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The place of practical cookery within school subjects in England has, in recent years, been debated as part of concerns about the nation's health and obesity. Cookery has been a school subject for over a century, but has only ever held a minority place in the curriculum. In 2017 we surveyed teachers of practical cookery in schools, in a repeat of a survey first carried out in 2007. We asked them about the ingredients used and the skills taught in practical cookery lessons at school and also about the issues they faced delivering practical cookery teaching and assessment through the school food curriculum. We have found that the nature of the products being taught in schools has changed, with less emphasis on sugary baked items than previously, which is consistent with the development of healthy eating initiatives and awareness. However, many of the issues surrounding the teaching of cookery skills in schools identified in 2007, such as insufficient equipment, lesson time and parental support, remain unchanged. In this paper we will present the results of our study in full and discuss the implications of this research and the role of practical cookery teaching and assessment in schools in the future.

This paper discusses the broad educational context of the 21st century, focusing on the prevailing language landscape. It examines language use around the world, particularly the place of English as the preeminent international language, which challenges foreign language education in English-speaking countries. The paper discusses possible rationales for foreign language education in this environment, assessing the value of instrumental skills rationales (currently prevalent among learners, policymakers, and strategists) versus broader rationales with a stronger values ethos. It questions both underpinning rationales for current educational practice and arguments of the recent Nuffield Inquiry, which examined these problems. Next, the paper examines the actual pattern of foreign language education in the United Kingdom over the last 30 years, noting the impact of "languages for all" philosophies since the 1980s. The paper highlights the evolution of England's national curriculum for modern foreign languages (MFL), evaluating its use as a vehicle for motivating and engaging today's students with the process of language learning. It draws on recent research to illustrate the poor fit between the current national curriculum for and a central element of student development, their route to mastering the language system itself. Finally, the paper examines alternative approaches to foreign language curriculum and classroom practice. (Contains 60 references.) (SM)

The following 19 papers were delivered at the 1992 annual meeting of the International Federation of Library Associations and Institutions for the Division of Education and Research: (1) "Across the Frontiers: Impact of Foreign Journals in Library Science in India: A Citation Analysis" (M. A. Gopinath); (2) "Children and Reading in Israel" (I. Sever); (3) "Investigations into Reader Interest and Reading in Lithuania, 1918-1990" (V. Rimsa); (4) "Ethnic and Social Problems of Reading in Kazakhstan" (R. Berdigalieva); (5) "The USA Experience: Views and Opinions of an Asian American Librarian" (S. H. Nicolescu); (6) "The Implications for Libraries of Research on the Reading of Children" (M. L. Miller); (7) "Women's Status in Librarianship, the UK Experience" (S. Parker); (8) "Women's Interests in Librarianship, Resources on Women: Their Organization and Use" (H. Parekh); (9) "Information for Research on Women and Development" (A. Vyas); (10) "The Contribution of S. R. Ranganathan's Scientific School to the Informatization of Education for Library Science in the World" (J. N. Stolyarov and E. A. Nabatnikova); (11) "Library and Information Science Education Policy in India" (N. L. Rao and C. R. Karisiddappa); (12) "The Market in the Gap: Continuing Professional Education in the South Pacific" (J. Evans); (13) "Continuing Education Programmes for Teachers in Library and Information Science and Academic Library Professionals in South India" (A. A. N. Raju); (14) "Continuing Professional Education in China: A Decade Retrospective" (D. Xiaoying); (15) "Grounded Theory and Qualitative Methodology" (D. E. Weingand); (16) "Research in the Outskirts of Science: The Case of Mexico" (J. Lau); (17) "Society's Library: Leading to the Realization of the Five Laws--In Memory of Dr. S. R. Ranganathan" (L. Minghua); (18) "The Role of Library and Information Science Reviews in the Development of the Profession and Services" (M. Poulain); and (19) "Journal Publications in Africa: The Trouble with Authors and Readers" (L. O. Aina). Several papers are followed by references. (SLD)

This document contains 43 papers from a conference on researching inclusion. The following are among the papers included: "Include Me Out: Critique and Contradiction in Thinking about Social Exclusion and Lifelong Learning" (Paul Armstrong); "The Linking of Work and Education To Enable Social Inclusion" (Dave Beck); "Including Citizenship in the Adult Curriculum" (Roseanne Benn); "Researching 'Inclusion': Reality and Rhetoric; It's All in the Curriculum Approach" (Darol Cavanagh); "Flexibility and Inclusion in Lifelong Learning: Working the Discourses in Further Education" (Julia Clarke, Richard Edwards); "Researching Inclusion: The Development of Adult Education for Women" (Janet Coles); "Peripheral Vision: Staff Development and Part-Time Tutors in Adult Education" (Derek Cox);"Valuing Exclusive Educational Provision for Disabled Adults" (Mark Dale); "Without and Within: Inclusion, Identity and Continuing Education in a New Wales" (Ian Davidson, Brec'hed Piette); "Adding Life to Your Years: Transformative Learning for Older People at the Irish Museum of Modern Art" (Ted Fleming); "The Network Society and Lifelong Learning--The Work of Manuel Castells and Theories of Adult Education" (Nick Frost); "An Inclusive MBA? Researching Curriculum Design and Delivery" (Roger Hall, Caroline Rowland); "Including the Excluding Image: Researching and Teaching Cultural Images of Adult Educators" (Ann Harris, Christine Jarvis); "Re-Visioning the Boundaries of Learning Theory in the Assessment of Prior Experiential Learning (APEL)" (Judy Harris); "Reducing Exclusion--Introducing Choice: The Introduction of Distance Learning into Taught Courses" (Christine Hibbert); "Accountability, Audit and Exclusion in Further and Higher Education" (Phil Hodkinson, Martin Bloomer); "Voices from the Community: The Challenge of Creating a Culturally Relevant Curriculum and Inclusive Learning Environment" (Ann-Marie Houghton, Helen Ali); "Opening Pathways to Inclusion: The Importance of Non-Accredited Learning in the Lives of Students in the Local Authority Sector" (Ann Jackson, Belinda Whitwell); "Education in a Uniting Society?" (Nick Small); "'We're Not the Only Ones Learning Here'--An Investigation of Co-Tutoring and the Dynamics of Power within a Class of Adult Dyslexics" (Barbara Taylor); and "Including Mezirow's Concept of Perspective Transformation in the Study of Adult Education" (Miho Tokiwa-Fuse). Many papers contain substantial bibliographies. (MN)

These 12 papers represent different perspectives concerning internationalization of vocational education and training (VET) in Europe. The papers are: (1) "Internationalisation of Vocational Training in Europe" (Margrethe Vestager); (2) "International Employees Plead for Education and Assistance in Adjusting to Living in Foreign Cultures" (Jean R. McFarland); (3) "Globalisation and Internationalisation: Two Conflicting Discourses? Towards a Multilingual, Ethically Reflective Intercultural Competence" (Karen Risager); (4) "Trends in the Internationalisation of Qualifications" (Tim Oates); (5) "Internationalisation--What Are the Possibilities?" (Jorn Sogaard); (6) "Education and Training in Times of Globalization" (Michael Brater); (7) "The International Challenge for VET" (Kim Moller); (8) "Qualification Development of Internationally Active Skilled Workers--From Mobility of Labour to 'Virtual Mobility'" (Peter Wordelmann); (9) "Trainer Exchanges: A Staff Development Opportunity" (Marilyn Young); (10) "Internationalisation as a Challenge for Vocational Colleges in Europe" (Ronald Monch); (11) "The Internationalisation of VET: The Australian Experience" (Tony Crooks); and (12) "All of Us Must Have a Dream..." (Riccardo Petrella, interviewed by Norbert Wollschlaeger). Each paper contains references. (YLB)

This publication presents seven papers as well as workshop summaries from a conference on managing quality assurance frameworks of further education and higher education validating bodies in the United Kingdom. Two opening papers reflect on managing quality assurance: "Key Issues" (Anne Stennett) and "Quality Fears at the FE/HE Interface" (John Bird). Three papers represent contributions from three quality regulating organizations--the Higher Education Quality Council, the Further Education Funding Council, and the Business and Technology Education Council--and describe their respective quality assurance frameworks. The papers are: "Managing Quality Assurance and Making it Work" (John Hilbourne); Current Developments in FE: Implications for Quality Assurance at the FE/HE Interface" (Terry Melia); and "Quality: Building it in and Checking it Out (Who Shares Wins)" (Chris Chapman). The third section offers two papers addressing the practical aspects of managing the quality assurance process: "Progression from FE to HE: Managing Quality Assurance Where the Baton is Exchanged" (Mike Abramson) and "Quality Assurance: Managing and Getting the Commitment" (Paul Gallagher and Peter Chambers). A final section summarizes three workshops on the topics of identifying the issues, managing quality assurance, and formulating recommendations for enhancing quality. (JB)

This document contains 19 papers presented at a conference on educating adult educators at the University of Exeter, England in July 1998. The following are included: "Themes and Issues in Training the Adult Educator" (Rosesanne Benn); "Training Adult Educators in Poland" (Tadeusz Aleksander); "Educating Teacher Educators" (Nomi Arnom); "The Training of Adult Educators in Western Europe by Open and Distance Learning Methods" (Geoff Chivers, Nikki Chowdry); "The Formation of Prisoners' Own Educational Systems and Their Relationships to 'Outside' Adult Educators: Re-defining the Boundaries of a Discussion on Educating the Adult Educator" (Howard Davidson); "Encouraging Reflective Practice in Adult Educators Studying through Distance Education" (Darryl Dymock); "Training in and for Voluntary Organizations in the UK" (Konrad Elsdon); "Integrated Practice: Reflections on the Need for a New Concept in Our Education of Adult Educators" (Ellen Enggaard and Helle Marstal); "The Role of an Educator in Kyoudou Gakushu (Mutual Study in a Small Group): Educational Provision for Young Adults in Japan" (Yaguchi Etsuko, Fuse Miho); "Developing Teacher Educators for Working with Student Retrained as Teachers in a Mid-life Career Change" (Rivka Geron, Nomi Arnon); "NVQs in Higher Education Tutor Training: The Candidates' Experience" (Yvonne Hillier); "Mirror Images: Reflective Practice in the Training of Adult Educators" (Cheryl Hunt); "When Is Staff Development Not Staff Development? When It's Training" (Ann Jackson); "The Cultural Sources of Dilemmas in Adult Educators' Training in Contemporary Poland" (Witold Jakubowski); "Training Art Tutors in Adult Education" (David Jones); "Adult Educators for Voluntary Groups in the Polish Transformation Period" (Ewa Kurantowicz); "Training Adult Educators for Working with Adults in Croatia" (Ilija Lavrnja, Anita Klapan); "An Open Window for the Training of Adult Educators: Higher Education" (Nick Small); and "Recognising Prior Learning and Assessing Current Competency in the Training of Adult Educators--Does It Devalue the Learning Process?" (Tom Stehlik). Each paper contains references. (KC)

This discussion paper is from the Adult Learners Week National Seminar on Lifelong Learning Policy (Canberra, Australia, September 1999) that identified a number of ideas about how to foster national policy development on lifelong learning. It consists of three sections. Part 1 contains "A National Lifelong Learning Policy for Australia?" (Tony Brown), an introduction to lifelong learning policy with a list of questions to focus future discussion; two discussion starters, "Is Lifelong Learning Critical, Desirable, or Just a Good Idea?" (Philip C. Candy) and "A Vision for the Future of Australian Education and Training" (Moira Scollay), each with a list of questions to focus future discussions; and "Discussion and Recommendations of the Seminar Working Groups." Part 2 provides these examples of statements on lifelong learning from Australia and around the world: "Key Issues and Characteristics of Lifelong Learning" (National Board of Employment, Education, and Training, Australia); "Five Key Dimensions of Lifelong Learning in a Learning Society" (Peter Kearns); "Why We Need Lifelong Learning" (Australian National Training Authority [ANTA]); "The Attributes of a Lifelong Learning Policy Framework" (ANTA); "Lifelong Learning for All" (Donald J. Johnston); "Aims and Ambitions for Lifelong Learning" (G8 Summit Koln Charter, Germany); "The Learning Age: Towards a Europe of Knowledge" (Paul Belanger); "Learning to Succeed: A New Framework for Post-16 Learning" (United Kingdom policy document summary); "Lifelong Learning Summit" (Al Gore); and "Launch of Manpower 21 Plan" (Singapore government policy document). Part 3 has these appendixes: seminar program, seminar participants, and references. (Contains 31 references.) (YLB)

Higher education is increasingly recognised as being critical to social and economic prosperity. It is also a policy area where the Commonwealth could significantly increase its impact. This could be achieved without major cost, by working through activities already in place, and persuading member governments to make stronger use of these brands and mechanisms. This paper focuses on four key areas selected by the the 19th Conference of Commonwealth Education Ministers (19CCEM) Steering Committee: (1) Costs and access; (2) Links with employment; (3) Securing the next generation of academics; and (4) Student and staff mobility. These were chosen because of their importance, relevance to conference themes, and synergy with existing Commonwealth-related initiatives. In each case, the brief summary of issues is intended to stimulate debate on whether, and how, the Commonwealth could play a greater role. [This paper was prepared for the Conference of Commonwealth Education Ministers (19CCEM) (19th, Bahamas, Jun 22-26, 2015).]

This report focuses on social protections of teachers in Europe, synthesizes responses to a questionnaire by 18 European members of the World Confederation of Organizations of the Teaching Profession (WCOTP), and provides an overview of a variety of situations in European countries. The report includes a list of organizations/countries which replied to the questionnaire and information provided by each country. Eight topics are examined as follows: (1) health insurance contributions, reimbursement, sick leave, and legislation; (2) maternity insurance, leave, adoption, paternity, and work conditions; (3) family allowances and what assistance is for; (4) handicapped in the profession; (5) pensions; (6) unemployment protection; (7) death rights and benefits to beneficiaries; and (8) the position of trade union policy in relation to existing social systems, and persons in charge of social protection. Also included are: a draft recommendation on the social protection of teachers; reports on "The Social Protection Role and Economy" in Denmark, France, and Hungary; "Social Protection from a State Perspective" (Norway); "The Right of Teachers" (Poland); and reports on "The Social Protection of Teachers" in Russia, Sweden, and Turkey. (LL)

The professional skills required to be a successful engineer continue to grow and expand as the engineering disciplines evolve. In the United Kingdom, the Engineering Council has released the latest version of the Accreditation of Higher Education Programmes (AHEP). AHEP4 as it has become known covers a wide range of topics central to engineering disciplines. As well as traditional core professional and subject requirements for engineering this document introduces challenges for the future such as sustainability, EDI, and cybersecurity. In addition, there is an expectation that appropriate digital skills for engineers form part of the toolkit for engineers as they move towards chartered engineering status. This paper discusses the digital skills that will enable engineers to develop their skill set as engineering professionals, enhance their employability by developing digital skills in the context of their engineering specialism and ensure that they have the digital skills to enable their activities to contribute to the betterment of society. In the paper the work done to embed digital skills in the engineering curriculum will be discussed. We will then go on to discuss the work done with engineering employers to identify the digital skills expectations for graduates entering employment and finally how the continued professional development process for digital skills can be embraced as engineers move through their careers. The session will conclude with a discussion on how colleagues from the UK and from Malaysia can work together to develop a framework to support engineers in developing their digital skills. [ABSTRACT FROM AUTHOR]

Twenty-five papers presented at the conference include papers on the role of the site coordinator in a distributed education network in Ontario; student support systems in the Open University of Israel; the dilemmas of designing a computer mediated communication support system; interactive libraries; tutoring in technical science in the Open University of the Netherlands; research supervision at a distance; the role of tutoring and group support in distance education; the relationship between interaction and independence; distance education in India; applications of telecommunications for interactive tutoring; and cost effectiveness analysis of projects that increase student interaction in distance education. Most of the papers include references. The individual papers are briefly reviewed in the introduction, and continuity from papers presented at two earlier conferences is discussed. (GL)

In recent years a new type of pavement has gained popularity in the United Kingdom this type is called Semi flexible Pavements (SFP). It consists of porous asphalt with high air voids between (25-35) % and is filled with cementitious grout materials. SFP is a combination road surface that incorporates the effects of both porous asphalt and cement paste grout. In addition it has proven to function well in strongly loaded freeways and airport pavement. The primary goal of this research was to assess the performance and durability of SFP contained sustainable grout material. The Reed Waste Ash (RWA) was adopted as a partial replacement for conventional grout material and Ordinary Portland cement (OPC) used in SFP. Also superplasticizer (SP) was used to improve the fluidity of grout and waste paper fiber (W-PF) was used as a modifier for asphalt binder. The indirect Tensile Stress (ITS) and Tensile Strength Ratio (TSR) tests were used to evaluate the resistance of new SFP to cracking and moisture susceptibility while the wheel track test was used to assess the resistance to permanent deformation. The results showed that the SFP containing OPC+10% RWA enhanced the moisture susceptibility of SFP up to 83.52 %. In addition, the result of the abrasion test of the SFP mixture containing OPC+10%RWA gives a great improvement, reached to 55% and 88% for unaged and aged specimens, respectively, when compared to the control mix. The rutting resistance was improved by 85% for the above mentioned replacement. [ABSTRACT FROM AUTHOR]

This document contains 17 papers from a Universities Association for Continuing Education (UACE) seminar at which UACE strategies and objectives were reviewed. The papers focus on four broad areas: the context of the UACE's work to promote continuing education and lifelong learning; its role in promoting flexibility of provision; its relationship to other stakeholders in continuing education and lifelong learning; and revision of the UACE manifesto. The following papers are included: "Introduction" (David Watson); "UACE and Its Predecessors: Organisation and Priorities" (Chris Duke); "Continuing Education in the Mainstream: One Year On" (Michael Vaughan); "The European Union's Plans for Continuing Education" (Edward Thomas); "Part-Time Progress" (Ann Rumpus); "Distance Learning" (Geoff Peters); "Work Based Learning in Higher Education: Has It a Future?" (Derek Portwood); "The State of CVE [Continuing Vocational Education]: Three Propositions for Change" (Ian Woodward); "Access and Equity" (Terri Kelly); "The Political Parties" (Richard Taylor); "The Regional Dimension" (Freda Tallantyre); "Funding Bodies" (David Grugeon); "The Impact of Research" (Tom Schuller); "Future Scenarios" (Susanne Haselgrove); "Marginalising the Mainstream" (Hywel Francis); "Unfinished Business--The Continuing Role of a Continuing Education Association" (Maria Slowey); and "Conclusion: UACE and the Future" (David Watson). (MN)

Eleven working papers are provided from a meeting to enable national training research and development organizations to present their current and future research and development priorities and exchange information and experience on projects of mutual concern. They cover a wide range of subjects in 11 of the 12 European Community Member States, but all the programs include work on changing qualification profiles needed to work effectively with new technologies. The papers include: "Summary of Major Research and Development Projects--AnCo (the Industrial Training Authority)--Ireland"; "Training Research Projects--The Centre for Studies and Research on Qualifications--France"; "Government Sponsored Research and Development on Vocational Training and New Technology--United Kingdom";"Work Results of the Federal Institute for Vocational Training--Federal Republic of Germany"; "Development of Research in the Field of Vocational Training--French- and German-Speaking Community, Onem, Belgium"; "Vocational Training by the National Manpower Service--Flemish Community, RVA, Belgium"; "Outline for Action in 1986--Institute for the Promotion of Workers' Vocational Training (ISFOL)--Italy"; "Summary Progress Report on the Training Research Programmes in Greece"; "Research Methods for the Investigation of Problems in the Linkage with the Labour Market in the Netherlands--University of Utrecht and PCBB"; "Vocational Training in Spain"; and "Development of Vocational Training in Small and Medium Craft Enterprises in the Grand Duchy of Luxembourg." (YLB)

This document contains 10 papers from the research assessment exercise (RAE) that four organizations concerned with continuing education in the United Kingdom conducted to evaluate the quality and impact of research on continuing education in 1996. (The organizations were as follows: Standing Conference on University Teaching and Research in the Education of Adults [SCUTREA], Society for Research in Higher Education [SRHE], Universities Association for Continuing Education [UACE], and Forum for the Advancement of Continuing Education [FACE].) The following papers are included: "Introduction" (Elisabeth Gerver); "Reflections on Research Assessment" (Tony Edwards); "From Uneasy Bedfellows to Willing Partners: Continuing Education in the Research Assessment Exercises 1992-96" (Elisabeth Gerver); "Research Output and Research Cultures: Issues of Assessment and Value" (John Field); "Is Research Quality Measurable? Reflections on the Implications of the Research Assessment for Continuing Education" (Maria Slowey); "Lessons to Be Learned and Implications for Future Strategies: Report from the Group Led by Pat Davies" (Paul Armstrong); "Lessons to Be Learned and Implications for Future Strategies: Report from the Group Led by Alex Withnall" (Gareth Parry); "Lessons to Be Learned and Implications for Future Strategies: Report from the Group Led by Roger Fieldhouse" (Julia Preece); "Lessons to Be Learned and Implications for Future Strategies: Report from the Group Led by Miriam Zukas" (Alistair Thomson); and "Conclusion" (David Watson). Appended are the following: seminar program; education panel report on the 1996 RAE; experience of the subpanel on continuing education during the 1996 RAE; assessment criteria and working methods of the education panel; outcome of the 1996 RAE; and list of assessment panel members. (MN)

This document contains three papers from a seminar conducted by the Universities Association for Continuing Education (UACE) on the theme of reading the Dearing report, "Higher Education in the Learning Society," which was released by the National Committee of Inquiry into Higher Education in the United Kingdom in July 1997. "What the Academic Community Said to Dearing" (Gareth Parry) explains how the academic community communicated its views to the Dearing committee and summarizes the academic community's views on higher education's place in the modern world, continuing expansion of HE, systemwide change in higher education, and assisted diversity. "What Dearing Said to the Academic Community" (David Watson) provides an overview of what the report says about higher education's purposes and contributions to lifelong learning; funding; and developing a new compact between the state, educational institutions, and students. "The UACE Agenda for the Post-Dearing World" (Richard Taylor) lists five key areas for the UACE to address: securing a proper, equitable funding system for mature students within higher education; implementing the credit framework regionally and nationally; supporting development of "teacher professionalism"; developing frameworks of regional cooperation and partnership in postcompulsory education and training; and helping to develop strategies for implementing widened participation and access. (MN)

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "African American Students' Perceptions of Cooperative Learning Experiences" (Lillie Anderton-Lewis and Danny H. Pogue); (2) "Learning to Learn Is a Teachable Skill" (Joan B. Baker, et al.); (3) "The Florida Higher Education Consortium: A Mathematics, Science, Technology Collaboration" (Marianne Barnes, et al.); (4) "Directions in the Core Curriculum for Computer Science Majors" (Edward J. Conjura); (5) "Teacher Immediacy and Distance Learning: The Multicultural Dimension" (James M. Cunningham and Mary McLemore); (6) "Liberal Education in Technology Courses" (Diane Delisio and Cathy Bishop-Clark); (7) "Learning and Motivation Theory Applied to Instruction" (Paul Eggen); (8) "Bringing the New Technologies to Distance Learning: A British Perspective" (Joel Greenberg); (9) "A Model Program: Discipline-Specific Instruction for Graduate Teaching Assistants" (Penny L. Hammrich and Kerri Armstrong); (10) "Is Technology a Substitute for Preparation in Calculus I?" (Robert Jerrard, et al.); (11) "Science Teacher Preparation: Whose Knowledge Is It?" (Judith Johnson); (12) "Learning to Teach on Television: Implications for Beginners" (Norma MacRae and Darcey Cuffman); (13) "Integrating Science and the Humanities: Redefining the Preparation of Elementary Teachers" (Patricia A. Nelson); (14) "Will Success Spoil Distance Education?" (Leslie Purdy); (15) "Collaborative Planning to Improve Higher Education: System-Wide and Campus Initiatives" (Paul Spear); (16) "Generating a Positive Student Experience in Distance Learning Education" (Costas S. Spirou); (17) "Conceiving the Commons: An Interdisciplinary Approach to Environmental Literacy" (Linda Wallace, et al.); (18) "Active Learning Through Live Television: Reflections on Practice" (Michael F. Welsh). (All papers contain references.) (CH)

This publication contains an introduction and the 19 papers presented in workshops at a conference that addressed some issues relating to professionalization and the training and professional development needs in the area of adult education. Papers are as follows: "Training and Professional Development in Adult and Continuing Education" (Benn, Fieldhouse); "Cultural Awareness and Communication: A Perspective on Europe" (Arthur); "An Investigation of Professional Development Needs in Adult Education" (Benn); "The Search for a Core Curriculum in the Training of Senior Adult Education Personnel" (Cohen); "The Professionalization of Continuing Educators in the UK (United Kingdom): An Appropriate Model for the Future?" (Parker, Davies); "In-service Training and Development of Clinical Educators in Orthopaedic Surgery, Sports Medicine, and Veterinary Medicine" (Farmer); "Adult Counselling: A Need, a Challenge, and an Opportunity for Developing a New Discipline" (Friedlander); "A Competency-based Approach to Initial and Continuing Professional Education" (Gonczi); "Theory and Practice in the Curriculum Preparing Educators of Adults" (Henschke); "Developing Professionals for Adult Education in Flanders" (Hinnekint); "Pedagogy, Androgogy, and Professional Education" (Jarvis); "Lifelong Learning--Holy Grail or Poisoned Chalice?" (Jowitt); "Principles behind the Generation of Adult Education in Local Arenas" (Larsson, Thang); "Adult Educators: Issues of Professionalisation" (Papanaoum); "A Conceptual Framework for Developing Adaptive Competency for Professionals" (Paprock);"Instructors-as-Researchers-and-Theorists: Faculty Development in a Community College" (Peters); "Adult Education Studies in Canada: Graduate and Undergraduate Programmes" (Wickett); "Self Reliance and Distance Education--The Case of Teachers in Tanzania" (Wort); "Towards a Comparative Study of Policy and Practice of Training and Development in Western Learning Societies" (Zeldin); and "The New Education of Adult Educators: What, Who, and Why?" (Zukas). (YLB)

Teaching technical writing to engineering researchers particularly post graduate students is a demanding and complex task. Often the challenge faced by the language instructor is in having inadequate understanding on students' expected writing output which is engineering research publication. While the language instructors may find the language use aspect manageable, it is the understanding on expected writing output for engineering discipline that is a challenge; therefore, supporting language module developers to understand those expected outputs is essential and needed for the advancement in language teaching. In view on the need for the description of the targeted output which is engineering publication, this study focuses on supporting the understanding of engineering research publication specifically on drones. This study is aimed to describe the perimeter of research publication on drones written by prolific engineering writers. This paper uses bibliometric analysis method which is based on identifying the core research and authors, as well as the works that cited them. This study examines 275 research publications indexed in SCOPUS database and also investigates 1947 research publications that cited the 275 publications as reference source. The findings show that the publications are mostly articles, conference papers and reviews deriving mostly from the US, China and the UK whereas the citing documents are mostly from China, the UK and the US. This paper presents the description on the perimeter for both groups. Such description provides a ready narrative to language instructors as well as ready narratives and guidance on writing/content dimension for young scholars embarking on writing scholarly articles on drone research. [ABSTRACT FROM AUTHOR]

This report summarizes and interprets the discussions at a seminar on artificial intelligence (AI) training domains and knowledge representations which was sponsored by the United Kingdom Training Commission. The following broad areas are addressed: (1) the context, process, and diversity of requirements of training and training needs; (2) defining AI, expert systems, and prospects in AI; (3) the origins, recent approaches, and current research directions in the use of computers to enhance learning; and (4) AI applications in training. Implications for the Training Commission are then considered. A 9-item annotated bibliography is included, and an update of the Training Commission's program and a list of seminar participants are appended. Other publications of the Economic and Social Research Council relating to information technology and education are listed, along with ordering information. (MES)

The article focuses on the confidentiality management of tax accrual working papers. It states that in interim, taxpayers are advised to take necessary measures that may help them in protecting confidentiality of their tax accrual working papers. It mentions the legal framework of the disputes in Canada, U.S., and Great Britain on the ability of tax authorities to access the subjective analysis of taxpayers and the analysis of their professional advisers.

Alternative methods of redistribution policy in mixed economies are compared in this paper. The paper deals with the objectives, methods, and problems in redistribution policy. The chief objective is to highlight principles and general problems, drawing heavily on the experiences of Sweden. This country is chosen as a case study since attempts to pursue an income redistribution policy have been made in this country since the early 1930's. Foci of the paper include strategic variables in distribution policy, distribution between the public and private sectors, distribution within the private sector, and the efficiency of distribution policy. Two discussants' comments are attached to the report. One takes a positive view of what can be accomplished by traditional measures to achieve greater equality and equality of opportunity. A comparison of Sweden and Great Britain in terms of distribution of consumption and wealth, the tax system, and the extent to which the provision of free services or goods such as health, school meals, or education achieves greater equality by removing those items from the area within which income differences find experession in spending, are addressed. The second paper remarks on Lindbeck's step by step procedures and how they call attention to the differences between income, consumption, and welfare. (Author/AM)

Three major sections compose this paper: (1) education, equality, and mobility; (2) social origin and educational experience; (3) educational antecedents of occupational groups. Basically the paper discusses where Britain stands in what has been described as the 'century of the child' and in a period of high educational aspirations and hopes for social equality through the reconstruction of schooling. While section 1 discusses fundamental issues such as political choice and social philosophy, section 2 reports on an empirical study that sheds light on these issues, reporting on a comparison of the educational experience of the adult male population of England and Wales in 1949 and in 1972. Specific topics addressed here are the private school sector, the state secondary school system, status origin and schooling, status origin and further education, and origin, schooling, and university. The last section examines the educational antecedents of the hierarchy of occupational groups in British society in terms of the 'tightening bond' thesis. A supporting document commenting on Halsey's paper appraises the conceptual framework used by Halsey, and important questions that can be raised about the conception of social mobility used in his analysis are addressed -- the concept of status, two aspects of social mobility, and the two roles of education in social mobility. (Author/AM)

Thirty-two papers on performance indicators are presented based on the conference themes of performance of the higher education system at the national level, institutional evaluation, and assessment of staff and students. Papers and authors include the following: "Higher Education Systems at National Level" (A. Thompson); "The CNAA as a Validating Agency" (M. C. Davis); "Significance and Limitations of the Robbins Principle" (E. G. Edwards, I. J. Roberts); "'A' Level Scores and Degree Classifications as Functions of University Type and Subject" (Donald Bligh, Richard Caves, Grahame Settle); "Examination Results: Universities and the CNAA" (A. Hindmarch and Tom Bourner); "Indicators in Times of Financial Stringency, Contraction, and Changing Needs" (John Sizer); "Indicators in Polytechnics" (M. S. Burnip, K. Durrands, S. Linsell); "Student Perception of Lecturers as Determinants of Performance" (H. Fearn-Wannan); "Student Performance: Product or Process?" (Clive Lawless); "Evaluating the Quality of Learning Environments" (Paul Ramsden); "Student Perception of the Reasons for Academic Success and Failure" (Heather A. Hughes Jones); "The Course Journal" (Roy Nolan); "Course Evaluation at Sunderland Polytechnic" (Harry Webster, Colin Biott); "Course Review at Newcastle upon Tyne Polytechnic (P. Torode); and "Validity of Indicators of Performance" (W. D. Furneaux). (SW)

The five papers compiled here cover topics related to electronic publishing, library collections and services, interlibrary loan, and serials. In "The Impact of Electronic Publishing on Library Collection and Services: An American View," Joseph W. Price considers possible consequences on library collections and services in the United States of developments in electronic publishing. In "The Impact of Electronic Publishing on Library Collection and Services: A British View," Brian J. Perry discusses the same topic from the British perspective. In "Interlending and Conservation: Friends or Foes?", Maurice B. Line argues that local library use can damage books as much or more than interlibrary loan and suggests methods of conservation. In "The Use of Electronic Mail and Interlibrary Loan Automation in Canada," Carrol D. Lunau highlights the experiences of the National Library of Canada, focusing on automation developments and their impact on interlibrary loan operation. In "Bibliographic Access to Serials: A Study for the British Library," Philip Bryant describes a study of British Library users' requirements and understanding of the catalogs when searching for serials. (MES)

The six papers compiled here cover issues related to acquisition, library cooperation, and collection development. In "The UK Serials Group: A British Success Story," David P. Woodworth describes the background and work of the Serials Group, an autonomous British organization which aims to bridge the gap between serials producers and consumers. In "The Australian Scene: Cooperation between Libraries and with the Book Trade and Publishers," Derek Whitehead outlines the recent history of cooperation between libraries, the book-trade, and publishers, especially through the Australian Book Trade Committee, and discusses cooperation among Australian libraries in collection development. In "The Swedish Conspectus Project 'SULF'," Jan Hagerlid describes a project aimed at enhancing local capacity to formulate collection development policies. In "National Repository Planning in Scandinavia: The Result of a Seminar," Birgitta Bergdahl gives background on a 1987 seminar on national repository planning, summarizes the current situation of repository libraries in Scandinavia, and offers recommendations and warnings. In "The Acquisition Crisis in Academic Libraries: The Role of Book Price Indices in Budgetary Planning," Rolf Griebel considers the applicability of different types of price indices to budget planning with reference to Anglo-American and West German literature. In "Information Basis of International Book Exchange," Z. P. Sorokina discusses the research on the international exchange of publications. (MES)

Two of the papers on national bibliography compiled here are printed in the original language as well as English translation: (1) "Le Congres de Paris sur les bibliographies nationales et ses recommendations: dix ans apres, objectifs partiellement atteints" = "The Paris Congress on National Bibliographies and Its Recommendations: Ten Years Later, Objectives Partially Achieved" (Marcelle Beaudiquez); (2) "The Universal Bibliographic Control (UBC) Contribution to the Development of National Bibliographies" (Barbara Jover); (3) "Progress, Problems and Prospects in Current National Bibliographies: Implementations of the ICNB [International Congress on National Bibliographies] Recommendations" (Barbara L. Bell); (4) "Die Anwendung von Klassifikationssystemen in Nationalbibliographien" = "The Usage of Classification Systems in National Bibliographies" (Barbara Kelm and Walther Traiser); (5) "The Future of the National Bibliography" (P. R. Lewis); and (6) "Development of the Tanzania National Bibliography since the 1977 Congress on National Bibliographies" (Theophilus E. Mlaki). (MES)

Four papers on geography and map libraries were presented at the 1986 International Federation of Library Associations (IFLA) conference. "Generation and Utilization of Maps and Atlases in Japan," by Takashi Morita of Japan, presents an overview of the making and uses of maps and atlases in Japan and concludes that a comprehensive national map cataloging system is needed as well as a nationwide map library or museum. Related statistics are presented in graphic format. In "Report on the Library of Congress and Other Federal Agencies' Optical Disc Development for Cartography," Ralph E. Ehrenberg (United States) presents a status report on the Library of Congress Optical Disc Pilot Program and the development of optical disk technology projects for cartographic materials at several official mapping organizations. "Map Libraries and Optical Disks" (Lorraine Dubreul, Canada) describes optical disk technology as well as applications at the National Library of Canada and the U.S. Library of Congress. Finally, "Digital Maps and Map Libraries" (Sarah Tyacke, United Kingdom) considers the issues involved in establishing a series of national geographic/cartographic databases, including monitoring database production, new forms of storage and information retrieval systems for archiving, legal deposit and copyright laws, the organization of an archive at the national level, and the necessity for setting up a consultative body. (KM)

Three papers on special book collections were presented at the 1986 IFLA general conference. They include: (1) "Far Eastern Collections in the United Kingdom" (B. C. Bloomfield, United Kingdom), which discusses the background of Eastern Studies in the United Kingdom (UK) and the coordination of library provision for Far Eastern materials, and provides a brief survey of the major Far Eastern library collections in the UK; (2) "Ostasiatiska Biblioteket--The Far Eastern Library of Sweden" (Lars E. Fredriksson, Sweden), which discusses the development of the Ostasiatiska Biblioteket collections, the first acquisitions of Far Eastern material and the development of Far Eastern Studies in Sweden, problems of institutions not devoted solely to Far Eastern material; problems of specialized libraries; and suggestions for the future, international library associations, and automation; and (3) "Far Eastern Collections in the Libraries of the Federal Republic of Germany" (Helga Dressler, West Germany), which describes current efforts to improve acquisition of and access to East Asian materials, including the compilation of a central catalog for East Asian materials and the improvement of book and periodical distribution at the national and international levels. (KM)

Distance higher education for adults, media selection, and country profiles are considered in conference papers. Titles and authors are as follows: "Distance Education, Trends Worldwide" (Lord Perry of Walton); "Adults in Higher Education: Lowering the Barriers by Teaching and Learning at a Distance" (Hans G. Schutze); "Distance Education for Adults: Old and New Barriers for Participation" (Kjell Rubenson); "Distance Education for Adult Students: From Old to New Barriers for Participation?" (Ger van Enckevort); "Distance Education in OECD Member Countries"; "The Open University of the Netherlands"; "Background and Objectives" (Pierre Morin); "Basic Concepts" (Henk de Wolf); "The First Students" (G. van Enckevort); "The Open University of the United Kingdom" (Keith Harry); "The German Distance University: Its Main Features and Functions" (Jorn Bartels, Otto Peters); "The Instituto Portugues de Ensino a Distancia, Portugal" (Armando Rocha Trindade); "The Universidad Nacional de Educacion a Distancia, Spain" (Doina Popa-Lisseanu); "Distance Education in Yugoslavia" (Ana Kranjc); "Towards a Contextual Rationale in Distance Higher Education: The Small Scale Cases of Australia and Sweden" (Urban Dahllof); "Adult Learning and the Consequences for the Selection of Media: The Japanese Approach" (Yoshiya Abe); "Technology-Based Distance Education for Adults in the United States of America" (Marilyn Kressel); "Distance Education, a Critical View from Canada" (Ian Morrison); "The Impact on Higher Education of New Information and Telecommunication Technologies" (Pamela Christoffel); "Selection of Media at the Dutch Open University" (G. van Enckevort, Freek Gastkemper)"; "Development of Computer-Based Learning Materials" (Jef Moonen); and "Computer Communication: A New Tool for Distance Education" (Norman D. Kurland). (SW)

The 18 papers presented at the conference reported in this document are grouped into four major sections. The first section, on the nature of open learning, includes "How Open Is Open Learning?" (H. Temple); "Open Learning and Community" (I. Cunningham); "Are We Really Open--With Our Learners and Ourselves?" (W. J. K. Davies); "Cross-Cultural Differences in the Perceptions of Open and Distance Learning in Britain and France" (D. Osborne and G. Lee); "The Production and Distribution of Knowledge through Open and Distance Learning" (S. Fox); and "Open to Question: Opportunities in Adult Basic Education" (J. Sanders). Papers in the second section, which considers open learning in the workplace, are: "A Paradox? Open Learning in a Bureaucracy" (S. Rose and R. Parker); "Open Learning within the Community of the Workplace" (M. Benwell and P. Hughes); "The Role of an External Support Centre in Supporting In-Company Learning Initiatives" (P. Critten); "Using Open Learning To Aid Management Development in the National Health Service" (D. Fisher and J. Durose); and "Increasing the Openness of Learning at Work" (R. Snell). The third section contains the following papers on open learning in practice: "Facilitation in Learner-Centred Programmes: A Self-Managed Learning Perspective on Co-Set Advising" (J. Cooper and A. Mailer); "Preparing a Study Guide to a Course Text Book" (A. Baker); "The Open University and Open Learning" (M. Richardson); "The Open University/Manpower Services Commission Community Programme--Barefoot Educators?" (A. Ballard); "The Education of Refugees in Africa: The Role of Open and Distance Learning" (T. Dodds); "Embedding Open Learning in Public Sector Further Education" (C. McAllister); and "Replan Open Learning Enterprise (ROLE): West Cumbria" (D. Dunstan). A list of contributors to the conference is appended. (GL)

Papers are presented from a colloquium on the teaching of German in the United Kingdom. Following an introduction by C.V. James, the following papers on the schools are presented: "A General View" by M. Lodge; "A Regional View" by R. Sheppard and G. Turner; "As the Teacher-Trainer Sees Them" by A. Hornsey; "Problems of Organisation" by J. Campbell; "An LEA Perspective" by D.M. Sidwell; and "The Adviser's View" by K. Emmans. Papers on higher education include: "The Universities" by J.L. Flood; "Polytechnics and Similar Institutions" by R. Oldnall; and "The Role of the Language Centre" by G. Seidmann. Papers on further education, commerce, and industry include: "Further Education Colleges" by J. Coutts and "Commerce and Industry" by E.V. Lee. Papers on teacher training include "The Education and Training of Graduate Teachers" by C.V. Russell and "Colleges of Education" by C. Fox. Papers on issues in methodology include: "Teaching Children of Moderate Ability" by D. Richards; "The Importance of Accuracy" by P. Newmark; and "The Compleat Germanist" by J.T. Smith. Papers on publishing and the media include: "The Provision of Teaching Materials for German" by G.D. Morley; "Problems and Prospects in Publishing" by R. Sawers; "The Contribution of the BBC (Schools) by A.A. Wolff; and "New Developments in Broadcast Language Teaching (Further Education)" by E. Baer. Papers on educational visits and exchanges include: "The Study of German in the United Kingdom: The Exchange Factor" by J. Platt and "The Centre for British Teachers in Europe Limited" by T.L. Marsters. (SW)

A study of the efficiency of faculty of the six schools of the Open University of the United Kingdom was conducted through informal interviews. To review methods of developing new packages of course materials, 20 topics were focused upon, and the interviewee was encouraged to talk freely and fully. The interviews may have given the opportunity for exploring frustrations with the present ways of working and to feel their ideas for changes were being taken seriously. The interviews and the discussion of suggestions and questions encouraged the faculty to reconsider their current practice and to take responsibility for improving their own productivity. Most schools seemed to be devoting more effort to manpower planning. The studies of the six schools were followed by reviews of the work of other parts of the University, including the graphic design studio and the computing service. The questions studied by the investigators before interviewing are appended. (SW)

This set of papers presented to the General Research Libraries Division, University Libraries Section, of the International Federation of Library Associations during its 47th annual conference (1981) includes: "SCONUL (Standing Conference of National and University Libraries) and British University Library Standards: Some Observations on the Role Professional Organisations Have Played in the Improvement of University Library Provision in the United Kingdom," by Anthony J. Loveday; "The Role of Professional Associations in the Development of Academic Library Standards," by Dr. Beverly P. Lynch; "Recent Trends in Resource Acquisition in Australian Academic and Research Libraries," by G. G. Allen and J. R. Brockman; "Effective Supply of Literature and Information for Study and Research by Uniformly Directed and Planned University Libraries and Libraries of Other Higher-Education Institutions," by Karl-Heinz Jugelt; "Standards for University Libraries," by K. W. Humphreys; and "Role of the University Library in the National Library System and Interlibrary Cooperation," by N. S. Avalova. (JL)

Eight perspectives on higher education are provided in essays based on papers presented at a 1982 seminar. The historical perspective is provided by Harold Perkin with attention to turning points in higher education in Europe, Japan, and the United States. Maurice Kogan considers the political view and specifically intrainstitutional issues, the college and the state, and national politics of higher education, with the United Kingdom as illustration. Gareth Williams considers the economic approach, including the rise and fall of human capital theory, educational finance, policy, and change. Burton R. Clark provides an organizational view on the various memberships of academics (e.g., discipline, college); coordination of disciplines and enterprises at state, regional, and national levels; and change. Martin A. Trow considers stratification of higher education and trends in government-university relations in Australia. The cultural view is provided by Tony Becher, with attention to institutions, roles and functions, and intellectual arenas. Cultural analysis of higher education is assessed. Simon Schwartzman focuses on historical developments in scientific research and higher education, policy implications, and science in Latin America. Ladislav Cerych provides a policy perspective and compares case studies of specific reforms in Europe. An introduction and conclusion are provided by Burton R. Clark. A list of conference participants and an index are provided. (SW)

The four papers in this collection consider the attitudes, concepts, and techniques involved in marketing for non-profit organizations, and explore how librarians in higher education can use these ideas to optimize the effectiveness of their service provision in a time of economic constraint. In "Marketing the Academic Library," Elizabeth Esteve-Coll discusses some underlying principles tested by her own practice, and stresses the broader social, cultural, and educational context that should inform marketing decisions. In "Surveying the User and User Studies," Colin Harris offers a critique of some tested methods of user investigation applicable in the marketing context. In "Preparing a Marketing Plan," Jack D. Cairns offers a case study that highlights the complex issues underlying a marketing approach: a demand for a combination of planning and directing skills, a facility for mastering detail, and an ability to respond to change. Finally, Blaise Cronin's "Improving Your IQ Innovation Quotient," returns to a discussion of principles including questions of mission, market, and resource analysis. (THC)

These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. These proceedings contain keynote lecture, "Twenty-First Century Skills, Technology and Open Learning: Re-Designing Teaching for the Digital Age" (Tony Bates) [abstract only] and workshop, "Making Sustainable Online Learning a Reality Informed by the Community of Inquiry Framework" (Susi Peacock and Lindesay Irvine). Full papers in these proceedings include: (1) Determining Factors of Students' Perceived Usefulness of e-Learning in Higher Education (Aleksander Aristovnik, Damijana Keržic, Nina Tomaževic and Lan Umek); (2) EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment (María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez); (3) A Holistic Approach to Scoring in Complex Mobile Learning Scenarios (Marcel Gebbe, Matthias Teine and Marc Beutner); (4) Content Development for 72,000 Learners: An Online Learning Environment for General Practitioners. A Case Study (Dirk Pilat); (5) First Stages of Adult Students' Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course (Leena Isosomppi and Minna Maunula); (6) A Quantitative Analysis of the Role of Social Networks in Educational Contexts (Azam Shokri and Georgios Dafoulas); (7) Care Management: On Line-Based Approaches to Nurse Education in Ultrasound Imaging (Elena Taina Avramescu, Mitrache Marius and Adrian Camen); (8) Can e-Learning Change Work Practices? (Signe Schack Noesgaard); (9) A Practice of Mobile Learning Bases on Cloud Computing (Heng Wu and Zhong Dong); (10) Guidelines for Conducting a Post-Graduate Module within a Blended Synchonous Learning Environment, Facilitator and Student Perspectives (Christopher Upfold); (11) IT Tools in Initial Teacher Training (Dorin Herlo); (12) Application of a Reference Framework for Integration of Web Resources in DOLTRN--Case Study of Physics--Topic: Waves (Fabinton Sotelo Gomez and Armando Ordóñez); (13) Creating Micro-Videos to Demonstrate Technology Learning (Mark Frydenberg and Diana Andone); (14) An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online (Nello Scarabottolo); (15) How Do We Know What is Happening Online: A Triangulated Approach to Data Analysis (Marina Charalampidi and Michael Hammond); (16) Analysis of 3D Modeling Software Usage Patterns for K-12 Students (Yi-Chieh Wu, Wen-Hung Liao, Ming-Te Chi and Tsai-Yen Li); and (17) A Distributed Intelligent e-Learning System (Terje Kristensen). Short papers in these proceedings include: (1) Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry (Susi Peacock and John Cowan); (2) Automation in Distance Learning: An Empirical Study of Unlearning and Academic Identity Change Linked to Automation of Student Messaging within Distance Learning (Hilary Collins, Hayley Glover, Fran Myers and Mor Watson); (3) Developing the 1st MOOC of University of Porto: Challenges and Strategies (Isabel Martins, Nuno Regadas and Margarida Amaral); (4) Informal Language Learning in Authentic Setting, Using Mobile Devices and SNS (Ruthi Aladjem and Bibiana Jou); (5) Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning (Janette R. Hill, Michelle A. Nuss, Ronald M. Cervero, Julie K. Gaines and Bruce Middendorf); (6) Statistical Measures of Integrity in Online Testing: Empirical Study (Tom Wielicki); (7) The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion (Peter Gobel and Makimi Kano); (8) Collegewide Promotion on e-Learning/Active Learning and Faculty Development (Nobuyuki Ogawa and Akira Shimizu); (9) Training Portuguese Teachers Using Blended Learning--A Different Approach (Bertil P. Marques and Paula Escudeiro); (10) Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges (Esko Lius); (11) How Do K-12 Students' Manage Applications on Their Mobile Devices? (Ruthi Aladjem and Sharon Hardof); (12) Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training (Marco Lazzari); and (13) Learning Factory--Assembling Learning Content with a Framework (Peter Steininger). Reflection papers in these proceedings include: (1) Equalizing Educational Opportunities by ICT (Ana María Delgado García and Blanca Torrubia Chalmeta); (2) The Acceptability of MOOC Certificates in the Workplace (Christina Banks and Edward Meinert); (3) Orchestration of Social Modes in e-Learning (Armin Weinberger and Pantelis M. Papadopoulos); (4) Information Competencies and Their Implementation in the Educational Process of Polish Universities. Exploratory Studies (Anna Tonakiewicz-Kolosowska, Iwona Socik and Monika Gajewska); (5) Virtual & Real Face to Face Teaching (Romeo Teneqexhi and Loreta Kuneshka); and (6) Virtual Scaffolding--Constructivism in Online Learning (Lachlan MacKinnon and Liz Bacon). The following poster is included: Active Learning Methods in Programming for Non-IT Students (Olga Mironova, Irina Amitan, Jüri Vilipõld and Merike Saar). An author index is included. Individual papers contain references.

High Speed Two, a planned high-speed railway in the UK, could play a key role in reducing national greenhouse gas emissions. The project has adopted whole-life carbon dioxide emissions reduction as a core project value and is using the PAS 2080 specification to implement carbon dioxide management. Effective leadership and governance, metrics, innovation and standards, and commercial solutions underpin the approach. This paper outlines the carbon dioxide management work undertaken to date, describes the proposed next steps to enhance the approach and summarises the lessons learned for other infrastructure projects. [ABSTRACT FROM AUTHOR]

The aim of this paper is to demonstrate the increasing engagement of the UK physics community with recruitment, career progression, and retention of women at all stages of their involvement with physics. The report by the UK country team for ICWIP 2014 (Canada) summarised the role of the Institute of Physics in promoting physics and supporting physicists from schools through universities to industry In this paper we present a broad picture, with particular highlights of the last 3 years. [ABSTRACT FROM AUTHOR]

This is the book of abstracts for the conference held in 2017 entitled: ''METADISCOURSE ACROSS GENRES: MAPPING INTERACTION IN SPOKEN & WRITTEN DISCOURSES'', also known as MAG2017. The 1st International Conference on Metadiscourse Across Genres took place in METU Northern Cyprus Campus, Cyprus between 30 March-1 April 2017 with the participation of Prof. Ken Hyland, Prof. Anna Mauranen and Prof. Annelie Adel as keynote speakers. This international conference aimed to disseminate current research work on Metadiscourse and related areas in line with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis and eventually the first-of-its kind conference in the field of Metadiscourse has welcomed 110 participant and hosted 3 plenary talks and 94 research talks given by researchers from 40 countries from Japan, Mexico, Turkey to Botswana and United Kingdom. The book of abstracts includes the abstracts of the talks with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis. We would like to acknowledge that the event was co-organized by individual researchers: Dr. Erdem Akbas (Erciyes University), Assoc Prof. Ciler Hatipoglu (Middle East Technical University) and Prof. Yasemin Bayyurt (Bogazici University) with the initial suggestion coming from Reza Abdi (University of Mohaghegh Ardabili).

This paper describes the early stages of a project whose central aim is to plot the development of British Communication Studies and examine the various intellectual ideas and influences which have shaped its history. The term 'communication' is used to demarcate the whole area of study, in that it at least marks the boundaries of the accepted consensus as to what the area actually consists of at any one time. Within that area, however, the term has been subject to what Mattelart calls 'semantic scattering' (trans. Emanuel, The Invention of Communication, 1996, p. xiii) and the history of its usages involves reconstructing the attempts made to privilege particular meanings. The project also aims to engage with the idea of writing 'communication' history in a reflexive sense. This is an increasingly important area of the field, and as Nerone indicates, it is an area which reflects the academic diversity of 'communication':Looked at from an Archimedean perspective, communication history displays galloping theoretical incoherence. It is as interdisciplinary and eclectic as any neighbourhood of scholarship anywhere. None of its formations we've looked to have any real promise for establishing coherence. ('The Future of Communication History', Critical Studies in Media Communication 23, no.3, 2006, p. 262.)The project therefore will also offer itself as a case study in how an intellectual activity develops sufficient critical mass to be awarded the status of a branch of knowledge, so codified that it is recognised as sufficiently distinct and prestigious to allow the awarding of degrees. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Modern educators consider that the acquiring of important-for-life competencies can give an individual the opportunities to orient in a modern society, informational space, changing development of labour and post-graduation education. Competency-based approach became a new conceptual orientation of schools in foreign countries and causes a number of discussions in international and national levels of different countries. [For complete volume, see ED567118.]

The Research Institute for Higher Education (RIHE) in Hiroshima University started a program of research on the Changing Academic Profession (CAP) in 2005. This research is funded by the Ministry of Education and Science as a grant-in-aid for scientific research headed by Professor Akira Arimoto, Director of the Research Institute for Higher Education, Hijiyama University and Professor-Emeritus of Hiroshima University. Before the conference in 2009, they had already held three international conferences in this topic. The fourth conference was held in Hiroshima in January 2009. This conference was organized by RIHE in cooperation with Hijiyama University, Japan. The conference addressed issues concerning the following three specific themes: (1) Internationalization of the profession; (2) Education and research activities of the profession; and (3) Personal characteristics or careers of the profession. This publication contains the following papers: (1) Changing Academic Profession in the World from 1992 to 2007 (Akira Arimoto); (2) Teaching "versus" Research in the Contemporary Academy (William K. Cummings); (3) Biographies, Careers and Work of Academics (Ulrich Teichler); (4) International Dimensions of the Australian Academic Profession (Leo Goedegebuure, Hamish Coates, Jeannet van der Lee, and Lynn Meek); (5) The Internationalization of Japan's Academic Profession 1992-2007: Facts and Views (Futao Huang); (6) The Internationalization of the American Faculty: Where Are We, What Drives or Deters Us? (Martin J. Finkelstein, Elaine Walker, and Rong Chen); (7) The Academic Profession in a Diverse Institutional Environment: Converging or Diverging Values and Beliefs? (Simon Schwartzman and Elizabeth Balbachevsky); (8) Education and Research Activities of the Academic Profession in Japan (Hideto Fukudome and Tsukasa Daizen); (9) The Academic Profession in Mexico: Changes, Continuities and Challenges Derived from a Comparison of Two National Surveys 15 Years Apart (Jesus F. Galaz-Fontes, Manuel Gil-Anton, Laura E. Padilla-Gonzales, Juan J. Sevilla-Garcia, Jose L. Arcos-Vega, and Jorge G. Martinez-Stack); (10) Teaching and Research across Academic Disciplines: Faculty's Preference, Activity, and Performance (Jung Cheol Shin); (11) Teaching and Research in English Higher Education: New Divisions of Labour and Changing Perspectives on Core Academic Roles (William Locke and Alice Bennion); (12) The Changing Employment and Work Situation of the Academic Profession in Germany (Anna Katharina Jacob and Ulrich Teichler); (13) The Changing Academic Profession in Japan (Yusuke Hasegawa and Naoyuki Ogata); and (14) What Changes Happened to the Academic Profession over 1992-2007? (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, footnotes and references. [This paper was co-created with Research Institute for Higher Education, Hijiyama University.

The rational for this research paper is to examine the challenges faced by international students with focus on Nigerian students embracing the British education system and impact on their motivation and academic performance. The paper presents a critical overview in relation to the barriers faced by Nigerian students in terms of obtaining and maintaining their visas, seeking employment, cultural integration, and access to education and how these challenges impact on their motivation and academic performance. The study utilizes both quantitative and qualitative research methods to provide a comprehensive analysis of the challenges faced by Nigerian students in regard to studying in the UK and keeping up to visa requirements with limited working hours given to study. To ascertain the degree of impact, a primary data was carried out to hear from few of the students. Findings of research shows that majority of the Nigerian students that came to study in the UK had high expectations with the hope that coming to study and work in the UK was the best option to escape from the problem of high unemployment and hardship faced back in their home countries. Some expressed the disappointments on how they struggled to find accommodation with family and not sure if coming to the UK was worth the money, they paid to facilitate their study visa. The most disappointed expectations were the cost of living and not being able to get the twenty hours jobs allowed to work while studying to help them with excessive cost of living. Some felt that more support is needed to help international students in their studies in the UK considering the high fees paid to gain British education. [For the complete Volume 22 proceedings, see ED656158.]

This section presents several organization and management theory conference paper abstracts, including an ethnographic account focused on issues of identity and place in a Great Britain-based institution of further education, an exploration of how managers can draw upon their informal relations to create new knowledge, and a dynamic framework to assess how a firm strategically allocates its limited resources between improving its competitive position relative to rivals and its collective position shared with rivals.

Global Employability Skills are skills that students acquire during their study period, that are in addition to their academic knowledge and skills, and that would help in their careers. As students continue their university journeys, they often overlook or underestimate the importance of developing Global Employability Skills that employers may consider important for their jobs. In this paper, we present a mobile application, the GES App, designed to help students recognize, document, and articulate their skills to their prospective employees. The GES App is designed to stimulate university students to reflect upon their experiences and assess the skills they may develop outside of their formal university studies. This paper presents how such an app could support students plan their careers and develop their Global Employability Skills that would make them more attractive to their future employers. A use case scenario is described to illustrate the role the GES App could play, from the perspectives of students, staff, and employers. [For the full proceedings, see ED639391.]

There is a growing concern that AI is likely to replace the work done face to face in the classroom by teachers. The concerns also extend to the students use of AI to complete assignments which could impact on their grades either positive or negative and in some cases, when a student work is detected with high AI the work could be classified as plagiarism if AI usage is not declared. On another note, there are increasing debates about the use of AI as a valid tool to support work completed by human beings. Whatever maybe the growing concerns, many researchers have argued that AI is not likely to replace education jobs such as teaching and learning done by teachers and education administrators. The purpose of this paper is to explore debates around the use of AI in education, mostly in teaching and learning and assessment of students university misconduct policy. Teachers work and the link to the opinions on integrating AI in the classroom are illuminated by empirical evidence gathered via interviews. A lot of educators respond to AI in different ways. Some of the debates falls around AI as God of the admin work and assessment of students s sent tools that can help reduce some work such as helping with multiple choice questions, on the other hand, some students have been penalised and in some cases failed their work due to use of AI in completing their assignments without acknowledging the use. In addition, others have argued that AI has come to replace the work done by teachers and are anxious about AI in education jobs done by teachers, hence would not bear the idea for classroom teaching and learning. [For the complete Volume 22 proceedings, see ED656158.]

In 2021 the UK government published a review of lessons learned by the UK highways sector from extreme weather emergencies. As described in this paper, the review focused on the sector's engagement with integrated emergency management and managing highways as critical 'lifeline' infrastructure. Focusing on robustness, reliability, redundancy, rapidity, resourcefulness and recovery, the review identified the need to develop consistent rapid impact assessment reporting, linked to regional- and national-level mutual aid contingencies. Underpinning this was the need to strengthen highway engineers' ability to 'prepare for their worst day, rather than their average day'. [ABSTRACT FROM AUTHOR]

Previously, the authors presented a 1/3 octave band heavy/hard impact prediction method based on force pulse measurements from a drop tower. Since then, we have been applying the method with a variety of success. Previous papers presented on this topic were based on above grade applications in North American buildings. This paper will be looking at a slab-on-grade construction in the United Kingdom. This paper will be focused on the accuracy of the method and possible modes of error. It is shown that improved methodologies to measure the force pulse increased the accuracy of the prediction. [ABSTRACT FROM AUTHOR]