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This document contains the report and edited papers from an international seminar emphasizing the sharing of ideas and resources to eliminate illiteracy. Chapter I of the seven-chapter report offers background information and seminar objectives. Chapter II provides a world overview, which describes the general development context of literacy. In chapter III, emphasis is on literacy in context. The role of national governments in eliminating illiteracy, the correlation between literacy and poverty, and the purpose of literacy are discussed. Chapter IV focuses on women and literacy. Chapter V discusses continuing education beyond literacy. Chapter VI suggests international cooperation in training and research and regional cooperation in training and research. Chapter VII discusses principles and problems of cooperation and provides two examples of cooperation: cooperation between international agencies and international assistance to a national literacy campaign. Appendix I contains case studies from selected countries. Literacy work is described in the Caribbean, China, Ethiopia, Burma, India, Botswana, Kenya, Mozambique, Spanish-speaking countries of Latin America, and Malawi. Appendix II is an excerpt, "The Price of Literacy," from "Literacy, Depression, and the Poor" (R. H. Green). Other appendixes include the program, list of participants, and descriptions of organizing institutions. (YLB)

The 10 short presentations contained in this document were given by representatives of vocational training research and development organizations from 9 of 10 member states of the Eurpoean community and concern the current and future research and development priorities of these organizations. An introduction discusses objectives and highlights the papers and discussions. The papers are "The Federal Institute for Vocational Training and Its Tasks--Federal Republic of Germany,""The Centre for Studies and Research on Qualifications--France,""Introduction to ISFOL and Its Activities--Italy,""Government Sponsored Research into Vocational Training in the United Kingdom,""AnCO's Planning, Research, and Development Strategies--Ireland,""Vocational Training of Adults by the Office National de l'Emploi--Belgium,""The National Manpower Service--RVA--Belgium,""Introduction to PCBB and Its Activities--The Netherlands,""Research Project 'Teaching and Learning'--Utrecht University--The Netherlands," and "Proposals for International Co-operation of Training Research Institutions for Observation of Changes in Qualifications Resulting from Introduction of Information Technologies--BIBB--Germany." A chronological list is also provided of CEDEFOP (European Centre for the Development of Vocational Training) activities in relation to new information technologies and vocational training. (YLB)

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)

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)

Five papers in this collection are concerned with the preservation of library materials; the remaining paper addresses library building standards, emphasizing their value and identifying other reports on library standards. The conservation papers cover: (1) training for conservation in Canada, identifying institutions and associations offering related courses; (2) the training of restorers in the German Democratic Republic, reviewing the development of training courses, particularly those relating to art works; (3) national regional activities on the conservation of library materials in the Federal Republic of Germany, including restoration workshops and research on the age-resistant properties of paper; (4) the training of conservators and librarians in the Federal Republic of Germany, focusing on job descriptions, training regulations, and how this subject is treated in library schools and technical colleges; and (5) problems of conservation of modern library materials in the Soviet Union due to insufficient durability of modern machine-made paper and the causes of paper deterioration. (RBF)

The 16 papers in this collection focus on the impact of new technologies on libraries and their managers: (1) "Has Technology Failed Us?" (Frederick W. Lancaster); (2) "The Wheel of Fortune: Academic Libraries. IT and the Re-emerging Past" (Alasdair Paterson); (3) "Management Strategies for Enhancing the Adoption of Technological Innovations" (Mary M. Huston and Anita Grahn); (4) "Training Issues in Management of Information Services in an Advanced Technological World" (Ellen Hoffmann); (5) "The Next Generation of Information Products" (Arnoud de Kemp); (6) "'Free' or 'Fee' Information Resources in Academic Libraries--The Case of Small and/or Developing Countries" (Shmuel Sever); (7) "Providing Scholars with Information from Electronic Books" (Frederick Kilgour); (8) "Micro Management: Multi-Tasking and CD-ROM Applications" (David Price); (9) "CD-ROM-Retrieval in Heterogeneous Networks--Conceptions, Solutions, Conclusions, and Influence on Library Management" (Christian Heinisch); (10) "Co-operative Bibliographic Utilities as a Platform To Support Library Automation and Catalogue Retroconversion in Local Library Systems" (Ronald M. Schmidt); (11) "Managing Information Technology in Academic Libraries" (David R. McDonald); (12) "Information Retrieval at the University Library Vienna--RDB--The Austrian Legal Database" (Renate Niegl); (13) "OPAC Extension to Conventional Data with Bibliographic Expert Systems" (Karl F. Stock); (14) "Teaching End-Users How To Access Online Systems in Libraries and Gaining Access to Online Catalogs through Networks" (Maureen Pastine); (15) "Information Services and Information Utilities--A Management for the User" (Sigrid Reinitzer); and (16) "Information Technology and User Education Management" (Dieter Schmidmaier). A seminar agenda, lists of participants and of participating vendors, and a summary of the conference by Philip Bryant are also provided. (MAB)

The 16 papers in this collection explore the microcomputer revolution as it affects library information systems: (1) "HyperMedia/Multimedia Technology and New Opportunities for Libraries in the 1990s" (Ching-chih Chen); (2) "Use of CD-ROMs in West German Libraries" (David I. Raitt and Ching-chih Chen); (3) "Purposes of Interactive Optical Discs for Libraries and Their Users" (Rolf-Dieter Schmid); (4) "Microcomputer Applications in the Manuscript and Rare Book Collection" (Armin Hetzer); (5) "The Use of Hypertext for Orientation: The NCLIS (National Commission on Libraries and Information Science) Approach" (Susan K. Martin); (6) "The Use of LAN (Local Area Networks) in Improving Management and Services in an Academic Environment" (Mohammed M. Aman, Wilfred W. Fong, and Virgil Diodato); (7) "Micromation Prospects for Standards Libraries in Industrialized and Developing Countries" (Eberhard Janke); (8) "The Use of Microcomputers in Israeli Libraries" (Shmuel Sever and Yosef Branse); (9) "Integration of Microcomputers into a Mainframe Based Library System" (Ronald M. Schmidt); (10) "'Allegro': A New Database Concept for Micros (MS-DOS and UNIX)" (Bernhard Eversberg); (11) "Data Conversion Capabilities and Possibilities for Microcomputers" (Kate Noerr); (12) "A Scenario of OSI (Open Systems Interconnection) Based Library Cooperation" (Morten Hein); (13) "Microcomputers: Future Prospects for the Oxford Library System" (David J. Price); (14) "Microcomputers as Local Subsystems. Some Questions of Data Exchange" (Heinz Habermann); (15) "From Here to There and Back Again: Using Remote Session Microcomputer Software for Information Access in Libraries" (Erwin K. Welsch); and (16) "The Possibility of Displaying Special Characters and the Combination of Standard and Diacritical Characters in Microcomputers" (Reimer Auls). Also included are the conference agenda, lists of participants and vendors, and a summary of the conference by Ellen M. Pearson. (DB)

Various questions concerned with the role of the educational system in affecting the pattern of inequality of life incomes within the Federal Republic of Germany are addressed. Sections include an introduction, a discussion on the distribution of benefits and costs of education, and a discussion on the efficiency and equity of the educational system and the possibility of reform. Among the conclusions suggested by the analysis are: that participation in the educational process, particularly in higher education, is dependent on the social group into which an individual is born; that individuals do not necessarily attain higher levels of education simply because of their abilities; that the higher the level of education, the higher a person's life income tends to be; that the tax system is relatively fair as it places relatively greater burdens on those who have received a higher net subsidy via the educational process; and that the economic base of the system of education should be reformed so as to provide a better mix of market type of instruments of financing. Comments on the paper suggest that to interpret the results, the authors could have attempted an analysis of the effect of education on income by making some assumptions about the proportion of education. (Author/AM)

These seven papers on library management and networks focus on: (1) computerized access to archival and library materials, describing the methodological problems associated with a pilot project in the German Democratic Republic, as well as the efficiency of data bank systems; (2) present and future development of libraries and information centers in the Jamahiriya (Libya), providing statistics such as student population and library users, describing various library types and listing recommendations to improve the library situation; (3) library networks in the Federal Republic of Germany, emphasizing their application functions and software and database design requirements; (4) an international MARC network, focusing on issues confronting such a network and priority needs for research and development; (5) management system of librarianship in the Soviet Union, including its development, the state's influence, and the responsibilities of the State Interdepartmental Library Committee; (6) management and technology in library associations, centering on the utilization of modern management methods and new information technology to improve services to members; and (7) a state program of bibliographic development in Czechoslovakia, and a report on an international symposium on national bibliography automation. Provided are 20 references and five tables in three papers. (RBF)

The document presents the text of two speeches and a group discussion of adult political education in the United States and Germany from a conference to compare recent social, economic, and political developments in the two countries. The first speech characterizes adult political education in Germany as comprising approximately 10% of the total adult education program. A clear relationship is indicated between recent demands for political education and disillusionment with highly industrialized mass society. Review of ten political education curricula currently in use reveals high interest among adults in West Germany in business, the family in modern society, educational policy, citizen action, the social market economy, and European integration. The second speech focuses on the United States and explains recent adult education demands as a result of dissatisfaction with corporate authority and a demand for citizen participation at all levels of decision making. The third report presents a discussion by German and American educators, government officials, and spokesmen from political institutes of the first two papers. Topics discussed include the relationship between political action and political learning, causes of the renaissance of interest in adult political education, cultural environment, and changes in adult political perspectives as a result of political education. The conclusion is that additional data on the nature of participation in adult education programs is necessary before valid cross-cultural comparisons can be made. (Author/DB)

This document contains final papers presented at an International Committee on Family Research (CFR) seminar; included are key, discussant, and free papers as well as closing and farewell addresses. Key papers covered (1) worldwide trends in administrating family policy and (2) work, economic policies, and welfare consequences and responsibilities. Clio Presvelou's "World Survey on Availability of Family Policy Guidelines," Jacqueline Ancelin's "Family Policy and Social Changes in France," and Pierre Cliche's "Quebec's Family Policy: Social Policy or Demographic Policy" address the first topic. Orjan Hultaker's "Income Security Policies and the Application of Marginal or Universal Approaches" addresses the second. Discussant papers focus on several conference issues, including the desirability of supporting the family and pressures, conflicts and expectations of family life; major demographic trends affecting family policy; worldwide trends in the administration of family policy; youth policies and the family/work/education relationship; and legal regulation of the family and the effect of changes in family law. Free papers are Wei Zhangling's "Effects of Population Policy on Families in Contemporary China"; Wolfgang Voegeli and Barbara Willenbacher's "Family Policy and the Implementation of the Constitutional Equal Rights Clause in the Federal Republic of Germany"; Iteka Weeda's "Changing Ideals about the Family and Other Life Styles in Their Macro-Sociological Significance in the Netherlands"; and Gordon F. Streib's "Family Change and Social Policy: Shared Living for the Elderly." The document concludes with Don Edgar's closing address and farewell addresses by Lazlo Cseh-Szombathy, Andre Rauget, Roland Eckert, and Don Edgar. (RH)

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)

Papers on social science libraries presented at the 1986 International Federation of Library Associations (IFLA) conference include: (1) "Efforts at Computerization in Nigerian Libraries--A State of Development Review" (A. Olugboyega Banjo, Nigeria); (2) "The Information Activities of the National Library of Economics in the Federal Republic of Germany--Transition from Traditional Library Services to Computer-Based Information Systems" (Ekkehart Seusing, West Germany); (3) "Library Automation Activities at Helsinki School of Economics Library and in Finland" (Kyllikki Ruokonen, Finland); (4) "The Impact of Optical Disc Publishing on the Information Community (CD-ROM: Compact Disc--Read Only Memory)" (W. Bartenbach, United States); (5) "Databases Created by Japanese Economists" (Yoshiro Matsuda, Japan); and (6) "The Role of the Libraries for the Assistance of Research in the Field of Social Sciences" (A. Kasyanenko, USSR). (KM)

Papers on acquisitions and exchange presented at the 1986 International Federation of Library Associations (IFLA) conference include: (1) a condensed English version and the full German text of the presentation, "Document Exchange and the Deutsche Forschungsgemeinschaft (German Research Council)--The Acquisition of Grey and Special Literature as a Central Function of Supra-Regional Literature Provision in the Federal Republic of Germany" (Joachim-Felix Leonhard, West Germany); (2) "The International Exchange of Publications in Japan" (Akio Sakai, Japan); (3) the condensed English version and the full German text of the presentation, "Acquisition and Exchange of Far Eastern Materials in the Federal Republic of Germany--Experiences of the Far Eastern Department of the State Library of Prussian Cultural Foundation" (Helga Dressler, West Germany); (4) "Another 'Tyranny of Distance'--Acquisitions of Japonica in the National Diet Library" (Shozo Nakano, Japan); (5) "Observations on Doing Business as a Subscription Agent in Japan, Europe, and the Americas" (Adrian Swets, Netherlands); and (6) "On the Preparation of International Bibliography--'International Exchange of Publications'" (Z. P. Sorokina, USSR). (KM)

Papers on interlibrary loan and document delivery presented at the 1986 IFLA general conference include: (1) "Preservation and/or Availability of Older Literature--an Approach to the Problems, Needs, and Solutions" (Klaus-Dieter Lehmann, West Germany); (2) "From Decentralization to Centralization--Document Delivery in France in 1986" (Marc Chauveinc, France); (3) "Staff for Interlibrary Loan Service" (Virginia Boucher, United States); (4) "Interlibrary Loan and Document Delivery in Japan--an Overview" (Izumi Koide, Japan); and (5) "Subject Cataloging in Library Networks" (Rudolf Frankenberger, West Germany). (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)

Papers included in this volume are: "The Muted Voice of Immigrant Workers;""The Situation of Foreign Workers in Sweden"; "Situation of Foreign Workers in the Federal Republic of Germany"; "Teaching German to Immigrant Children"; "Using Language Typology in Contrastive Studies"; "On Determining Developmental Stages in Natural Second Language Acquisition"; "Ordering Adult Learners According to Language Abilities"; "Some Remarks on Foreigner Talk"; "Some Minimal Requirements for the Teaching of Language to Foreign Workers"; "What Language Does the Immigrant Need?"; "What May Be the Use of Linguistics?"; "The Role of Phonetics in Language Teaching"; "Failure of a Language Transfer System Based on the Ideology and Models of Learning of the Country of Production"; "Teaching German to Turkish Migrants in West Berlin"; and "What Kind of Research Do We Need?" Other papers include "Semilingualism and the Education of Migrant Children as a Means of Reproducing the Caste of Assembly Line Workers"; "Verbal and Non-Verbal Communicative Behaviour of Turkish and Greek Workers"; "The Linguistic Development of Immigrant Children in Sweden"; "The Educational Problems of Finnish Immigrants in Sweden"; "What Foreign Workers Think About..."; and "What Kind of Research Do We Need? Some Remarks on Research Politics and Research Morals." (MSE)

Two papers on library statistics describe national programs to collect such statistics in a Western European country and a developing country in Africa: "Establishment and Organisation of National Library Statistics: The Nigerian Experience," by J. A. Dosunmu; and "German Library Statistics," by Peter Gruber. Dosunmu's paper describes the objectives and activities of a task force established by the Nigerian Library Association to gather and compile statistics on libraries in Nigeria. A list of definitions and instructions and a questionnaire on library statistics prepared for UNESCO by the task force accompany the text. Gruber's paper describes the development and publication of German library statistics and outlines the types of statistics contained in the publications. A table listing the number of libraries in the Federal Republic of Germany according to size of holdings is included. (JL)

Seven of these ten papers are concerned with library research in specific countries; the remaining three deal with library planning and ethics in research. Titles are "The Library as a Cultural Institution," by Jadwiga Kolodziejska, Poland; "The International Seminar 'Book and Library in Society' of the Polish Book and Readers Institute and the IFLA Section of Library Theory and Research: A Presentation of the Problems and Results of Contemporary User and Reader Research," by Diann D. Rusch, West Germany; "The State of Library Research in Japan," by Tamiko Matsumura; "The Planning and Co-ordination of Library Research in the UK," by Patricia Layzell Ward, England; "The Coordination of Library Research in the German Democratic Republic," by Helmut Kubitschek, East Germany; "The Germanic National Museum in Nuremberg and the Beginnings of a German National Library," by Ursula Mende, West Germany; "Library Research in the Federal Republic of Germany," by Hans-Albrecht Koch, West Germany; "Library Planning and Centralized Library Services in the Federal Republic of Germany," by Dieter Oertel, West Germany; "Organization and Coordination of Research in the Field of Library Science," by V. D. Stelmakh, USSR; and "The Need for a Professional Code of Ethics in Research," by Michel Albaric, France. (RBF)

Four papers and two reports from three sections concerned with library science periodicals and serials publications in libraries include discussions of the role of library and information science journals and their coverage by indexing services as well as a description of an online system for serials, a report from the working group on newspapers, and definitions of official publications from 11 countries and agencies. Presentations include "Role of Library and Information Science Journal in the Development of Effective Library Associations," by E. Bejide Bankole of Nigeria; "The Efficiency of Library Journals with Regard to Readers and Documentation," by Reimar Riese of East Germany; "Library/Information Science Periodicals from Developing Countries: Coverage by the Major Abstracting and Indexing Services," by Nicholas L. Moore of the United States; and "The National Serial Data System in the Federal Republic of Germany," by K. W. Neubauer from West Germany. (RBF)

This set of papers presented to the General Research Libraries Division of the International Federation of Library Associations (IFLA) during its 47th annual conference (1981) includes: "The Effect of the Introduction of Computers on Library and Research Staff," by Gilbert Gude; "Libraries as Information Service Agencies (IVS)," by Franz Georg Kaltwasser; "How the Parliamentary On-Line Information System at Westminster was Planned," by Dermot Englefield; "The Swedish Parliamentary Library and the Official Government Publications," by Lennart Gronberg; "Legal Deposit Legislation in the German Democratic Republic," by Helmut Lohse; "The Role of National Libraries in Latin America: The Example of the Biblioteca Nacional of Venezuela," by Yola Medina McLeod; and "Role of the State Lenin Library of the USSR in the Realization of the UAP Programme in the USSR," by N. S. Kartashov. (JL)

This set of papers delivered to the Bibliographic Control Division of the International Federation of Library Associations (IFLA) during its 47th annual conference (1981) includes: "Cataloging in Publication in the United States--Problems and Prospects," by Susan H. Vita; "Development and Coordination of Bibliographic Activities: Experiences of the GDR and Her Central Management and Coordinating Agency at the Deutsche Bucherei," by Gerhard Pomassl; "AACR2 and International Standards," by Frances Hinton; "Application of IFLA Recommendations in the French Cataloging Standards," by Francoise Finelli and Genevieve Boisard; "ISBDs in RAK," by Irmgard Bouvier; "Comparison of the USSR Rules of Bibliographic Description with ISBDs and the New IFLA Recommendations for Corporate Headings," by O.I. Babinka, N.I. Gerasimova, and I.S. Dudnik; "Chinese MARC Format for Books," by Lucy Te-Chu Lee and others; and "Classification in German Libraries," by Gunther Pflug. (JL)

Thirteen essays discussing how teachers are trained to teach geography in various countries are presented. The papers are: "Teacher Education in Geography: The Comparative View" (W. E. Marsden); "The Training of Geography Teachers in the People's Republic of Bulgaria" (Paulina Vekilska and Dimitar Kantchev); "Note Sur la Formation des Maitres Enseignant la Geographie en France" (Jacques Bethemont; in French); "Geography and Teacher Training in Canada" (Dennis Milburn); "Educating Geography Teachers: The Experience of England and Wales" (Norman Graves); "Teacher Education in Geography: The New Zealand Model in the Eighties" (John MaCauley); "Teacher Education in Geography in the Republic of Ireland" (P. McGloin and J. Heywood); "Teacher Education for Australian Geography Teachers" (Rod Gerber); "Geography Teacher Education Programme in Nigerian Universities and Implications for Secondary School Geography" (Julie Okpala); "Geographical Teacher Education Models in West Berlin" (Joachim Barth); "Geography Teacher Education in West Germany with Special Reference to Rheinland-Pfalz" (Hans-Martin Closs); "Teacher Education in Geography in the United States" (Barbara Winston); and "The System of Preparing Students at the Pedagogical Institutes for Geography Teaching, USSR" (Lydia Pancheshnikova). (RM)

The expert-novice paradigm, which demonstrates the outstanding role of domain-specific knowledge in explaining differences in memory behavior and performance, was examined. Two studies are described which compared memory performance of groups equivalent with regard to domain-specific knowledge but differing in intellectual ability. The hypothesis was that comparing good and poor learners with equivalent domain-specific knowledge should provide the base for evaluating the importance of access--the spontaneous and strategic use of potentially available information in order to understand and learn. Both studies dealt with West German third-, fifth-, and seventh-grade soccer experts' and novices' memory and comprehension of a story dealing with a soccer game. Several measures of memory performance, memory monitoring, and text comprehension were used. As a main result of both studies, no significant differences between good learner and poor learner experts were detected, regardless of age. Furthermore, poor learner experts outperformed good learners novices in all memory and comprehension measures. All in all, the findings of the two studies supported the conclusion that the contents of the knowledge base and not access in the sense of strategic use of information determined the extent to which text information is memorized and understood. (Author/GDC)

This document contains the papers presented at a conference designed to provide a forum to discuss the European Division mathematics and science program and to allow an opportunity for professional development. Papers on approaches to teaching specific topics in the Maryland mathematics and science curriculum, as well as on other aspects of teaching, were solicited, and faculty from all over Europe submitted proposals. The selections presented are as follows: (1) "Use of Diagrams in Solving Applied Problems"; (2) "Teaching Linear Inequalities: A Linear Programming Approach"; (3) "On a Systematic Presentation of Graphing"; (4) "An Aid for Remembering Trigonometric Relationships"; (5) "A Hands-on Approach to Teaching Trigonometry"; (6) "Interactive Calculus Teaching"; (7) "The Teaching of Calculus in Mechanics: An Alternative Approach"; (8) "Some Common Errors Made by Students in Basic Math"; (9) "Experiences Teaching UCSP 198T and MATH 101"; (10) "Backward Chaining as an Error-Free Teaching Technique: Solving Quadratic Equations by Completing the Square"; (11) "Homework in Mathematics"; (12) "Criterion Referenced Assessment: With Special Reference to MATH 101"; (13) "Coping with Math and Science Anxiety in the Classroom"; (14) "Math Avoidance--Math Anxiety"; (15) "Understanding Mathematical Concepts"; (16) "Instructional Tools in Non-Laboratory Earth Science"; (17) "How to Teach Science without a Formal Laboratory"; (18) "Struggle against Dogmatism in the Teaching of Science"; (19) "Computer Assist for Students Writing Physics Lab Reports"; (20) "Using Detailed Handouts to Illustrate Calculus Concepts"; and (21) "A High-Level Application of Elementary College Mathematics Probability, Determinism and the Prime Numbers." (TW)

Three papers and a brief report on audiovisual services and the agencies providing them in three countries of western Europe include: (1) "National Service to Public Libraries in the Field of Audiovisual Media: The Situation in the Netherlands," by Ed Spruit, who discusses problems concerned with the inclusion of audiovisual media in public library collections and describes the role of the governing organization of Dutch public libraries in developing such collections; (2) "The International Association of Sound Archives (IASA)," by Rolf Schuursma, briefly describes the concerns of this group of nearly 300 institutional and individual members in western Europe and Australia; (3) "Central Service of Audiovisual Media in Sweden," by Jan Gumpert, describes the three types of audiovisual service provided, i.e., talking books, music, and various media of interest to libraries such as slides, smaller language courses, and music cassettes; and (4) "Audiovisual Aids in the Federal Republic of Germany," by Willi Wiemers, describes the types of audiovisual media supplied to libraries (including sound recordings, video, and slides and films), discusses difficulties caused by unauthorized copying of sound recordings, and describes centralized services available to public libraries. (LLS)

Designed to provide an international cross-section of data on science and mathematics education, this document describes the educational systems of countries that developed innovative approaches to science education. The science-centered systems of Japan, People's Republic of China, East Germany, West Germany, and the Soviet Union are featured in this symposia series publication of the American Association for the Advancement of Science. A review is provided of each country's educational objectives, philosophy, practices, curricula, teacher quality, and teacher education programs. Concerns associated with the disciplinary approach to secondary instruction, the polytechnicalization of general education, and the role of education in technological development are addressed. The basic differences between U.S. policies and practices and those of Japan, West Germany, East Germany, China, and the Soviet Union are explained and the lessons derived from this study are discussed. Nine specific recommendations are offered in areas dealing with the school, teacher preparation, and the federal government. (ML)

This document contains the papers delivered at the New England Regional Meeting which focused on the theme of International Perspectives on Nonformal Education. The keynote address provides a state of the art of nonformal education and discusses its successes, limitations, and future challenges. The first group of papers presents philosophical and programmatic concerns of nonformal education. One paper discusses the ideological presumptions of nonformal education. The collaborative process in international nonformal education programs is examined in another paper. A third paper discusses the instructional staff for out of school education and a look at voluntarism. The second group of papers examines nonformal education in various countries and presents case studies of specific nonformal education projects. For example, one paper describes the Village Polytechnic in the rural areas of Kenya as a potential solution to the problem of skyrocketing unemployment of thousands of primary school graduates who are unable to continue their formal education. Another paper discusses the Haiku and the tea ceremony of Japan. Other papers look at nonformal education in Turkey, West Germany, Honduras, Chile, Ghana, Poland, Africa, and Mexico. (Author/RM)

This paper discusses several interrelated processes aimed at helping teachers to use an experimental approach to improve their teaching. In making a diagnosis, the teacher generates a hypothesis about the relationship between his/her potential behavior and its effect upon the students. Following the formulation of such a hypothesis, the teacher observes the student responses to his/her behavior. These observations are interpreted in terms of the purposes that motivated his/her behavior in the first place. To practice teaching as experimentation, teachers need interrelated, overlapping categories of knowledge and abilities: (1) background knowledge; (2) abilities to use concepts to guide analysis and actions; (3) capacity for generating hypotheses; and (4) ability to carry out actions suggested by the hypotheses and to learn from the results. A discussion is presented on the role and content of these interrelated abilities and the methods that have been developed to help teachers acquire them. It is pointed out that developing these abilities enables a teacher to use class discussion as an effective teaching tool. (JD)

This paper examines West Germany's educational system by discussing the status of K-12 political and social studies education. It was not until the late 1960s that social studies education was introduced as a subject on a wide scale into West Germany's school curriculum. The reason for its introduction and development was the desire to supplement the traditional German conception of a democratic state with elements of American democracy as a way of life. Empirical studies dealing with the results of political education from the 1960s indicate that attitudes regarding more democracy, less prejudice, and a greater readiness to criticize and participate in the political process have not changed much. This is due to several factors: the lack of a central institution which would determine objectives of social studies education and deal with pedagogical and methodological problems; the lack of special training of many teachers in social studies; and the tendency of many tenured teachers to rely mainly on poorly written textbooks and not to utilize audiovisuals and other supplementary materials. Two reactions to the paper are also included. (Author/RM)

This paper examines the relationship between constitutional courts and educational policy in Australia, the United States, and West Germany in an attempt to formulate a statement describing the relative impact of state and federal governments on educational policy in countries with a federal system of government. Much of the paper discusses the constitutional provisions affecting educational policy in each country, focusing in turn on the areas of civil rights, residual powers, finance, and external affairs. The authors conclude that (1) where a constitution for a federal system of government provides for civil rights, educational policy may be directly affected by judicial decisions, and (2) where a constitution allocates powers between federal and state governments, educational policy may be influenced by the federal government, even where education is recognized as a state power, unless the constitutional courts deliberately act to limit the impact of the federal government on educational policy. (Author/JG)

A justification for the study of teachers' routines, as they affect the preparation of lesson plans, prefaces this paper on teachers' thought processes during lesson planning. In focusing on the importance of research into teachers' routines, it is pointed out that lesson preparation and classroom routines permit teachers to direct attention to special difficulties encountered by students. It is noted that routines also provide clues to teachers' information processing methods and to teachers' ways of solving problems. The nature of routine activities and the sequential steps followed by teachers in making lesson plans and classroom decisions are considered along with psychological studies in this area. A report is presented of a study of teachers' perceptions of their lesson planning and routine planning activities. Questions addressed involved: (1) classroom issues or problems that teachers treat in the classroom and that do not require planning; (2) classroom issues or problems that are factually treated or at least mentioned during lesson planning; and (3) classroom issues or problems that are considered during lesson planning. In an analysis of the study's results, it is noted that experienced teachers differed from novice teachers in that their knowledge permitted them to predict classroom conditions and execute lesson plans in one step rather than in a series of sequential decisions. (JD)

Results of four experiments concerning the way young people interpret an intended or expressed sanction (praise or blame) from a teacher are presented. The intention of the four studies was to expose the flaws in Meyer's 1984 attempted explanations of such interpretation, in which sanctions are paradoxically received by the student as an evaluation of his or her talent versus effort (e.g., the student feels that greater praise goes to the less talented person for expending the greater effort). The experiments involved four groups of West German students (N=180; N=86; N=225; N=177) between the ages of 13 and 19 who interpreted teacher/student interactions on a series of questionnaires. The research was designed to test an alternative attempted explanation, and to find out in which areas paradoxical conclusions emerge. This paper discusses results in terms of the alternative explanation, the expectation/discrepancy hypothesis. (CB)

A theory of interest is presented, with comments on the assessment of interest in a student. The concept of interest as an affective state, elicited by certain characteristics of the material, is not sufficient, since situational factors do not seem solely responsible for making information more interesting. The educational interest theory here proposed consists of a differential sub-theory addressing inter- and intra-individual differences, an actual-genetic theory of interest-oriented behavior, and an ontogenetic sub-theory of the development and change of interest throughout life. Assessment of interest must involve all three of its components. Presented as an example of such assessment is the Study Interest Questionnaire (SIQ), which was developed to assess students' interest in their major. A copy of the SIQ is appended. (SLD)

The impact of interest on specific quantitative and qualitative measures was studied by examining the relationship between interest in research methodology by education students and knowledge in the area. The "Study Interest Questionnaire" (Winteler and Sierwald, 1987) and a questionnaire on interest in empirical research methodology were administered to 21 freshmen education students with little prior knowledge of methodology and 17 control subjects. Students who had a high degree of interest at the beginning of the semester had a greater proportion of technically appropriate word associations in response to subject matter stimulus terms. Qualitative differences in knowledge existed, confirming that topic interest has an impact on knowledge acquisition. The methodology interest questionnaire is presented; and the results are provided in two tables, two graphs, and three flowcharts. (SLD)

Psychometric theory has been one of psychology's stronger foundations and a major contributor to the recognition of psychology as a scientific discipline. Basic principles of psychometric theory led to the development of respected intelligence tests and large and comprehensive testing and assessment programs. This paper synthesizes major developments in psychometric theory, focusing on the issues of reliability and validity. The synthesis is developed from: (1) Cattell's basic data relation matrix (BDRM) of 10 coordinates for describing psychological events and the reliability and generalizability (Cronbach) coefficients derived from it; (2) the four box conception of data (predictor, criterion, experimental treatment, and nonexperimental treatment) to depict psychological research problems; and (3) a hierachical version of Brunswik's lens model in which correlations between boxes can only be optimal under conditions of good reliability and symmetry. The paper concludes with an empirical example from intelligence and school achievement research: predicting school grades and other kinds of aggregated criteria from the Berlin model of intelligence, the most prominent intelligence model in German-speaking Europe. (BS)

Two recent conferences on the science of sport have focused on the topic of sports for older people. Investigations have been made on the special demand in motor learning, in table-tennis, family-tennis, gymnastics, and dancing. This paper summarizes some experiences and conclusions drawn from these studies, including special notes on isolated dimensions of motor learning ability at a higher age. In the first part, some basic knowledge on motor learning abilities at higher age are outlined. The second part gives some first results of studies on motor learning and aging. (JD)

The dominant driving force of past movements in West German output and prices is investigated and a review of government policy undertaken to stabilize these movements is presented. Three alternative impulse hypotheses are tested: the monetary, the fiscal, and the foreign impulse hypothesis. The major results of the tests are that: (1) monetary impulses dominate fiscal impulses in shaping cyclical fluctuations of domestic output as well as of the price level; (2) while the evidence corroborates the hypothesis that fiscal impulses contribute to the emergence of inflation, it does not support the contention that fiscal impulses have any significant net effects on the growth of output in the shorter run; and (3) real foreign impulses play a significant role with respect to both movements of the domestic price level as well as changes in output. The author concludes that the traditional tying of government spending and tax policies to the shorter run considerations of stabilization policy lacks justification. Chapters provide some basic information on the performance of the economy during the past two decades, describe the testing of the three impulse hypotheses, and discuss the controllability of the money supply. The last chapter presents a summary and conclusions. Charts, statistical tables, graphs and footnotes are presented. The document concludes with comments on the paper by James M. Boughton of Indiana University. (Author/DB)

An innovative social studies teacher education program at the University of Tubingen, West Germany, is described. The problems, aims, and structure of the course of study as well as general theories of learning in West Germany are discussed and these educational phenomena are compared with their American counterparts. The paper is presented in four sections. Section I introduces the preconditions, problems, and development of the social studies program. Four subject areas are identified: sociology, political science, law, and economics. Section II discusses specific problems of the project including key concepts, key questions, and creation of a matrix to reflect these elements. Section III compares American and German structures of knowledge and problems of scientific theory. Section IV presents texts from the social studies curriculum. A bibliography is included in the document. (Author/DB)

This theoretical discussion explores pedagogical assumptions of political education in West Germany. Three major methodological orientations are discussed: the normative-ontological, empirical-analytical, and dialectical-historical. The author recounts the aims, methods, and basic presuppositions of each of these approaches. Topics discussed include what is and what is not learned in schools, how teachers might talk about political education, how to formulate political and educational ideas theoretically and how to conceptualize them, to what degree theoretical positions can be called political, how theories are discussed in political didactics, and literature on the discussion of political didactics within West Germany. Views of socialist Herbert Marcuse and liberal Karl Popper are compared in an attempt to show politics as the concrete expression of theories extracted from the humanities and the sciences. Remarks on the paper by Cleo Cherryholmes at Michigan State University and Klaus Hornung at Padagogische Hochschule, Reutlingen, West Germany, are included. German bibliographic sources are cited in the document. (Author/DB)

This symposium report on current child development research in Germany includes abstracts from papers presented at the biennial meeting of SRCD, April 1975, and a short overview of the history and present status of developmental research and training in Germany. According to this overview, developmental theory and empirical research, which had been the focus of attention in the early 20th century, experienced a complete decline during and after World War II, with a slow recovery during the 60's and 70's. Anglo-Saxon research and social demands have shaped this recovery, and today, German developmentalists appear to be especially sensitive to theoretical, methodological and meta theoretical issues. They also prefer to study more complex units of behavior within a broader scope than their American counterparts, considering this kind of research closer to socially and educationally relevant real-life situations. (GO)

This paper describes a series of experiments and research paradigms designed to investigate language development, specifically semantic, syntactic, and communicative development in children. Included are discussions of two studies of semantic development which examined developmental changes of word meanings. Also discussed are three studies of communicative development which investigated how explicit or inferred alternatives affect the way preschoolers, first and second graders construct messages in communication situations. In addition, a study which examined children's ability to construct persuasive messages, and a study which investigated the development of empathy in children are described. (BRT)

This paper is a three-part narrative report of a study in which structured interviews were conducted with 30 professional women in higher education in West Berlin to determine their career attitudes and aspirations. Background information includes an account of the author's preparation for conducting the study and her concern for semantics in translating interview questions from English to German. The description of the method, which incorporates a view of the subjects' and the culture's attitudes toward females as professionals in higher education, is presented in four steps: Gaining an understanding of the administrative structure of the four institutions in West Berlin which were included in the study; gathering information on the comparative numbers of men and women at each rank of the professorial ladder at these institutions; selection of the 30 women to be interviewed; and conducting the actual interviews. Major conclusions discuss implications for the future of women professionals in higher education in West Germany, with two of the findings revealing that (1) most of the women feel that the bias against women in academia is so entrenched that they must not only perform exceptionally, but they must have great courage and strength to persist and advance, and (2) as far as choice of career was concerned, only 11 of the women ended up in their first choice. Of the other 19, at least half cited specific reasons related to discrimination against women for having to choose their second or third career option. (SH)

Changes in marriage and the family from 1950-74 in five nonsocialist countries were explored. The countries selected for the study were Japan, the Netherlands, West Germany, Sweden, and the United States. Most of the data were derived from the United Nations'"Demographic Yearbook," although various original sources from the particular countries were consulted. Concentrating on marriage formations and divorces, the paper noted rises, declines, surges, peaks, and valleys in the rates for the five countries over the 25 year period. Similarities, dissimilarities, and trends among countries were compared and results of the marriage and divorce curves were summarized in five general statements: (1) there was no strong relationship between the number of marriages during a given period and the number of divorces five to ten years later; (2) the relationship between the number of marriages and number of divorces differed in the various countries and at different times; (3) regardless of marriage patterns, divorces increased in all of the five countries in the same period, 1964-65; (4) youthful age at marriage increased fertility and the likelihood of divorce, although other variables must also be taken into account; (5) crude birth rate was level in Japan and fell in Sweden, the Netherlands, the United States, and West Germany. Computer-generated graphs on marriage, divorce, and births are presented in the appendix. (Author/DB)

This paper examines two programs for the education of immigrant (guestworker) children in Germany. The Bavarian model bases its program upon the assumption that most foreign children remain in Germany for only a short time, eventually returning to their native countries. Evidence largely discredits this assumption, however. Though providing options for those foreign children who speak German, its primary emphasis is upon maintaining skills in the mother tongue. Immigrant children are given their own schools and are encouraged to stay there. By establishing this type of system, Bavaria is perpetuating the isolation and segregation of its minority population. Conversely, the Berlin (West) model is aimed at the integration of the children of the foreign worker as quickly as possible into the German language classroom. In contrast to the Bavarian program, the Berlin model tends to overemphasize integration. Cultural integration is so strong that no recognition of the national background of students is tolerated. Consequently, the foreign student dropout rate is quite high. Both approaches can be challenged on their basic assumptions and educational practices since neither acknowledges the multicultural nature of German society. (Author/JK)

This volume contains the following presentations: "An Overview of Policy Issues," by Donald Galvin; "Policies for the Employment of Disabled People,' by Norman Acton; "A Corporate Perspective," by Jane Belau; "The Future of Work for People with Disabilities--A View from Great Britain," by Paul Cornes; "A Sociopolitical Perspective," by Harlan Hahn; "Employer Initiatives--Policy Approaches," by Kenneth Mitchell; "A Review of U.S. Corporate-Sponsored Programs for Accommodation and Early Intervention," by Frederick Collignon; "A Disability Management Program for Employees: The Federal Government as Employer," by L. Deno Reed and Richard P. Melia; "The AFL-CIO as a Partner in Employment for Disabled People," by Rod DuChemin; "Early Rehabilitation in the Workplace," by Juhani Karjula;"Impact of Employee Assistance and Risk Management on Disability Costs," by Edward J. Hester; "Employer Initiatives--Policy Implementation," by David Evert; "Pilkington Group PLC Rehabilitation Scheme," by D. M. Jones; "A Transitional Work Center at the Workplace," by Ken Wright; "An Assessment System that Matches Abilities with Job Requirements to Facilitate Reintegration of Disabled People into Employment," by Erich Mittelsten Scheid; "How to Develop a System to Adapt Work Sites," by Gerd Elmfeldt; "Government Initiatives," by Robert McConnell; "Employment in the Context of Disability Policy," by John H. Noble, Jr.; "Quota System Policy in the Federal Republic of Germany," by Kurt-Alphons Jochheim; "The Japanese Quota System and the Role of the National Association for the Employment of the Handicapped," by Ryosuke Matsui; "Affirmative Action Policy in the United States," by David L. Brigham; "Ontario Workers' Compensation Board Vocational Rehabilitation Division: Service Strategies," by John D. Carroll; "Hoensbroeck Vocational Training Centre," by Jan Albers; "Partnership Initiatives," by Herb Mosher; "The Swedish Approach to Employing the Disabled," by Birger Sjostrom; "GIRPEH: A New Approach to a Social Problem: Employment for the Handicapped," by Annick Mallet; "The Projects with Industries Approach," by Jim Geletka; "The Kodak Approach," by Robert Jones; "A Partnership Approach to Unite the Private and Public Sectors to Achieve Employment Goals for Disabled People," by Geraldine H. Gobeli; "A View of Vocational Rehabilitation in Poland: The Invalids' Cooperatives," by Chrisann Schiro Geist and Glen Geist; "REMPLOY--Its Work and Its People," by Terry True; "Strategies to Facilitate the Transition from School to Employment of Disabled Young People," by Trevor R. Parmenter; and "Future Trends and the Implications for Policy and Employment of Disabled Persons," by Frank Bowe. Also included are reactors' comments to various papers and a series of papers summarizing symposium outcomes and recommendations for the future. Appendixes contain various components of the ERTOMIS assessment system and a list of presenters. (MN)

The Department of Defense Dependents Schools (DoDDS) special education programs function with a multidisciplinary team called the Child Management Committee. The Child Study Committee, which usually meets once a week, develops, implements, and monitors comprehensive, multidisciplinary assessment procedures; summarizes assessment results in written form; develops, implements, and monitors each child's individualized education program (IEP); implements specific written procedures to assure that parents are cognizant of all procedural safeguards and to assure that the school follows procedural safeguard provisions; and monitors a record management system. Specific procedures are outlined for screening (including regional screening and Child Find); the referral process (including the prereferral, formal referral, and assessment stages); IEP development; and educational placement. Other components briefly considered are the Guidance Resource Centers and the Special Olympics. (SW)

Comparisons are drawn between the German "Volkshochschule" (VHS) and the American community college. After highlighting the mission of the VHS in promoting the socialization of its constituents, the paper contrasts the VHS and community college in terms of enrollment, admission, costs, programs, facilities, governance, organization, and finance. Emphasis is placed on the "open access" provided by the VHS, its low student costs (i.e., an average of $8.00 per class), its provision of special interest courses, the existence of a degree comparable to the associate degree, and the provision of funding for the VHS by federal, state, and local governments. Next, similarities and differences in the overall social objectives of the VHS and community college are considered. It is pointed out that the American community college is committed to providing a flexible, community-based educational program responsive to the needs of local business/industry and the college's individual constituents, while responding to national priorities and issues. In contrast, the VHS, although operating in s aimilar arena, is portrayed as having leadership objectives that are less tangible, but more social, defined in terms of societal and cultural goals. Finally, the centrality of the goal of socialization to the community college's leadership objectives is stressed, and the recognition and promotion of the socialization objective of American community colleges is urged. (HB)

Teachers have the paradoxical dual responsibility of fostering children's personal autonomy while ensuring that the children follow necessary rules affecting their health, safety, and educational development. Unfortunately, it is not always easy to determine when children should be allowed freedom and when they need regulation, and on occasion teachers may overstep reasonable bounds in either direction. The teachers' behaviors in these cases may be seen as the results of interpreting the situations in question using patterns of response developed earlier in life. To understand why these situations are inappropriately interpreted, teachers must review their own pasts and identify the incidents that gave rise to those patterns of response, then analyze the reasons behind the relationships between the incidents and the response patterns. A promising tool for this self-study is the autobiography. Ideally the autobiographical text will consist of responses made during an interview, since the respondent is less likely under interview conditions to find ways to present the past in a self-serving light. The autobiographical material can then be analyzed by the teacher for clues to his or her present behavior. (PGD)