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Papers from a conference on cartography in geolinguistics include: "The Political Importance of Visualisation of Language Contact" (Yvo J. D. Peeters); "Some Considerations on People and Boundaries" (Guy Heraud); "Geolinguistic Developments and Cartographic Problems" (Colin H. Williams, John E. Ambrose); "A Conceptual Home for Geolinguistics: Implications for Language Mapping in South Africa" (I. J. van der Merwe); "Methods and Possibilities for Mapping by Onomasticians" (Ferjan Ormeling); "'Easy Geolinguists' and Cartographers" (Roland Breton); "Regionalism and Ethnic Distribution in Today's Hungary" (Jozsef Toth); and "Putting Regional Identity on the Language Map: Some Reflections on Recent Developments in South Africa" (Karel Prinsloo). A number of maps and data tables are included. Information about the European Centre for Ethnolinguistic Cartography (Brussels, Belgium) is also included. (MSE)

This paper explores the differences between the understanding or knowledge of certain social rules, and their use, as seen in pronoun selection, by children in two different social settings within the same culture area. Different philosophies concerning the interdependence of social, cognitive, and linguistic development are reviewed. The specific study described involved three age groups of Hungarian children living in two different locations. They were required to complete a multiple-choice test and a role-playing test, designed to examine the interrelationships between the acquisition of social and linguistic rules, and the development of logical structures, based on the complexity of the Hungarian personal pronoun system. It was assumed that different social environments affect both the acquisition of sociolinguistic knowledge and role-taking ability, so that the two areas chosen differed in the areas of the adult role system and the amount of verbal and social interaction to which the children were exposed. Results indicate that though there are noticeable differences in the overall performance of the two groups, both groups performed better on the multiple-choice test than in role playing. Social environment has limited effect on knowledge of appropriate forms, while it definitely influences ability to use proper forms. (CLK)

This collection of five papers on public, school, and mobile libraries includes discussions of: (1) public library associations in the United States, emphasizing major activities; (2) dental library institutions and services in Hungary, focusing on their functions and relationships with other institutions and organizations; (3) standards, objectives and guidelines for school libraries, by a participant from England; (4) trade union libraries at German Democratic Republic Enterprises and their significance for the general public, describing their activities, services, and relationships with collectives; and (5) mobile libraries in the German Democratic Republic, including their use, problems encountered, and types of mobile libraries. Three papers provide references. (RBF)

A discussion of the 1988 conference of the International Political Science Association (IPSA) along with a report on the meaning of the IPSA for the Dutch National Institute for Curriculum Development (SLO) are presented in this document. Part 1 includes: general information on the aims, structure, and activities of the IPSA; a description of the 14th World Congress with its special themes and concerns; and a section on the mutual interests of SLO and IPSA. Six selected papers presented at the World Congress comprise part 2: "Trends of the Current West German Educational Policy" (Heike Ackermann); "Curriculum Development in Political Education, Particularly the International Dimension" (Hans Hooghoff); "Modernity and Tradition: Dilemmas of Political Education in Developing Countries" (Suna Kili); "The De-Legitimation of Political Education in Britain: A Working Paper" (Lynton Robins); "The Spiral of De-Legitimation of Power in Poland" (Teresa Sasinska-Klas); and "The Concepts of Politics: The Schizophrenia between Political Education and Political Reality in Hungary" (Mate Szabo). Twelve selected abstracts of additional conference papers are presented in the third and last part of the volume. (DB)

Having reviewed several pieces of strategy documents, policy papers, and literature, we concluded that there is no uniform definition of either institutional autonomy or academic freedom (AF). Many different points of view determine the interpretation of these terms. Furthermore, the policymakers (e.g., governments, legislators) can ignore the theories connecting to autonomy and AF and separate from them the legislation-level realization. This paper aims to overview different interpretations of autonomy and AF, highlighting the most important standpoints and presenting how autonomy and AF are realized in the national legislation. Considering the limited length of this paper, we focus on our respective countries, namely Hungary and South Africa. Our previous findings show that in many aspects, our countries face similar challenges despite the different historical antecedents. In previous research we compared the factors, which can influence research activities, however, we did not investigate the legislative framework. To that end, in this paper, we go further and look specifically at legal frameworks within our respective countries. Our results illustrate that without a homogenous content, the State may use the concepts of autonomy and AF in its legislation as it sees fit. This in turn may lead to autonomy and AF or some of their components, while being formally safeguarded, they may lose the guarantee character that corresponds to their actual content. [For the complete Volume 20 proceedings, see ED622631.]

As scholars we navigate in the fast changing and demanding research environment. The pressure to produce tangible outputs, secure funding, and undertake international collaborations has high implications on individual researchers' work and well-being. The issues brought forefront in scholarly literature showcase the impact of research pressures on other academic duties such as teaching, scholarly service and community engagement. The attention is also drawn to the ways in which the above mentioned pressures influence choices researchers make regarding their research agenda. In this reflective paper we take the academic discourse a step further to explore how demands of research productivity intertwine with institutional and individual autonomy in our respective countries, Hungary and South Africa. Our conceptual framework is informed by commonly recognized levels of autonomy in HEIs, which relate to research activities. The three levels include: individual researcher, collaborative research teams and the institution at large. Considering the complexity of the topic and length restriction for this paper, we narrow our focus to how institutional and individual researcher's autonomy converge with two research productivity activities, namely dependence on funding and selection of outlets for research outputs.

To examine the challenges encountered by Eastern European students within a sixth form college in the United Kingdom. This paper aims to consider the difficulties encountered by this particular ethnic group examining the impact the challenges may have on their performance, success and achievement. This paper will also highlight equality and diversity implications and examine the social mobility of this particular group. [For the complete Volume 13, Number 1 proceedings, see ED568595.]

Technical, economical, and social changes place great demands on the qualification of professional forces in all areas of the national economy. The decisive foundations for these qualifications are built in vocational education. Vocational education is an investment in the future and one of the decisive pillars of the prosperity of every state in the future horizon of competitiveness. From that follows that the topic of professional dual education is becoming more and more relevant in all countries of the world. Economic experts at the moment state, that overall unemployment among young people is higher compared to other years, and at the same time, there is a lack of qualified personnel for professional positions in various work areas. Many states see the solution to this problem in the implementation of dual education, so individual countries have begun to take the necessary measures. The advantages of adapting curricula to the demands of the economy and business are obvious and transparent, so the public and private sectors, as well as non-profit and non-governmental organizations support this agenda. The article analyzes the elements of dual education in individual European countries with a special focus on dual education in Slovakia. A meaningful motivating factor for its qualitative rise can be the comparison of the vocational education system in individual European countries. [For the full proceedings, see ED654100.]

Hungary is on the road towards an illiberal state. On this journey, the Hungarian government, with the Parliament at its service, is reinterpreting the concept of fundamental rights. Under the slogan of effectiveness, new regulations are being adopted which secure more power, influence, rights, and tools for the state. This paper aims to present this trend from the perspective of education. I will present the most important new legal institutions, the chancellery, and consistory, as well as the constitutional right of the government to regulate by decree the operational and financial matters of HEIs, the central direction of schools, and the ministerial approval of pedagogical programs. [For the complete Volume 16 proceedings, see ED586117.]

The main aim of this paper is to provide an insight into English textbooks published in Hungary after 1945, when the newly formed political commission (Communists) took control over education. The intention is to show how the ideology and political climate of the age was reflected on their pages, i. e. how English textbooks were used for the purpose of the Communists' objectives and interests. For the purpose of this paper, there have been selected three textbooks, considered as the most representative. The first textbook is dated from 1953. This is the period of the greatest dictatorship under the regime of Rákosi, the period well-known as the period of the "Red Terror." The second and the third textbook represent the period after the Hungarian revolution in 1956. The former one was published in 1957 and the latter one in 1961. All three textbooks were intended primarily for the secondary school children (gymnasium) but were not used only to teach English language. The research has shown that all textbooks were imbued with the ideological ideas, strongly promoting the Soviet Union, socialism, community work and perfect Communist society. The author concludes that these kinds of sources can be very useful in recovering this turbulent period of Hungarian history. [For complete volume, see ED567040.]

Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]

This article discusses some practical ideas associated with a pilot intercultural telecollaboration project. The aim of the project was to connect students from five countries: Estonia, Finland, Hungary, Poland and Spain, and to make them interact using social media, such as Facebook, Skype, Google Hangouts, etc. There were success stories connected with the project outcomes, as well as some challenges and problems, such as students' motivation and the available technology. This paper presents the project's objectives, methods and results. [For the complete volume, see ED571330.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2021, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year has been converted into a fully Virtual Conference as a result of the ongoing Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2021 received 358 submissions, from more than 40 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. 117 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2021. The proceedings were published by inScience Press. For the 2020 proceedings, see ED604955.]

The article attempts to explain the features of the phenomenon of euroscepticism typical for the countries of Central and Eastern Europe (Visegrad group--Poland, Czech Republic, Slovakia, Hungary) based on linguistic methods of research. This approach is due to the close relationship of ethno-cultural and value elements that manifest themselves ambiguously in the international field, and expressed mainly through language. System-typological concept of the language of the outstanding linguist, philosopher, culturologist and Cybernetics, G. P. Melnikov, who developed the ideas of V. von Humboldt, A. A. Potebna, I. A. Baudouin de Courtenay proposes to allocate the main characteristic or the main feature of the language (determinant), depending on how the communication function. Such a determinant, that is, the leading grammatical trend in the linguistic consciousness of the Indo-European peoples is the presentation of any plan according to the scheme of the developing event. This form is most developed in the Slavic languages, as the language technique that helps to preserve the inflection depends on the size of the language group, its homogeneity and the length of the information transmission chains, which provided the experience of settled agricultural Slavic peoples inhabiting the plains of Europe. The change in the ethno-cultural landscape associated with the influx of migrants meant recognition of the need to find new strategies in relation to migrants and the resulting cultural, linguistic and religious heterogeneity of the population. At the same time, it exacerbated the confrontation between the "supranational structure" - "national state", the EU -- member States, showing disappointment in mutual expectations. The phenomenon of euroscepticism, formed in the countries of the "Visegrad group", often defined as populism and known by statements of politicians and precedent texts broadcasted through the media, should be considered in connection with the system of values developed by the centuries-old way, and fixed oral and written tradition in the languages of these countries. The protagonists of euroscepticism under the pressure of the population declare the protection of morality, religion, traditional family and criticize same-sex marriage, sex education, liberal interpretation of reproductive rights and quotas for refugees, positioning themselves as an alternative to the liberal project. Based on the systematic approach, which states that the properties of the element included in the structure can be understood only on the basis of its links with other elements of this structure, the authors conclude that the Visegrad four countries represent a mild version of euroscepticism. According to the authors, the most complete reflection of the socio-cultural reality in the consciousness of a native speaker, which can be traced both on the actual grammatical material, and taking into account external factors, provides system linguistics, the main directions of which were outlined by V. von Humboldt. In Russian linguistics this direction is represented by the works of G. P. Melnikov, whose scientific school is developed by a number of research centers, as well as his students and followers in the RUDN, where G. P. Melnikov taught and wrote the main works. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2," see ED603411.]

After World War II, in Hungary the caretaker government formed as a result of the coalition of left-wing and bourgeois parties created the slogan 'Free state, free church'. The political power promised the churches unrestricted operation, not only in the field of religious life, but also in fulfilling various social functions. However, the consolidating left-wing made efforts to take over control right from the beginning. The left-wing forces, especially the Hungarian communist party forming the government regarded the churches to be their dangerous opponents as they had wide-ranging social influence. The left-wing has done everything to reduce the churches' far-reaching social influence. The communist party (in secret), was already busy with preparing the consolidation of monocracy. It regarded the churches as serious rivals not only ideologically, but also from the point of view of the monopolization of ruling. Churches had far-reaching social connections. They were present in almost every villages, towns, and cities. Denominational schools comprised one of the important elements of the churches' connections. Consequently, the left-wing first of all wanted to acquire church schools. The government kept explaining the public that school nationalization was implemented for the sake of progress and democracy. The communist party considered this school matter as a question of power. Left-wing forces made efforts to gain influence over society to the highest possible extent. They also wanted to control the formulation of the growing generation's thoughts and view of life. Consequently, acquiring the schools was an important step on the way of expropriating political power. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2," see ED603411.]

This volume includes two sections of the 2019 NORDSCI international conference proceedings: (1) Education and Educational Research; and (2) Language and Linguistics. Education and Educational Research includes 11 papers covering scientific topics in the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 11 papers covering scientific topics related to theoretical, literary and historical linguistics, as well as stylistics and philology.

In the latest BCES Conference Book ("Education in Modern Society," BCES Conference Books, 2018) a study was published which presented Hungarian legislation on the field of education. It is clear that the legal framework serves the interests of the government. The Fundamental Law of Hungary does not guarantee the fundamental right to education but makes possible its delimitation. It secures a large playground for the majority of government and securing direct influence. One year ago, the aforementioned study asked the following question: where are these trends leading to? At that point, it seemed likely that the Hungarian government would use his power to intervene in state higher education. In the 2018 general election, the ruling party obtained an extreme majority in the parliament. It is in such a stable position that it can restrict not only the autonomy of state universities but also influences academia in general. In the spring of 2017, the world's media reacted to what is termed "Lex CEU". Although this law affected several foreign universities, it undoubtedly targeted the Central European University by creating legal requirements, which would make it impossible for this university to remain in Hungary. The other important academic issue targeted by the government, namely the abolition of Gender Studies programmes, affects one of the most respected Hungarian state universities (Eötvös Loránd University) in addition to CEU. This study presents these two cases, aims to understand the facts and legal background, and offers an analysis of the processes. [For the complete Volume 17 proceedings, see ED596826.]

Although efforts were made to establish several higher education institutes in the Medieval era, Hungarian higher education began in 1635 when the first university, which is still in operation today, was founded. For the first one hundred and fifty years the university was under the influence of the church, then under Absolutism, it came under the rule of the Crown. The period between the last decades of the 19th century and World War I is considered the golden era of autonomy in Hungarian higher education, although the influence of the government was significant. After World War I the universities' autonomy decreased, and by the end of World War II, it had completely disappeared. The change came just before 1990 when the collapse of Soviet rule led to the fall of the Berlin Wall. In the early 1990s, the first independent and general Higher Education Act established the 'Humboldt model' in Hungary. However, this was only in place for three years. Over the past twenty years, we have seen the autonomy of Hungarian higher education and its institutions slowly decrease. This study discusses the past thirty years and aims to understand the reasons for the failure of the autonomy experiment. [For the complete Volume 17 proceedings, see ED596826.]

This research examines how gender roles are affecting teachers' professional development (TPD) in Hungary. Are there significant differences in the career path between male and female teachers? What kind of degrees do they have? How they have chosen their in-service training? Is the longer and -- according to the literature -- more effective training more popular? Many researchers examined what makes TPD effective. The TALIS 2013 (OECD, 2013) listed the features of high-quality TPD, which are: content focus; collective participation; active learning; duration (longer term TPD programs are more effective) and coherence. There are only a few Anglo-Saxon researchers, who examined the gender specificities of the teaching profession, even though the teacher's role is definitely related to gender roles. The probability that one chooses the teaching career and later leaves or stays are not independent from the teacher's feminine image and the status of the teaching profession. The results show that the use of diverse teaching methods, following teaching novelties and participation in high-standard further education are more important for women. At the same time, for male teachers the transfer of knowledge and scientific career are more important. We see one of the traditional masculine-feminine dichotomies: knowledge or personality centeredness. This means that academic knowledge, the development of theoretical knowledge appear much more emphatically with men; and the intention of getting to know the personal problems of students or the pursuit of equal opportunities with women. [For the complete Volume 17 proceedings, see ED596826.]

This paper presents possible methods of cooperation in the area of U.S. educational exchange with Hungary and other Eastern Bloc countries. Specific problems are featured, and information is provided about legal, political, and economic issues and concerns. The paper stresses the need to stop thinking of these countries as politically homogeneous and to learn that socialist countries are becoming politically diverse. Openness in educational exchanges varies from country to country, but Hungary is a leader in international educational projects. Specific financial problems facing the exchanges include the lack of funds, currency regulations, and money exchange rates. New program rationales between Hungary and the United States include an increase in Hungarian student interest and the need for students from both countries to experience a global education. Possible areas of cooperation between the two countries are: (1) undertaking joint research for coordinating existing projects, initiating new programs, and mutual planning assistance; (2) planning student exchange programs through government grants and financial support and between specific schools and providing for exchanges of resource materials; and (3) financing exchanges for specific students and teachers, establishing special foundations, and sponsoring joint exchange ventures. (JHP)

The components of motivation in foreign language (FL) learning are examined as well as the effect of those components on certain language learning behaviors. Two basic assumptions are derived from the results of the study. These include the following: (1) Motivation in FL learning contexts (e.g., learning English in Hungary) is different in some ways from motivation in second language acquisition contexts (e.g., learning English in the United States); and (2) language learning is a series of diverse learning behaviors rather than a uniform process. In the first part of the research a motivation questionnaire was designed and administered to 134 young adult language learners. Based on the results of the questionnaire, a motivation construct was postulated that is believed to be valid for FL learning contexts in general. In the second part of the survey, the effects of motivation on four criterion measures, course achievement, course attendance, extracurricular language use, and further enrollment, were investigated. Finally, the results obtained from beginner and intermediate students were compared to determine whether there were any significant differences in terms of their motivation. Based on the results of this survey, a theoretical construct of motivation in FL learning was postulated, consisting of: (1) an instrumental motivational subsystem; (2) a multi-faceted integrative motivational subsystem; (3) need for achievement; and (4) attributions about past failures. (JL)

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2017, taking place in Budapest, Hungary, from 29 of April to 1 of May, 2017. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2017 received 243 submissions, from 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 128 submissions (29% acceptance rate). The conference also includes: (1) Two keynote presentations by Prof. Dr. Leslie G. Walker (Professor of Cancer Rehabilitation at the University of Hull, United Kingdom) and by Prof. Dr. Howard S. Schwartz (Professor of Organizational Behavior in the School of Business Administration, Oakland University, USA); and (2) Two Special Talks one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Dr. António Alvim (Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal). We would like to express our gratitude to all our invitees. This volume is composed by the papers of the International Psychological Applications Conference and Trends (InPACT 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This volume contains the papers and results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [Abstract modified to meet ERIC guidelines. For the 2016 proceedings, see ED580800.]

We are delighted to welcome you to the International Conference on Education and New Developments 2016--END 2016, taking place in Ljubljana, Slovenia, from 12 to 14 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2016 received 489 submissions, from 53 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 133 submissions (27% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Mojca Juriševic, Associate Professor of Educational Psychology, Faculty of Education, University of Ljubljana, Slovenia, to whom we express our most gratitude. Also, we give a special thanks to Professor Emerita Nina K. Buchanan, PhD, University of Hawaii, USA and Professor Emeritus Robert A. Fox, PhD, University of Hawaii, USA for the special talk entitled "The Search for New Educational Forms in the United States and its International Implications." This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected co-sponsor and media partner that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

In this article, the Hungarian ICT Industry related research and development is analysed. The developments and characteristics of the sector are described on one hand on the available statistics and on the other hand on interviews taken with the representatives of leading ICT companies in Hungary. In this short paper in order to have a larger database, we use a more aggregated definition of ICT sector according to European Commission DG JRC, IPTS (NACE rev.1.1). The main objectives of the paper are: to present the main characteristics of the sector and to explore the main causes of relatively low R&D activity of the ICT sector. [ABSTRACT FROM AUTHOR]

This book assembles over 50 papers from the 7th Triennial European Research Conference of the European Society for Research on the Education of Adults (ESREA), which was held from the 4th to the 7th of September 2013 at Humboldt-University in Berlin. The title of the conference was "Changing Configurations of Adult Education in Transitional Times". Many authors within this volume refer to this title and the thematic outline within the call for papers. Furthermore, conferences are also a general "seismograph" that show the issues currently dealt with in a research community and also the terms that are employed frequently at one specific point of time. Papers included in the proceedings are: (1) Introduction (Bernd Käpplinger, Nina Lichte, Erik Haberzeth, and Claudia Kulmus); (2) Transitions around and within ESREA (Henning Salling Olesen); (3) Welcome Address at the ESREA Triennial Research Conference 2013 in Berlin (Bernd Käpplinger); (4) Non-traditional adult students in Higher Education: the development of Plurilingual Repertoires (Susana Ambrósio, Maria Helena Araújo e Sá, and Ana Raquel Simões); (5) Voice, interaction and transformation: identifying transformation in the diverse meanings and contexts of the language of biographical learning interviews (Rob Evans); (6) University and lifelong learning. A research on "non traditional stories" and learning identities (Andrea Galimberti); (7) Graduating at older age--what are the expected, surprising and unwanted outcomes? (Ulpukka Isopahkala-Bouret); (8) Learning by volunteer computing, thinking and gaming: What and how are volunteers learning by participating in Virtual Citizen Science? (Laure Kloetzer, Daniel Schneider, Charlene Jennett, Ioanna Iacovides, Alexandra Eveleigh, Anna Cox, and Margaret Gold); (9) Unskilled Work and Learner Identity--Understanding unskilled work as a certain condition for perceiving oneself as an educable subject (Sissel Kondrup); (10) Engaging Universities and Adult Education: The Paulo Freire Chair at the University of Seville (Emilio Lucio-Villegas); (11) Testing as Reflecting? Preliminary findings from a study involving personality testing in CVET (Henriette Lundgren); (12) Issues of recognition and participation in changing times: the inclusion of refugees in higher education in the UK (Linda Morrice); (13) Writing & University internship: an educational path (Loredana Perla and Viviana Vinci); (14) Agency and future life trajectories in accounts of Access to Higher Education students in England (Anna Piela, Hugh Busher, Nalita James, and Anna-Marie Palmer); (15) Functional Illiterates and their Confidantes: A new Approach to the Question of Non-Participation in Adult Education (Wibke Riekmann and Klaus Buddeberg); (16) Inclusion and exclusion in continuing education for adults: the case of young people with a low level of education in Spain (Francesca Salvà-Mut, Elena Quintana-Murci, and Danielle Desmarais); (17) Recognition of prior learning: valuing learning through transitions for individual and collective purposes? (Fátima Antunes and Paula Guimarães); (18) Pedagogy versus Medicinea training and narrative care project in medical-healthcare contexts (Micaela Castiglioni); (19) The learning process of health--impacts of the configuration of the workplace health promotion (Sylvana Dietel); (20) The role of intrinsic training motivation for self-perceived work ability and working past retirement age (Paula Thieme, Michael Brusch, and Victoria Büsch); (21) Quality in continuing education: Which aspects matter from the participant's point of view? (Kirsten Aust, Stefanie Hartz, and Bernhard Schmidt-Hertha); (22) Adult Education and Transformative Learning (Elmira Bancheva, Maria Ivanova, and Alexander Pojarliev); (23) Adult Transitions in transitional times: configurations and implications for Adult Education (Chiara Biasin); (24) Blended Counselling: Advising Prospective Students with Vocational Qualifications on Their Way to University (Stefanie Brunner, Stefanie Kretschmer, and Olaf Zawacki-Richter); (25) Knowledge Transfer in Career Guidance--Empirical and Theoretical Research Findings (Clinton Enoch); (26) Successful outcomes in Vocational Education and Training Courses and Mathematics: How Pedagogy and Expectations Influence Achievement (Bronwyn Ewing, Grace Sarra, Tom Cooper, Chris Matthews, and Glen Fairfoot); (27) Profession and context: training teachers in a systemic, co-operative and auto/biographic view (Laura Formenti); (28) How Internet Based Participatory Culture Can Be Co-opted To Develop Teachers' Technological Skills (Filippo Gilardi and James Reid); (29) What are the Factors that Affect the Training of Adult Employees in the Universities of Mid-Egypt on ICT (Mohamed H. Hendy); (30) Workers' training using the e-learning methodology through entrepreneurs confederations in Spain (Rafael M. Hernández-Carrera); (31) New Configurations of Guidance and Counselling--From Support for Individual Decisions to a Governance Tool? (Bernd Käpplinger); (32) Reconstructing Professional Identity in Transition of Working Life (Helena Koskinen); (33) New Challenges for Teaching and Learning in German University Education (Ines Langemeyer and Ines Rohrdantz-Herrmann); (34) Training managers: a case study of a French corporate university (Simon Mallard and Jerome Eneau); (35) A new professional occupation in adult's education: the RVC Professional (Catarina Paulos); (36) Work motivation and employee motivation methods in managerial work (Anna Piirainen); (37) The peer groups bridging the disciplines and social contexts in higher education (Arja Piirainen); (38) From social educators imaginary to social educators training: lessons learned in a Grundtvig partnership project (Flavia Virgilio); (39) To Value Adult Education--Organisational learning, Adult Learning, and the Third Sector (Henning Pätzold); (40) Sociocultural community development as a strategy for adult education: the conceptions and practices of its practitioners (Ana Maria Simões); (41) Changing configurations in the governance of adult education in Europe: discussion of some effects of the Lisbon Strategy in Portugal (Rosanna Barros); (42) Adult education and community development in the city: Critical geography meets critical pedagogy (Christine Durant and Behrang Foroughi); (43) Unveiling of new Development Perspectives on Migration Critical research as an approach for discovering latent future possibilities (Malte Ebner von Eschenbach); (44) Education Decisions of Employed Persons: The Influence of Adult Education Vouchers (Erik Haberzeth and Claudia Kulmus); (45) Emancipation instead of discipline (Anja Heikkinen); (46) We make the road by walking--collective knowledge building and action (Lars Holmstrand and Gunilla Härnsten); (47) Adult Learning through Participation in the Economic (and Political) Environment (Martin Kopecký); (48) Invisible colleges in adult education in Portugal: contribution mapping (Ricardo R. Monginho); (49) The Rise and Fall of Research on the History of Adult Education in Contemporary Hungary: Trends and Issues of Historical Research Work from 1993 to 2013 (Balázs Németh); (50) The Limits and Divisions of Adult and Continuing Education in 20th Century Modern Europe. Historical and Political Dimensions and Patterns (Balázs Németh); (51) Violence Interrogates adult education today. A radical and critical reflection (Maria Grazia Riva); and (52) About the changes and challenges of adult education in Poland in the years 1989-2013 (Hanna Solarczyk-Szwec, Anna Matusiak, and Agata Szwech). An author index is included. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

The Common European Framework of Reference (CEFR) lays strong emphasis on task-based language teaching (TBLT). However, this approach constitutes a challenge for many foreign language teachers, not so much because they are not familiar with the approach or its benefits, but because of the requirements and practical conditions to be met. Most national curricula are clear about the importance of TBLT. The reality of the classroom does not mirror it. The consortium, coordinated by the University of Algarve, is constituted by Higher Education Institutions and secondary schools working in tandem from ten countries (Germany, Greece, Hungary, Italy, the Netherlands, Portugal, Serbia, Spain, Turkey, and the UK). The consortium proposes to build on the outcomes of previous Comenius projects, extending previously acquired knowledge to other partners and constructing a transnational strategy for information and communications technology (ICT)-based task design management. This entails setting up regional networks to promote the languages of the partners involved in the project. [For full proceedings, see ED565087.]

Recent studies show that students with lower secondary school performance2 apply to teacher training programs; moreover, teacher training graduates showing poorer academic performance are more likely to become teachers. However, fulfilling the role of a successful teacher involves having complex knowledge and skills, such as co-operation, self-understanding and good problem-solving skills. This complexity is interpreted differently by experts. Some claim that it leads to deprofessionalization while others empathize the crucial role of teacher training development and renewal, which would compensate for the loss of prestige in the teaching profession. Although it is not common in Hungary, Paszkál Kiss and his research group have recently carried out a competence-based assessment of students studying in higher education. Their results confirm that academic success alone does not predict competence-based achievement. Our analysis was based on two data collections performed in 2010 and 2012 on students studying in the higher-education institutions of the cross border regions of Hungary, Romania and Ukraine. Our results support the claims in literature that the academic performance of education majors is poorer than the academic performance of other students while, in some areas, other indicators of achievement demonstrate the advantage of education majors. [For the complete Volume 12 proceedings, see ED597979.]

The evolution of today's connective forms of teaching and learning draws attention to expansion of "space" in which teaching and learning moments: engaging the attention, knowledge transfer, acquisition, demonstration, experience, experiment research and practice, conclusions are organized around a more free method. Due to these phenomena and the previous experience gained, the aim of the article is to present the possibilities of mobile learning and ICT-based environment. It shows how the mobile device based (independent of place and time) short content access, control of learning self-issues, customized test questions (centralized storage of results) or per item assessed curriculum can be implemented. In the background of the solutions presented are assessments of a 2012 and 2013 based empirical studies carried out among an electronic framework and online forms. The results support the need for a new type of mobile learning support systems. [For the complete proceedings, see ED557171.]

This edited volume contains the papers presented in the 2nd ESREA|ReNAdet meeting that was jointly organised with the VET & CULTURE Network in the University of Tallinn (Estonia), 9-11 November 2011. The papers that appear in the volume discuss the future (or the futures) of adult educators in respect to issues of developing their identities and professional status, issues of networking and/or unionizing and collaborating among different "types" of adult educators and related staff in adult education in general, and issues of power and authority in the adult-educator interaction. The selected number of contributions that appear in the volume focus on following themes: (1) Perceptions of adult educators: by adults-students, policy makers and in public; (2) Theoretical, political and practical discourses on adult educators: the future of adult education as an academic field; (3) Context and environment of adult education and different "types" of adult educators; (4) Ownership of the adult educators' profession and professional borders: is there a professional future for adult educators?; and (5) Learning, becoming, being and growing as professional adult educator, including issues of ageing and gender. Following a preface, "Creating a Space for Learning-- Reflections" (Marin Gross and Larissa Jogi), papers include: (1) Reflective Learning in Blended Process: Becoming an Adult Educator (Helena Koskinen); (2) The Status and Training Needs of Adult Educators in Hungary (Eva Farkas); (3) Adult Educator Development and Burnout: Self-Management of Generic Competences in Problem Prevention (Joanna Pitura); (4) Adult Educators--A Threatened Species in Our Education Systems (Markus Weil); (5) Changing Demands of Society and the Validity of the Training Programme for Adult Educators in Japan: Limitations on Its Present Curriculum after the 2011 Great Eastern Japan Earthquake and Future Possibilities (Naoko Suzuki); (6) The Relations of the Actors in Research, Practice and Finnish Adult Education: What Research Means for Actors of Vocational Education? (Sini Terasahde); (7) The Impact of the Validation Process on the Professional Development of Adult Educators (Simona Sava, Mariana Crasovan, and Andreea Siliman); (8) The Identity of Adult Educators in the Context of the Open University as Perceived by Themselves and Their Students: A Case Study (Maria Gravani and Georgios K. Zarifis); (9) The Relations of the Actors in Research, Practice and Policy in Norwegian Adult Education: What Research Means for Actors of Vocational Education? (Gerd Stolen); (10) Cooperation as a Central Element of Future-Oriented Adult Education (Christina Buschle, Rudolf Tippelt, and Sandra Fuchs); (11) Academic Identity of Adult Education (Anja Heikkinen); (12) The Use of Experiential Learning in the Adult Education Field (James Bradley); and (13) Interactive Professionalization in Continuing Education and Training: The Bielefeld Approach (Wolfgang Juette, Markus Walber, and Julia Behrens). An index is also included. Individual papers contain references, tables, and figures. (Contains 29 footnotes.) [Abstract modified to meet ERIC guidelines.]

Research in the field of mathematics teaching implies multi- and interdisciplinarity. We believe that the lectures, discussions and experience exchange between Croatian and international participants of the Mathematics and Children meetings (scientists from Slovenia, Bosnia and Herzegovina, Austria, Hungary, Serbia) will initiate and intensify scientific cooperation in the field of mathematics teaching on the international level. Accompanying this event, we would also like to initiate doctoral studies in the field of mathematics teaching in Croatia following the examples from Europe and worldwide. This monograph contains five chapters: (1) Partnerships of Civil Society, Faculties and Schools in Raising the Teaching Quality; (2) About Learning Outcomes in Teaching Mathematics to Pupils; (3) About Learning Outcomes in Teaching Mathematics to Students; (4) Impact of Learning and Teaching Strategies on Learning Outcomes; and (5) Discussion About Studies of Mathematics and Teaching Mathematics. Seventeen papers comprise this volume. They are: (1) Civil Society Organizations as a Partner in Mathematical Education (Sanja Rukavina); (2) Mathematics Teachers as Researchers of their Teaching and Pupils' Learning (Tatjana Hodnik Cadez); (3) Mathematics and Informatics in Extracurricular Activities Chosen by Pupils and Offered by their Teachers (Margita Pavlekovic,; Ana Mirkovic Mogus; and Diana Moslavac); (4) Mathematics Learning Built on Pictures ((Katalin Munkacsy); (5) Through Games into the World of Probability (Mara Cotic; and Darjo Felda); (6) Producing Plane Figures and Selecting Plane Figures in the Fourth Class of Lower Primary School (Ibolya Szilagyine Szinger); (7) The Concept of Zero Among 7-12-Years-Old Children (Eva Kopasz); (8) Mathematical Requirements in PISA Assessment (Dubravka Glasnovic Gracin); (9) Learning Outcomes in Mathematics: Case Study of Implementation and Evaluation by Use of E-Learning (Blazenka Divjak; and Mirela Ostroski); (10) Mathematic Competencies Of Students Interested In Teaching Studies --An Analysis Of An Entrance Exam In Mathematics (Irena Misurac Zorica; and Marinko Pejic); (11) Investigation of Spatial Ability in the Population Of Students of Mathematics Teacher Education Programmes at The Department Of Mathematics, University Of Zagreb (Aleksandra Cizmesija; and Zeljka Milin Sipus); (12) Application Of Basic Mathematical Concepts And Skills in Physics (Zeljka Milin Sipus; and Maja Planinic); (13) A Number Theoretical Game with Chess Figures (Emil Molnar); (14) Amusing Mathematics in the Teaching Of Mathematics (Zdravko Kurnik); (15) Metacognition And Self-Regulation in Learning and Teaching Mathematics (Ivan Mrkonjic; Velimir Topolovec; and Marija Marinovic); (16) "Shall We Study Mathematics?"-- Fifty Years After (About the 1959 Article of Academic S. Bilinski) (Mirko Polonijo); and (17) Math Teachers' Perceptions Of Mathematics Education in Elementary and Secondary Schools in Croatia--Results of an Empirical Research (Branislava Baranovic; and Marina Stibric). [Individual papers contain references, tables, figures, and pictures. Papers are presented in both English and Croatian.]

The main aim of the Organisational Committee of the international scientific colloquium Mathematics and Children is to encourage additional scientific research in the field of mathematics teaching in Croatia. The development of science and education is a part of a long-term Education Sector Development Plan 2005-2010. Following the example of Europe and the rest of the world, special attention in the field of education is given to mathematical literacy of children (PISA programme) as well as to mathematics teacher training (quality insurance in higher education). Mathematics teaching in Croatia faces modified strategic, organizational, social and technical conditions. Introducing one-shift classes in primary schools, including children with special needs (talented ones and those with difficulties) in regular classes, extended day program for all students, two teachers per class, greater mobility of children and teachers in schools and new teaching technologies demand changes in the methodology of mathematical education of both children and future teachers of mathematics. It is important to develop a life-long learning programme for teachers of mathematics that includes doctoral studies. Research in the field of mathematics teaching implies multi- and interdisciplinarity. Therefore a cooperation with scientists outside the field of mathematics (psychologists, special-ed teachers, educators) is an imperative, although we strongly believe that improvements in mathematics teaching should be encouraged within the field of mathematics. A precondition for developing new approaches and methodologies in mathematics teaching in Croatia is a first-hand experience with the results of international research and standards in mathematics teaching and defining doctoral studies within the same field. We believe that the lectures, discussions and experience exchange between Croatian and international participants of the Mathematics and Children meeting will initiate and intensify scientific cooperation in the field of mathematics teaching on the international level. We would also like for this event to initiate the start of doctoral studies in the field of mathematics teaching in Croatia following the examples from Europe and worldwide. We are very grateful to numerous Croatian and international scientists who have recognized the importance of this event and managed to find the time to attend this gathering. We would also like to thank the heads and entrepreneurs of the local community who financed this event for the most part. Papers include: (1) An Overview of the Authorised Curriculum in Teaching Mathematics Harmonised with the Bologna Declaration at the Department of Mathematics, University of Sarajevo (Sefket Arslanagic); (2) Role of Different Representations of Mathematical Concepts for Learning with Understanding (Tatjana Hodnik-Cadez); (3) The Scientific Frameworks of Teaching Mathematics (Zdravko Kurnik); (4) An Evergreen Problem (Emil Molnar); (5) Mathematically Gifted Children: What Can We Teach Them and What Can We Learn? (Vesna Vlahovic-Stetic); (6) Difficulties in Teaching Mathematics in the Second Grade of Primary School (Josip Cindric and Maja Cindric); (7) Children and Simple Combinatorial Situations (Maja Cotic and Darjo Felda); (8) National Curriculum Framework for Primary Mathematics Education--European Experiences and Trends (Aleksandra Cizmesija); (9) Dynamic Mathematics Class and the Smart Board (Sasa Duka and Damir Tomic); (10) The Dyscalculic Child, Mathematics and Teacher Study Students (Lidija Goljevacki and Aleksandra Krampac-Grljusic); (11) Is the Language of Mathematics Difficult? (The level of technical language use among teacher training college students) (Eva Kopasz); (12) Assessment and Evaluation in Mathematics Education (Zeljka Milin-Sipus); (13) Origami and Mathematics (Franka Miriam-Bruckler); (14) Attitudes of the Students of Teaching Studies towards Mathematics (Irena Misurac-Zorica); (15) Partnership among Faculties, Schools and Families for the Improvement of Mathematics Education of the Gifted Children (Ksenija Mogus and Silvija Mihaljevic); (16) Expert System for Detecting a Child's Gift in Mathematics (Margita Pavlekovic, Marijana Zekic-Susac, and Ivana Durdevic); (17) Boris Pavkovic (portrait of a distinguished methodologist and popularizer of mathematics) (Mirko Polonijo); (18) Mathematics in Play and Leisure Activities--LEGO Building Bricks (Tomislav Rudec); (19) Basic Knowledge of Mathematics and Teacher Training (Sanja Rukavina); (20) Solving Linear Equations Using Computer's Drawing Tools (Miljenko Stanic); (21) Developing the Problem-Solving Skills of Children Suffering from Dyscalculia through Mathematical Tasks with a Text (Aniko Straubingerne Kemler); (22) The Concept of the Square and the Rectangle at the Age 10-11 (Ibolya Szilagyne Szinger); (23) The Use of Computers in Teaching Mathematics (Sanja Varosanec); and (24) From Active Experimenting to Abstract Notion Concept (Amalija Zakelj and Aco Cankar). (Individual papers contain tables, graphs, and references.) [Papers are presented in both English and Croatian. These proceedings were published by the University Josip Juraj Strossmayer in Osijek, Faculty of Philosophy in Osijek. Abstract was modified to meet ERIC guidelines

This proceedings consists of 13 papers and 3 working group presentations from a 3-day workshop on issues of work-linked learning relevant for curriculum development. "Welcome" (Slavko Gaber, Peter de Rooij) is followed by two introductory papers: "Integration of Work and Learning: A Challenge for Both Schools and Companies" (Bernhard Buck) and "Integration of Work and Learning: A Challenge for Education and Employment Systems in Transition Countries" (Peter Grootings). "Summary of the Workshop" provides summaries of each of the papers that follow. The proceedings are divided into five parts. Part I, The Slovenia Day, consists of one paper, "Integration of Education and Work in Slovenia--From the Viewpoint of Theory and Practice" (Zdenko Medves, Janko Mursak), and a general discussion in the presence of the Slovenian Minister of Education, Vice Minister of Labor, and special guests from Slovenian institutions. Part II, How To Bring the Educational Institutions Nearer to Work?, contains three papers: "The Learning Potential of Work: The Challenge for Education in Hungary" (Andras Benedek); "The Learning Organisations: How To Bring Educational Institutions Closer to the Workplaces?" (Bernard Raynaud); and "The Integration of Work and Learning within a Network of Different VET [Vocational Education and Training] Locations (Schools, Training Centers, and Companies)" (Guenter Kutscha). Part III, How To Bring Learning into the Daily Work Procedures of Companies?, consists of three papers: "An Organisation of Work To Promote Experience-Based Learning" (Johannes Steinringer); "The Co-operation of Companies in the Framework of Training and Learning Partnerships" (Janja Meglic); and "What to Learn in Companies: How To Produce Goods or How to Satisfy Clients?" (Edwin G. Nelson). The three papers in Part IV, Didactic and Methodical Implications of the Integration of Work and Learning, are "Learning Skills or Problem-Solving: New Approaches in Curriculum Development" (Oriol Homs); "The Change from Instruction-Led to Experience-Led VET in Educational Institutions" (Gerhard Herz); and "Development of Teachers and Trainers for Integration of Work and Learning" (David Oldroyd). Part V, How To Implement the Concept of IWL [Integrated Work and Learning]?, has three presentations: "Working Group I: How to Bring the Educational Institutions Nearer to Work?" (Angelca Ivancic et al.); "Working Group II: How To Bring Learning into the Daily Work Procedures of Companies"?" (Frantisek Bartak et al.); and "Working Group III: Didactic and Methodical Implications of the Integration of Work and Learning" (Gerhard Herz et al.). A discussion follows each paper. A participant list concludes the report. (YLB)

The third Fenno-Hungarian Conference on Developmental Psychology covered four main concepts: the historical roots and development of social competence through three generations, parent-child interaction, parenthood, and the development of socio-cognitive competence through childhood and adolescence. A series of papers was presented addressing the following topics; (1) infant vocalization; (2) family educational norms in the education of grandchildren; (3) historical roots of sex-atypical careers of women; (4) wantedness and unwantedness of children over three generations; (5) human relations of retired people, their self-actualization and their faith in the future; (6) empathy and prosocial attitudes of students of Special Education; (7) impact of families and state care on children's communication skills; (8) mother attitudes and interaction with learning disabled sons; (9) mother attitudes and interaction with low birthweight babies; (10) ambivalence about motherhood during pregnancy: effects on the caregiving role; (11) father role and family adjustment; (12) fathers as primary caregivers; (13) have parents of boys and girls experienced them differently bringing them up?"; (14) affect of child's age, social status and regional location on marital adjustment; (15) a new approach to the construction of spatial coordinates; (16) competitive behavior in relation to high ability and home environment; (17) culture mediating role of families of high ability children; (18) insecurity of 5- to 6-year-old children; and (19) influence of parent self-esteem and attitudes on the self-esteem of child. All of these papers report research results, many of which contain references and statistical tables. (LSH)

The Central European countries are currently in transition in all sectors. In education, the greatest challenge is providing sufficient English-as-a-Second-Language (ESL) instruction to meet the expanding demand, particularly after many years in which English was not taught widely in Hungary, Poland, and Czechoslovakia. High pedagogical standards are being challenged by serious shortages of well-trained ESL teachers and materials. In some cases, teachers weak in English language skills or lacking language teacher training are being hired to fill the gaps. Native English-speaking English language training professionals can make a substantial contribution during this time of expansion, but collaboration with local experts will be important to ensure that the methodologies and materials that are developed are appropriate to local cultures and expectations. There are many challenges and difficulties to overcome. Response to these needs in the next few years will lay the groundwork for the future of English language development in the region. (MSE)

Information about several papers discussed at a conference "Decent Work for Domestic Workers," held on June 1, 2011 sponsored by the Committee on Domestic Workers with an aim to achieve equality of voting strength is presented. Topics discussed include robust and flexible standards on domestic work and implementation of international labor standards. The conference featured the Government member of Hungary, of Argentina and South Africa.

The prohibition of reformation in peius has two meanings in the Hungarian legal terminology, such as the prohibition of increasing punishment and the so called reformation in peius. In the effective Hungarian legal system it is regulated, within the rules of the criminal procedure, regarding the ordinary and extraordinary legal remedies, separate procedures and, in addition to the criminal procedure, it is regulated even regarding the law of minor offences. Furthermore, the reformation in peius is not an inevitable consequence of the rule of law, but only a legal favour, and many questions and problems emerge in the light of fundamental principles and constitutionality concerning this prohibition. The prohibition of reformation in peius may be regarded as a legal guarantee for the defence to be able to file an appeal without the risk that the judgment might be altered to detriment of the accused. Therefore, it is a case of favour defensionis and as such it plays a huge role in sentencing, especially when the judgment was appealed in order to increase the severity of sentences. This paper examines the connection between the prohibition of reformation in peius and the principle of constitutionality, as well as the its relation to the aggravating and mitigating factors of sentencing taken into account by the court of appeal. [ABSTRACT FROM AUTHOR]

This publication reports the proceedings of the Fenno-Hungarian Conference on Recent Family Types, which was held in Lahti, Finland, in July, 1989. The purpose of the conference was to discuss the effect of changing social conditions on the family, family types, and home education in Hungary and Finland. A series of papers was presented. Topics addressed included: (1) parental models in the life of secondary students; (2) family cohesion and adaptability; (3) relationships between parents and children; (4) development of language skills; (5) family structure; (6) the effect of social status on role behavior in families; (7) children and families engaged in sports; (8) the family as an institution of socialization; (9) the effect of family variables on the mental development of prematurely born children; (10) social participation among elderly adults; (11) adolescents' views about the family; (12) research on pregnancy, childbirth, and the mother's experiences after giving birth; and (13) role conflicts in professional families. Most of the papers are reports of research results, and many include reference lists. (BC)

The basic question under study was whether, or to what extent, the regular use of a library induces a modification in the user's structure of tastes and activities. In the spring of 1972, detailed interviews were conducted with 400 library users and 200 matched nonusers in two middle sized Hungarian towns. Interviewees were asked to evaluate, on a scale of 1 to 5, the attractiveness of 16 leisure or cultural activities and 11 kinds of television programs, first to themselves and second to the general population. The same people were revisited in 1974, and, by the reuse of the original research instruments, judgements were made as to the presupposed changes in favor of the library users, in the rise of their cultural demands to a higher level. The results, showing the varieties of values between users and nonusers, plus individual changes over two years, indicate a greater achievement motivation among users. Since such motivation is developed in early childhood, it is recommended that attention be focused on providing children with improved library services and with stimulating role models. (SL)

Data are presented from a long-term follow-up study investigating the interplay of various factors contributing to the developmental outcome of prematurely born children. Fifty-eight low-risk pre-term Hungarian children are compared to 100 full-term children, from birth to age 6, on socioeconomic status, family climate, and intellectual stimulation. Maternal attitudes are analyzed in terms of perfectionism, over-permissiveness, over-protectiveness, rejecting/neglecting, predictability, and authoritarian/democratic elements. The evidence indicates that perinatal risk conditions such as preterm birth have a differential impact on mental development depending upon social-environmental factors. Advantaged family circumstances may reduce or even fully compensate for the adverse effects of perinatal risks, while a disadvantaged environment is likely to amplify them. Includes 59 references. (JDD)

The following are among 50 papers included: "The Politics of Planning Culturally Relevant AIDS Education for African-American Women" (Archie-Booker); "Developing White Consciousness through a Transformative Learning Process" (Barlas); "Executive Businesswomen's Learning in the Context of Organizational Culture" (Bierma); "The Myth of the Universal Adult Educator" (Brown); "Interactions in Distance Education" (Burnham, Walden); "Women's Experience of Academic Collaboration" (Clark, Watson); "Measurement of Participation in Adult Education" (Collins, Brick, Kim); "Learning Strategies in the Corporate Setting" (Conti, Kolody, Schneider); "Learning within a Social Movement" (Cunningham, Curry); "Commonwealth of Pennsylvania's GED (General Educational Development) Graduates' Progress" (Dean); "Orchestration of Learning Style Differences and Other Variables in an Action Learning Experience" (Dilworth); "An Exploratory Study of the Social and Personal Dynamics that Deter Underserved Women from Participating in Adult Education Activities" (Hall, Donaldson); "Researching Professional Practice" (Donaldson, Kuhne); "Critical Thinking, Developmental Learning, and Adaptive Flexibility in Organizational Leaders" (Duchesne); "Participant Perceptions of Residential Learning" (Fleming); "Identification of the Workplace Basic Skills Necessary for Effective Job Performance by Entry-Level Workers in Small Businesses in Oklahoma" (Harris); "Participation and Retention Factors Relating to Black Reentry Graduate and Undergraduate Women in the College of Education" (Johnson-Bailey, Brown); "Factors that Affect the Epistemology of Group Learning" (Marsick, Kasl); "Radical Pedagogy in Action" (Kaufmann); "How Adult Experience as a Supervising Decision-Maker Can Inhibit Learning" (Lauderdale); "Academic vs. Integrated Functional-Context Literacy Programs" (Martin); "Voluntary Organizations and Nonformal Adult Education in Hungary" (Pandak); "A Sociocultural Perspective of Knowing" (Reybold); "Knowledge as 'Quality Non-Conformance'" (Schied et al.); "A Replication Study of the Attitudes of Selected Academics and Decision-Makers towards Adult Students" (Smeby, Sisco); "The Effectiveness of Total Quality Management" (Smith, Lewis); "Doing Cross-Cultural Research in Adult Education" (Sparks); "Adult Education On-Line" (Spencer); "Synergic Inquiry" (Tang); "Implicit Memory and Transformative Learning Theory" (Taylor); "Innovation as Knowledge and Learning" (Taylor); "Teaching across Borders" (Tisdell, Perry); and "Beyond Disciplinary Consumption in Program Planning Classes" (Wilson, Cervero). (MN)

Includes the following among 52 papers: "Accelerated Degree Programs" (Anderson et al.); "Basic Skills in the Workplace" (Askov); "Breaking All the Rules" (Baird); "Data Mining for Factors Affecting the Implementation of Interactive, Computer-Mediated Instructional Techniques for Students at a Distance" (Bielema); "Continuing Higher Education in Hungary" (Boyer); "Program Development Using Distance Learning Technologies" (Boyer); "Factors of Distraction in a One-Way Video, Two-Way Audio Distance Learning Setting" (Briggs, Wagner); "Acceptance of Technical Media Study" (Carmichael, Cegles); "Processes of Adult Learning" (Cavaliere); "Participation of Older Adults in Educational Programs" (Chen); "Adult Education and Employability" (Chene, Voyer); "Why Do Adult Educators in the Employment and Training Field Participate in Continuing Professional Education?" (Childers); "Mailing Lists as a Venue for Adult Learning" (Collins, Berge); "What Can Men Learn from Women About Academic Adjustment to College?" (Deely);"Experiences of High School Seniors, Teacher, and Administrators in a Distance Learning Calculus Course" (Downs); "Adult Education's Role in the Post-Secondary Education and Employment of People with Disabilities" (DuBois, Klinger); "Critical Thinking, Developmental Learning, and Adaptive Flexibility in Organizational Leaders" (Duchesne); "Moving into Interactive Video Instruction" (Dumestre, Noel); "Learning Theory Applied to Adults" (Ferro); "Alternative Methods, Alternative Delivery Systems" (Fowler, Strunk);"Identifying Factors that Promote Perspective Transformation in Higher Education" (King); "Effects of Gender Differences on College Outcomes for Adult Graduates" (Knezek); "Faculty Awareness and Use of Adult Learning Principles" (Lawler et al.); "Development of a Computer-Based Telecommunications Network for Diabetes Educators in West Virginia" (Lewis, Jacknowitz); "The Video-Teleconference HRD [Human Resource Development] Classroom" (Niemi et al.); "Patterns of Interaction in an International Audioconferencing Course" (Nti, Bunker); "Distance Education and Media Technologies" (Obregon, Uppal); "Playing in the Cyberspace Sandbox" (Palloff, Pratt); "Deconstruction Model of Literacy's Political and Cultural History" (Quigley); "Learning and New Voices" (Resides); "New Roles for Continuing Education" (Surridge); "Lifelong Learning in Museums" (Svedlow); "Issues in Adult Education Historiography" (Thompson); "Applying Adult Learning Theories to Technology-Based Instruction" (Wagner); "Significance of Transformative Learning in Adults Enrolled in a Teacher Education Program" (Weirauch); "Faculty as Adult Learners" (Wilhite et al.) and "Adult Education for Workers" (Wolensky). (YLB)

Our study tries to identify the relationship between the CSR of Hungarian energy companies and the households' energy and alternative energy consumption based on literature review as secondary research and three case studies as primary research. Beside ethics the corporate social responsibility is typically influenced by three main actors: the companies, the governments and the customers. The major actor of CSR is of course the corporate, but the other influential factors also should be taken into account. The government gives the main framework of CSR by the laws and incentives, but the customers' needs determine what kind of CSR can appear. If customers are really responsible, the real CSR can appear, but if customers are self-conscious, only shallow CSR actions will spread. The companies should measure the effects of implementation of their CSR in order to gain consumers loyalty or stronger image. The results show that in the energy sector the real, "deep" CSR could not spread because of the gap between the consumers'positive attitude and their effective or real behaviour. The results also imply that according to CSR pyramid the number of the really responsible energy corporations will be much less, than the number of corporations, which use CSR as communication tool, so the companies do not have to undertake real responsible actions because the implementation of shallow CSR is enough for the consumers. One reason of this is that energy industry is a more monopolistic market and for the consumers not easy to switch between different energy providers mainly because of the necessary infrastructure. But in nowadays more and more consumers switch to the traditional heating forms, e.g. wood. Even so the energy companies do not want to have bad reputation and have started carrying CSR actions for ten years or so. [ABSTRACT FROM AUTHOR]

Papers presented at a symposium on Europe's less commonly taught languages include the following: "The Necessity of Dialogue" (Marcel de Greve); "Socio- and Psycholinguistic Interference in Teaching Foreign Languages" (Penka Ilieva-Baltova); "Satellite Television, National Television, and Video in Teaching/Learning Less Widely Taught Languages" (Zofia Jancewicz); "Can the Gap Between 'Lesser Used' and 'Less Widely Taught' Languages Be Bridged? A Status Challenge for Irish" (Liam Mac Mathuna); "Dutch, the Language of 20,000,000" (Jos Nivette); "Historical Overview of the Position of Irish" (Mairtin O Murchu); "Lesser Used Languages of the European Communities--Developments in the Recent Past and New Hopes for the Future" (Donall O Riagain); State and Non-State Supported Less Widely Taught Languages: Statutes Beat Numbers" (Yvo J. D. Peeters); "Language Groups Among the Gypsies in Hungary and Some Aspects of Their Oral Culture" (Zita Reger); The Language Situation in the Ukrainian SSR and the Issue of Less Widely Taught Languages" (Oleg E. Semenets); "Possibilities and limits of the Processes of Linguistic Recuperation: The Case of Catalan" (Miguel Siguan); "Some Aspects of Learning/Teaching Romanian as a Foreign Language" (Tatiana Slama-Cazacu); "Language Policy, Language Planning, Status Planning" (Gyorgy Szepe); and "The Variable Macedonian Standard" (Olga Miseska Tomic). (MSE)

The proceedings for the annual conference of the International Group for the Psychology of Mathematics Education (PME) include the following papers: "Intervention in a Mathematics Course at the College Level" (L. Gattuso & R. Lacasse); "The Education of Talented Children" (F. Genzwein); "The Development of a Model for Competence in Mathematical Problem Solving Based on Systems of Cognitive Representation" (G.A. Goldin); "Pilot Work on Secondary Level" (M. Halmos); "On the Textual and the Semantic Structure of Mapping Rule and Multiplicative Compare Problems" (G. Harel, T. Post, & M. Behr); "Forging the Link between Practical and Formal Mathematics" (K.M. Hart & A. Sinkinson); "The Kindergartners' Understanding of the Notion of Rank" (N. Herscovics & J.D. Bergeron); "Initial Research into the Understanding of Percentages" (R. Hershkowitz & T. Halevi); "Structuring and Destructuring a Solution: An Example of Problem Solving Work with the Computer" (J. Hillel, J.L. Gurtner, & C. Kieran); "Metacognition: The Role of the 'Inner Teacher'" (I. Hirayashi & K. Shigematsu); "Formalizing Intuitive Descriptions in a Parallelogram LOGO Microworld" (C. Hoyles & R. Noss); "One Mathematics Teacher" (B. Jaworski); "Learning the Structure of Algebraic Expressions and Equations" (C. Kieran); "The Influence of Teaching on Children's Strategies for Solving Proportional and Inversely Proportional Word Problems" (W. Kurth); "Constructing Bridges from Intrinsic to Cartesian Geometry" (C. Kynigos); "Concepts in Secondary Mathematics in Botswana" (H. Lea); "A Developmental Model of a First Level Competency in Procedural Thinking in LOGO: 'May Be We're Not Expert, But We're Competent'" (T. Lemerise); "The Naive Concept of Sets in Elementary Teachers" (L. Linchevski & S. Vinner); Concrete Introduction to Programming Languages and Observation of Piagetian Stages" (F. Lowenthal); "Cognitive and Metacognitive Shifts" (J.H. Mason & P.J. Davis); "Learning Mathematics Cooperatively with CAI" (Z. Mevarech); "Mathematical Pattern-Finding Elementary School, Focus on Pupils' Strategies and Difficulties in Problem-Solving" (N. Nohda); "The Construction of an Algebraic Concept Through Conflict" (A. Olivier); "Gender and Mathematics: The Prediction of Choice and Achievement" (W. Otten & H. Kuyper); "Teaching and Learning Methods for Problem Solving: Some Theoretical Issues and Psychological Hypotheses" (J. Rogalski & A. Robert); "Student-Sensitive Teaching at the Tertiary Level: A Case Study" (P. Rogers); "Strategy Choice in Solving Additions: Memory of Understanding of Numerical Relations" (A.D. Schliemann); "Representation of Functions and Analogies" (B. Schwarz & M. Bruckheimer); "Operational vs. Structural Method of Teaching Mathematics - Case Study" (A. Sfard); "Epistemological Remarks on Functions" (A. Sierpinska); "Formative Evaluation of a Constructivist Mathematics Teacher Inservice Program" (M.A. Simon); "Construction and Reconstruction: The Reflective Practice in Mathematics Education" (B. Southwell); "Graphical Lesson Patterns and the Process of Knowledge Development in the Mathematics Classroom" (H. Steinbring & R. Bromme); "Longer Term Conceptual Benefits from Using a Computer in Algebra Teaching" (M. Thomas & D. Tall); "The Role of Audiovisuals in Mathematics Teaching" (K. Tompa); "Specifying the Multiplier Effect on Children's Solutions of Simple Multiplication Word Problems" (L. Verschaffel, E. De Corte, & V. Van Coillie); "Is There Any Relation between Division and Multiplication?: Elementary Teachers' Ideas about Division" (S. Vinner & L. Linchevski); "The Influence of Socialization and Emotional Factors on Mathematics Achievement and Participation" (D. Visser); "Metacognition and Elementary School Mathematics" (M.A. Wolters); "The Development of the Counting Scheme of a Five Year Old Child: From Figurative to Operational" (B. Wright); "Say It's Perfect, Then Pray It's Perfect: The Early Stages of Learning about LOGO Angle" (V. Zack); and "Substitutions Leading to Reasoning" (N. Zehavi). Includes a list of author addresses. (MKR)

This proceedings from the annual conference of the International Group for the Psychology of Mathematics Education includes the following papers: "Street Mathematics and School Mathematics" (Carraher); "A Look at the Affective Side of Mathematics Learning in Hungarian Secondary Schools" (Klein & Habermann); "Beyond Constructivism: Learning Mathematics at School" (Nesher); "Reconstructive Learning" (Streefland); "Perceptions of Teachers' Questioning Styles" (Ainley); "Teacher Change as a Result of Counselling" (Albert, Friedlander, & Fresko); "Codidactic System in the Course of Mathematics" (Alibert); "The Construction of Arithmetic Structures by a Group of Three Children Across Three Tasks" (Alston & Maher); "Career Choice, Gender and Attribution Patterns of Success and Failure in Mathematics" (Amit); "A Classification of Students' Errors in Secondary Level Algebra" (Becker); "Teachers' Written Explanations to Pupils about Algebra" (Bliss & Sakonidis); "Algebra - Choices in Curriculum Design" (Bell); "Number Naming Grammars and the Concept of 10" (Bell); "The Kindergartner's Understanding of Discrete Quantity" (Bergeron & Herscovics); "A Review of Research on Visualisation in Mathematics Education" (Bishop); "Acquisition of Meanings and Evolution of Strategies in Problem Solving from the Age of 7 to the Age of 11" (Boero); "The Relationship between Capacity to Process Information and Levels of Mathematical Learning" (Boulton-Lewis); "Mathematical Vulnerability" (Brandau); "Cognitive Psychology and Mechanistic versus Realistic Arithmetic Education" (van den Brink); "Proof and Measurement: An Unexpected Misconception" (Chazan); "'Discrete' Fraction Concepts and Cognitive Structure" (Clements & Lean); "Algorithmic Thinking of Deaf Pupils" (Cohors-Fresenborg); "The Effect of Order-Coding and Shading of Graphical Instructions on the Speed of Construction of a Three-Dimensional Object" (Cooper); "New Contexts for Learning in Mathematics" (Crawford); "Quelques Developpements Recents des Recherches sur la Discussion Autour de Problemes" (Drouhard, Lymberopoulou-Fioravantes, Nikolakarou, Paquelier); "On Helping Students Construct the Concept of Quantification" (Dubinsky); "Children's Learning in a Transformation Geometry Microworld" (Edwards); "Some Cognitive Preference Styles in Studying Mathematics" (El-Faramawy); "Exploring Children's Perception of Mathematics Through Letters and Problems Written by Children" (Ellerton); "The Attitudes and Practices of Student Teachers of Primary School Mathematics" (Ernest); "Contexts and Performance in Numerical Activity Among Adults" (Evans); "Pre-service Teachers' Conceptions of the Relationships between Functions and Equations" (Even); "An Experimental Study of Solving Problems in Addition and Subtraction by First-Graders" (Feiyu & Shanghe); "Beyond Ratio Formula" (Lin); "Eye Fixations During the Reading and Solution of Word Problems Containing Extraneous Information" (Fry); and "The Meaning of 'X' in Linear Equation and Inequality" (Fujii). (MKR)