in this report: "The Crucial Role of the Private Sector" (Mary Barberis and John M. Paxman); "Promoting Family Planning through Women's Development" (Kaval Gulhati); "Tapping Private Industry" (Bradman Weerakoon); "Enlisting Private Practitioners" (I-cheng Chi and May Huang); "Motivating Communities through Economic Incentives" (Mechai Viravaidya and Donald Weeden); "Social Marketing of Contraceptives" (William P. Schellstede and Bonnie B. Derr) and "Introducing New Contraceptives" (Sheldon J. Segal and Elsimar Coutinho). (BZ)

This monograph presents a "state of the art" overview of contemporary aphasia rehabilitation policies and resources in Asia and the Pacific region. Following Martha Taylor Sarno's introduction, Sumiko Sasanuma discusses the history and development of Japan's aphasia rehabilitation services, focusing on demography and data sources, assessment and treatment procedures, issues, and recommendations. The current status of aphasiology in China is described by Wang Xinde, who outlines the clinical manifestation of aphasia, alexia, and agraphia in Chinese and the rehabilitation process. India's aphasia rehabilitation is reviewed by Prathibha Karanth, focusing on history, facilities, staff, funding, family supports and home training, advocacy, research, and sociocultural factors. The situation in Australia is presented in two papers--Alison Ferguson focuses on the aphasic population, providers of rehabilitation services, service delivery models, and research trends; and Jennifer Lambier describes service delivery models, treatment goals, assessment, and remediation. For New Zealand, Ellie Glazer reports on epidemiological data, speech language therapy, and a stroke support network. Reference lists accompany each chapter. (JDD)

The basic theme of this yearbook, "The Role of the Schools in the Improvement of Community Life," is open to a variety of interpretations. Many factors determine what role the schools will play in a particular country or area, and consequently, what part they may have in community improvement programs. Among the factors are the history and traditions, the economic, political and social conditions, and the culture of the country. Of great importance is the prevailing viewpoint, both among educational leaders and the general population, on the scope and purpose of education. The answer to the question, "To what extent is the school responsible for the type and quality of community living?" will largely determine the extent to which the school will participate in community development programs. This yearbook will describe what is being done in many parts of the world to use education as a creative weapon in the war against instability at the community level. Part I of this document--Some Programs in Action--contains the following papers: (1) The Bolivian Nucleos (Thomas A. Hart); (2) Community Education in Puerto Rico (Fred G. Weis); (3) Community Schools in the Philippines (Jose V. Aguilar); (4) The Role of the Schools in the Development of Community Life (W. E. Baker); (5) The "Schuldorf Bergstrasse" (Friedrich Ploetz); (6) The New Nationwide Program of Fundamental Education in Iran (Luanna J. Bowles); (7) Community Development through Adult Education (Philip Sherlock); (8) The Gold Coast Community Development Service (P. du Sautoy); (9) Fundamental Education at Ubon, Thailand (Richard M. Tisinger); (10) "CREFAL" Trains Teachers for Community Leadership (Horace G. Ogden); (11) Seeing is Believing: Community Education in the British Cameroons (Robert S. Drew); (12) Nomadic Education in Ethiopia (A. I. Sheddad); (13) Education for the Nomadic Tribes of Iran (Glen S. Gagon); (14) The Second Unit Rural Schools of Puerto Rico (Osvaldo Rodriguez Pacheco); and (15) The Community School in a Great Metropolis (Leonard Covello, Simon Beagle, and Leon Beck). Part II of this publication--Some Common Tasks--includes the following: (1) Community Schools of Taiwan--The Growth of an Idea (H. Emmett Brown, Isabelo Tupas, and Henry Yang); (2) College in the Country (J. Carson Pritchard); (3) Producing Instructional Materials in Thailand (Bernice E. Leary); (4) Preparation of Teaching Materials, U.S. Bureau of Indian Affairs (Ann Nolan Clark); (5) A School is Born (Mammo Wolde Senebet); and (6) Getting a Community School Program Started and Keeping it Going (Frederick H. Bair). Part III--Some Common Misunderstandings--includes: (1) Community Education and the Schools (Verna A. Carley; (2) Education and Village Improvements in India (Humayun Kabir); (3) Education and Changing Social Patterns (Samuel C. Adams, Jr.); and (4) The Relation of Education and Other Professions and Resources (Willard W. Beatty). (Contains 32 footnotes.) [The Yearbook Committee members were Bess Goodykoontz, Lane C. Ash, Muriel W. Brown, Paul S. Bodenman, Delia Goetz, Ella W. Griffin, and Frederika M. Tandler. Best copy available has been provided.]

Harmonized with UNICEF's efforts to reduce hazardous and exploitative forms of child labor, this compilation of key texts examines the area of child labor and basic education. The articles are organized into four main areas covering ideas, debates, evidence, and case studies. The first part provides some definitions of childhood, work, exploitation and education. The second part provides a review of changes in policy attitudes at an international level and presents some of the classical views in both the compulsory education and fertility debates. The cases of India, China, Java and Nepal are considered. The third part examines cases of children working in rural and urban settings, evidence of the importance of primary education for economic development, the relationship between school and work during childhood, and the different reasons why children may be unable to attend school. The final part of the book presents examples of how basic education for working children has been approached in several parts of the world. Suggestions for further reading and a resource section of relevant books, articles, and other materials that can be obtained from academic sources and international agencies is included. (AA)

This book contains a comparative survey of efforts to organize female workers in trade unions in both developing and industrialized nations and 19 case studies of efforts to organize female workers in selected occupations. The following papers are included: "A Comparative Survey" (Swasti Mitter); "The Union of Women Domestic Employees, Recife, Brazil" (Marie Anderfuhren); "Unions and Domestic Workers in Mexico City" (Ruth Joffre Lazarini, Olivia Martinez); "The Namibia Domestic and Allied Workers' Union" (Magano Nangombe); "Migrant Women as Domestic Workers" (Margaret Hosmer Martens); "Conclusions to Part II" (Margaret Hosmer Martens); "Organizing Homeworkers in the Informal Sector" (Jane Tate); "Introduction to Part IV" (Margaret Hosmer Martens); "Workers' Education for Women Members of Rural Workers' Organizations in Africa" (Kathini Maloba-Caines); "Workers' Education for Women Members of Rural Workers' Organizations in Asia" (Neena Hari-Correa); "Workers' Education for Women Members of Rural Workers' Organizations in Central America and the Dominican Republic" (Maritza Delgado Gonzalez); "Experience in Organizing Women in the Informal Sector in India" (Margaret Hosmer Martens); "The Working Women's Forum: A Case Study of Leadership Development in India" (Claire L. Bangasser); "Trade Unions and Workers in the Informal Sector in Burkina Faso" (Mamounata Cisse); "Trade Unions and Women Workers in the Rural and Informal Sectors in Cote d'Ivoire: The Case of SYNAFSI [National Union of Informal Sector Women]" (Mahan Gahe Basile); "The Informal Sector in an Industrialized Country: Textile and Garment Workers in Northern Italy" (Vicky Franzinetti); "Introduction to Part VI" (Margaret Hosmer Martens); "Women in Trade Unions in the Mauritius Export Processing Zones" (Dev Luchmun); "Organizing Experiences in Export Processing Zones in Other Countries" (Margaret Hosmer Martens); "Conclusion to Part VI" (Margaret Hosmer Martens); "Lessons for Organizing the Unorganized" (Margaret Hosmer Martens); and "Final Remarks" (Swasti Mitter). (MN)

The collection of essays on bilingual education is divided into five sections covering theoretical considerations, planning, policies and implementation in an international context, U.S. policies, and practices. Papers include: "A Gathering of Voices, a 'Legion of Scholarly Decency' and Bilingual Education: Fishman's Biographemes as Introduction" (Ofelia Garcia); "Swedish Strategies To Prevent Integration and National Ethnic Minorities" (Tove Skutnabb-Kangas); "The Role of Culture in Bilingual Instruction: Linking Linguistic and Cognitive Development to Cultural Knowledge" (Henry T. Trueba); "Writing and Schooling in the Regional Languages of the Member States of the Council of Europe" (Albert Verdoodt); "Language in Education: A Comparative Study of the Situation in Tanzania, Ethiopia, and Somalia" (M. H. Abdulaziz); "Bilingual Education in India" (Kamal K. Sridhar); "Trilingual Education in the Grand Duchy of Luxembourg" (Hugo Baetens Beardsmore and Nathalie Lebrun); "Bilingual Education in Friesland from the Innovator's Point of View" (Koen Zondag); "'Tomorrow's Schools' and the Revitalization of Maori: Stimulus or Tranquilizer?" (Richard A. Benton); "A Yiddish Utopia in Montreal: On the Role of Ideology in Bilingual Education" (David G. Roskies); "Bilingual Education: Politics or Pedagogy?" (Ursula Casanova); "The Politics of Paranoia: Reflections on the Bilingual Education Debate" (Jim Cummins); "What Bilingual Education Has Taught the Experimental Psychologist: A Capsule Account in Honor of Joshua A. Fishman" (Kenji Hakuta); "Extending Enrichment Bilingual Education: Revisiting Typologies and Redirecting Policy" (Nancy H. Hornberger); "Language Education in Bilingual Acadia: An Experiment in Redressing the Balance" (William Francis Mackey); "Bilingual Education for All: An Australian Pilot Study and Its Policy Implications" (Michael Clyne); "Active Teaching and Learning in the Bilingual Classroom: The Child as an Active Subject in Learning To Write" (Gerardo Torres); "Becoming Bilingual in English in a Non-English Environment." A Retrospective Essay in Honor of Joshua A. Fishman (Bonifacio P. Sibayan); and "ESL in Bilingual Education" (Christina Bratt Paulston). (MSE)