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The International Conference on the Changing Academic Profession Project convened in Hiroshima City, Japan, January 24-25, 2014. It was jointly hosted by the Research Institutes of Higher Education at Hiroshima and Kurashiki Sakuyo Universities. The theme of the conference was "The Changing Academic Profession in Asia: The Formation, Work, Academic Productivity, and Internationalization of the Academy." Two keynote address and eight presentations were made by university professors from seven countries and regions. The present volume is a collection of the addresses and papers presented at the conference. Following a foreword by Fumihiro Maruyama, contents include: (1) Institutionalization of the R-T-S Nexus in the Academic Profession from an International, Comparative Perspective (Akira Arimoto); (2) Strong States, Strong Systems (William K. Cummings); (3) Quality of Education and Research at Higher Education Institutions in Cambodia: Results of the Survey on University Faculty Members (Yuto Kitamura, Naoki Umemiya, and Aki Osawa); (4) The Internationalization of the Academy in Asia: Major Findings from the International Survey (Futao Huang); (5) Effects of International Education Degree and Organizational Effectiveness Perception on Academic Research Productivity in China (Lu Li and Fengqiao Yan); (6) Career Prospects of the Malaysian Academic Profession (Aida Suraya Md. Yunus and Vincent Pang); (7) Academic Career Development in Vietnam (Pham Thanh Nghi); (8) The Self-Contained Academic Profession in Japan, a Matured Country (Akiyoshi Yonezawa); (9) The Impact of Research Productivity on Academics in Taiwan (Robin J. Chen and Ching-Shan Wu); (10) University Academic Staffs' Career and Research Productivity: Similarities and Differences in Six Asian Nations (Tsukasa Daizen); and (11) What Is a Mature University in This Competitive World? (Yumiko Hada). The conference program and list of participants are appended. Individual papers contain references. [Charles R. Barton edited the manuscripts in this report. For "The Internationalization of Higher Education: Realities and Implications. Report of the International Workshop on University, 2013. RIHE International Seminar Reports. No. 21," see ED574175.]

These proceedings contain the papers of the International Conferences on Educational Technologies (ICEduTech 2014), and Sustainability, Technology and Education (STE 2014). The International Conference on Educational Technologies (ICEduTech 2014) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding of what education needs and how to achieve it. Topics for the ICEduTech Conference include: (1) Education in Context: Education in the Network Society, Educational Games, Social Media in Education, Home Schooling, Students' Rights, Parents' Rights, Teachers' Rights, Student-Safe Searching, School Violence, Education and Tolerance for Peace and Education in Developing Countries; (2) Education as Professional Field: Teacher Education, Teachers' Professional Development, Teachers' Workload, Teacher Support for Grading, Time Tabling, Grading, Learning Tools, and Online Learning Software, Teachers' learning in Communities of Practice, Web-based Communities for Teacher Support, Teachers' Career Planning, Legal and Financial Issues, Conflict Resolution and Mediation, Governance and Servant Leadership and Educational Policies; (3) Curricular Evolution: Problem-based Learning, Critical Thinking Skills, Creativity Skills, Learning Citizenship, Global Education, Media Literacy / Pedagogy, Multicultural Education and Alternative Assessment Methods; (4) Learner Orientation: Student-Oriented Learning, Peer- and Collaborative Learning, Learning Strategies: Learn how to Learn, Motivating Students, Recognizing Students' Learning Styles and Special Education; (5) Integrating Educational Technologies: Social Media and Social Networking, The Semantic Web 3.0, Podcasting for Broadcasting Video Lectures, Podcasting feedback to students, Wiki and blogs in Higher Education, Mobile, Virtual and Vicarious Learning and Simulations and Modeling; and (6) International Higher Education: Marketing Higher Education as a Business Case, Pitfalls and Solutions in Joint and Double Degree Programs, Enculturation and International Teacher Accreditation, Web-based, Mobile, Virtual Presence and Social Media to Overcome Student Mobility, Blended Learning and Student Assessment at a Distance, Student Mobility and Distance Education, New-Emerging Standards and Benchmarks for Higher Education, Education, Research, Exchange and Capacity Building, 21st Century Academic and Industrial Brain Exchange, Academic Salaries, Faculty Contracts, Residence Permits and Legal Issues, International Student Exchange Funding Programs: Erasmus Mundus, the U.S. Council on International Educational Student Exchange, and the Euro-American "Atlantis" program, Networks for International Higher Education in the Pacific, Australia, Europe, Asian and European countries and Higher Education, Cultural Diversity, Tolerance and Political Conflict. The International Conference on Sustainability, Technology and Education (STE) aims to address the main issues which occur by assessing the relationship between Sustainability, Education and Technology. Broad areas of interest are: Sustainability and Leadership, Sustainability and Green IT, Sustainability and Education. Following three Keynote Lectures by Chun-Yen Chang, David Tawei Ku, and Pedro Isais, the full papers presented are as follows: (1) The Study of Adopting Problem Based Learning in Normal Scale Class Course Design (Chia-ling Hsu); (2) Student Learning Through Hands-On Industry Projects (Lingma Lu Acheson); (3) A Study of Facilitating Cognitive Processes with Authentic Support (Rustam Shadiev, Wu-Yuin Hwang, Yueh-Min Huang and Tzu-Yu Liu); (4) Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework (Choy Khim Leow, Wan Ahmad Jaafar Wan Yahaya and Zarina Samsudin); (5) Social Interaction Development through Immersive Virtual Environments (Jason Beach and Jeremy Wendt); (6) Teaching and Learning in the Digital Era: A Case Study of Video-Conference Lectures from Japan to Australia (Seiko Yasumoto); (7) Lessons Learnt from and Sustainability of Adopting A Personal Learning Environment & Network (PLE&N) (Eric Tsui and Farzad Sabetzadeh); (8) Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK) (Dorian Stoilescu); (9) Building Better Discipline Strategies for Schools by Fuzzy Logics (Dian-Fu Chang, Ya-Yun Juan and Wen-Ching Chou); (10) Assessing Critical Thinking Performance of Postgraduate Students in Threaded Discussions (Cheng Lee Tan and Lee Luan Ng); (11) Work-Integrated Learning with Work-Integrated Learners (Martin Gellerstedt and Tobias Arvemo); (12) A Framework for Gamified Activities Based on Mobile Games (Ana Amelia Carvalho, Inês Araújo and Nelson Zagalo); (13) The OpenForest Portal as an Open Learning Eosystem: Co-Developing in the Study of a Multidisciplinary Phenomenon in a Cultural Context (Anu Liljeström, Jorma Enkenberg, Petteri Vanninen, Henriikka Vartiainen and Sinikka Pöllänen); (14) Designing Participatory Learning (Henriikka Vartiainen); (15) The Relationship among Principals' Technology Leadership Teaching Innovation, and Students' Academic Optimism in Elementary Schools (Chuan-Chung Hsieh, Hung-Chin Yen and Liu-Yen Kuan); (16) Design Research Methods for Future Mapping (Sugandh Malhotra, Prof. Lalit K. Das and Dr. V. M. Chariar); (17) Makahiki: An Open Source Serious Game Framework for Sustainability Education and Conservation (Yongwen Xu, Philip M. Johnson, George E. Lee, Carleton A. Moore and Robert S. Brewer); (18) The Relationships among Principals' Distributed Leadership, School Knowledge Innovation and ICT Use in Taiwanese Elementary Schools (Chuan-Chung Hsieh, Jui-Hsuan Hung and Hao-Chiou Li); (19) Beauty of Wholeness and Beauty of Partiality "New Terms Defining the Concept of Beauty in Architecture in Terms of Sustainability and Computer Aided Design (Ayman A. Farid, Weaam M. Zaghloul and Khaled M. Dewidar); (20) Galvanizing Local Resources: A Strategy for Sustainable Development in Rural China (Eun Ji Cho); (21) Teaching Assembly for Disassembly: An Under-Graduate Module Experience (Eleftheria Alexandri); and (22) System-Events Toolbox- Activating Urban Places for Social Cohesion through Designing a System of Events that Relies on Local Resources (Davide Fassi and Roberta Motter). Short Papers include: (1) A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners (Takuya Nitta, Ryo Takaoka, Shigeki Ahama and Masayuki Shimokawa); (2) Academic Use of Social Media Technologies as an Integral Element of Informatics Program Delivery in Malaysia (Jane See Yin Lim, Barry Harper and Joe F. Chicharo); (3) Digital Storytelling across Cultures: Connecting Chinese & Australian Schools (Mark Pegrum, Grace Oakley, Cher Ping-Lim, Xi Bei Xiong and Hanbing Yan); (4) A Study on Building an Efficient Job Shadowing Management Methodology for the Undergraduate Students (Koichi Sakoda and Masakazu Takahashi); (5) Using Tablet PCS in Classroom for Teaching Human-Computer Interaction: An Experience in High Education (Andre Constantino da Silva, Daniela Marques, Rodolfo Francisco de Oliveira and Edgar Noda); (6) Technology and Motor Ability Development (Lin Wang, Yong Lang and Zhongmin Luo); (7) The Integrated Framework of College Class Activities--Using Learn Mode with the Introduction of Educational Technology as an Example (Chia-Ling Tsai and David Tawei Ku); (8) Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction (Lih-Ching Chen Wang and Ming-Chian Ken Wang); (9) Using Project-Based Learning and Google Docs to Support Diversity (Amy Leh); (10) Exploring Social Equity Aspects in Integrating Technology in Primary Mathematics Education (Dorian Stoilescu); (11) Chinese Fantasy Novel: Empirical Study on New World Teaching for Non-Native Learners (Bok Check Meng and Goh Ying Soon); and (12) Building of a Disaster Recovery Framework for E-Learning environment Using Private Cloud Collaboration (Satoshi Togawa and Kazuhide Kanenishi). The reflection papers include: (1) Stoic Behavior Hypothesis in Hint Seeking and Development of Reversi Learning Environment as Work Bench for Investigation (Kazuhisa Miwa, Kazuaki Kojima and Hitoshi Terai); (2) Alternative Assessment Methods Based on Categorizations, Supporting Technologies and A Model for Betterment Marion G. Ben-Jacob and Tyler E. Ben-Jacob; (3) Wiki -Enhanced Scaffolding to Encourage Student Participation in a Content and Language Integrated Learning (CLIL) Classroom (Chun-Yi Lin) ; and (4) Pragmatics and Seminotics: Movies as Aesthetic Audio-Visual Device Expedite Second Language Acquisition (Lucia Y. Lu). Individual papers contain references. An author index is included. [These conferences are co-sponsored by Curtin University, Curtin Business School (Australia), and the International Society for Professional Innovation Management.]

Timely analysis of trends and issues in TVE can help TVE stakeholders cope with rather than oppose them. Educating in the direction of the trend and resolving the important issues can maximize TVE's chance of success. The purpose of this paper was to identify trends and issues in the TVE in 10 Indo-Pacific countries. To achieve this purpose, a cross-country analysis with a word cloud analysis was employed. Consequently, the following nine trends were identified: (1) Accelerated adaptation to emerging technologies and the evolution of industry; (2) Improving or diversifying TVE accessibility and increasing the enrollment rate; (3) Enhancing alignment between the TVE and higher education sectors; (4) Promoting employment-based, work-based, or competency-based learning models; (5) Strengthening TVE educators'/trainers' practical skills, industrial working experience, or qualification requirements; (6) Gearing TVE with lifelong learning; (7) Encouraging employer or industry involvement in TVE; (8) Enhancing quality assurance and autonomy in the TVE system; and (9) Providing more career counseling or career exploration. In addition, the following six issues were identified: (1) TVE does not have the same positive public image as academic education; (2) Insufficiency of qualified TVE trainers/teachers; (3) Extreme challenges to teach hands-on skills online; (4) Weak involvement of social partners; (5) Fragmentation of TVET management; and (6) The continued lack of a well-constructed qualification framework and quality assurance system.

The Ljubljana seminar, whose background and working papers are presented in this volume, was an outcome of the United Nations' consideration of the problems of ethnic and linguistic minorities. The twenty-five papers cover topics such as the study of multinational societies; the protection of minorities and minority rights in Yugoslavia, Czechoslovakia, Austria, the Soviet Union, India, Africa, Southeast Asia, Israel, Britain, and the Caribbean; cultural diversity; and immigrant problems. Chapters 1-3 are background papers, commissioned by the United Nations Secretariat in preparation for the seminar. Chapters 4-23 are working papers, contributed by the participants and presented in regional groups, starting with Central Europe and going on to include Asia, Africa, and North America. (Author/CLK)

Edmodo has a significant role and place in the language teaching and learning contexts. However, there is no conclusive evidence on how Edmodo affects the language learning process. This study aims to present a review of the studies to make recommendations for teachers and researchers for further research. The study concludes that learners and teachers mainly have positive perceptions of and attitudes towards the use of Edmodo in the language learning process. It is also concluded that the use of Edmodo is efficient for fostering basic language skills, overall language proficiency, and communication skills. On the other hand, there are several drawbacks encountered during the utilization of Edmodo in language classes.

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agent systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference -- cognition and exploratory learning in the digital age. The CELDA 2018 Conference received 85 submissions from more than 31 countries. Each submission was reviewed in a double-blind review process by at least two independent reviewers to ensure quality and maintain high standards. Out of the papers submitted, 37 were accepted as full papers, 20 were accepted as short papers, and 5 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from internationally distinguished researcher, Professor Tobias Ley, Professor for Learning Analytics and Educational Innovation, Head of the Center of Excellence in Educational Innovation, Tallinn University, Estonia. Individual papers contain figures, tables, and references. An author index is provided.

These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. These proceedings contain the following keynote lectures: (1) From Digital to Double Blended Learning (Jeroen J. G. van Merrienboer); and (2) Open Educational Resources: Educational Technology as a Driver for Educational Reform? (Michael Kerres). Full papers in these proceedings include: (1) A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection (Jessnor Elmy Mat-jizat and Khalizul Khalid); (2) Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course (Ian S. McGowan); (3) An Ontology for Learning Services on the Shop Floor (Carsten Ullrich); (4) The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines (Joan Ann Swanson); (5) A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument (Hiroshi Toyooka, Kenji Matsuura, and Naka Gotoda); (6) Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments (Takam Djambong and Viktor Freiman); (7) Framework for Intelligent Teaching and Training Systems--A Study of the Systems (Nikolaj Troels Graf von Malotky and Alke Martens); (8) Mobile Device Usage in Higher Education (Jan Delcker, Andrea Honal, and Dirk Ifenthaler); (9) Features Students Really Expect from Learning Analytics (Clara Schumacher and Dirk Ifenthaler); (10) Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning (Fátima Weber Rosas, Leticia Rocha Machado, and Patricia Alejandra Behar); (11) Increasing Students' Science Writing Skills through a PBL Simulation (Scott W. Brown, Kimberly A. Lawless, Christopher Rhoads, Sarah D. Newton, and Lisa Lynn); (12) The Effect of Choosing versus Receiving Feedback on College Students' Performance (Maria Cutumisu and Daniel L. Schwartz); (13) The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory (Maria Cutumisu and Daniel L. Schwartz); (14) Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean? (Maria Lidia Mascia, Maria Chiara Fastame, Mirian Agus, Daniela Lucangeli, and Maria Pietronilla Penna); (15) A Video Game for Learning Brain Evolution: A Resource or a Strategy? (Luisa Fernanda Barbosa Gomez, Maria Cristina Bohorquez Sotelo, Naydu Shirley Roja Higuera, and Brigitte Julieth Rodriguez Mendoza); (16) Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism (Fusa Katada); (17) Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement (Sinan Keskin, Muhittin Sahin, Adem Ozgur, and Halil Yurdugul); (18) Amazed by Making: How Do Teachers Describe Their PBL Experience (Dalit Levy and Olga Dor); (19) Group Work and the Impact, If Any, of the Use of Google Applications for Education (Jannat Maqbool); (20) Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line (Magda Mpiladeri, George Palaigeorgiou, and Charalampos Lemonidis); (21) Evaluation of Learning Unit Design with Use of Page Flip Information Analysis (Izumi Horikoshi, Masato Noguchi, and Yasuhisa Tamura); (22) Einstein's Riddle as a Tool for Profiling Students (Vildan Özeke and Gökhan Akçapinar); (23) Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application (Tassaneenart Limsuthiwanpoom, Penjira Kanthawongs, Penjuree Kanthawongs, and Sasithorn Suwandee); (24) Factors Affecting Perceived Satisfaction with Facebook in Education (Penjuree Kanthawongs, Penjira Kanthawongs, and Chaisak Chitcharoen); (25) Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers' Perceptions (Anthia Papadopoulou and George Palaigeorgiou); (26) Cognitive Design for Learning: Cognition and Emotion in the Design Process (Joachim Hasebrook); (27) Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning (Maria Katsa, Stylianos Sergis, and Demetrios G. Sampson; (28) Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning (Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, and Quan Nguyen); (29) Widening and Deepening Questions in Web-Based Investigative Learning (Akihiro Kashihara and Naoto Akiyama); (30) Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment (Ulla Freihofner, Simone Smala, and Chris Campbell); (31) Purposeful Exploratory Learning with Video Using Analysis Categories (Meg Colasante); (32) Building a Learning Experience: What Do Learners' Online Interaction Data Imply (Mehmet Kokoç and Arif Altun); (33) Rules for Adaptive Learning and Assistance on the Shop Floor (Carsten Ullrich); and (34) Participation and Achievement in Enterprise MOOCs for Professional Learning (Florian Schwerer and Marc Egloffstein). Short papers included in these proceedings include: (1) Connectivist Communication Networks (Ingolf Waßmann, Robin Nicolay, and Alke Martens); (2) Learning and Skills Development in a Virtual Class of Educommunications Based on Educational Proposals and Interactions (Maria Cristina Bohorquez Sotelo, Brigitte Julieth Rodriguez Mendoza, Sandra Milena Vega, Naydu Shirley Roja Higuera, and Luisa Fernanda Barbosa Gomez); (3) The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability (I-Fang Liu and Hwa-Wei Ko); (4) Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning (Farshad Badie); (5) E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom (Rachel Rosanne Eidelman and Yael Shwartz); (6) Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration (Rhonda Christensen and Gerald Knezek); (7) Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning (Linda Crearie); (8) A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving (Fazel Ansari and Ulrich Seidenberg); (9) Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century (Barbara Son); (10) Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling (Mizue Kayama, Shinpei Ogata, David K. Asano, and Masami Hashimoto); (11) Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy (Uriel U. Onye and Yunfei Du); (12) E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction (Atsushi Takemura); (13) Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University (Krisawan Prasertsith, Penjira Kanthawongs, and Tan Limpachote); (14) An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addition of University Students (Penjira Kanthawongs, Felicito Angeles Jabutay, Ruangrit Upalanala, and Penjuree Kanthawongs); (15) Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations (Jelke van der Pal, Christopher Roos, Ghanshaam Sewnath, and Christian Rosheuvel); (16) Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers (Feyzi Kaysi, Bünyamin Bavli and Aysun Gürol); (17) Development of Critical Thinking with Metacognitive Regulation (Yasushi Gotoh); (18) Enacting STEM Education for Digital Age Learners: The "Maker" Movement Goes to School (Dale S. Niederhauser and Lynne Schrum); (19) New Scenarios for Audience Response Systems in University Lectures (Daniel Schön, Stephan Kopf, Melanie Klinger, and Benjamin Guthier); (20) Academic Retention: Results from a Study in an Italian University College (Maria Lidia Mascia, Mirian Agus, Maria Assunta Zanetti, Eliano Pessa, and Maria Pietronilla Penna); and (21) Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality. Reflection papers in these proceedings include: (1) Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study (Mehmet Kemal Aydin, Ali Semerci, and Mehmet Gürol); and (2) Inventing the Invented for STEM Understanding (Alicia Stansell, Tandra Tyler-Wood, and Christina Stansell). An author index is included. Individual papers contain references.

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

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

This document contains 39 papers and 13 poster presentations from a conference on technological education and national development. The following are among the papers included: "The Future of Technological Education and Vocational Education: UNESCO's (United Nations Educational Scientific and Cultural Organization's) Perspective" (Adnan Badran); "Vocational Technical Education and Training in Palestine--A Proposal for a National Strategy" (Hisham Kouhail); "Women and Education in Lebanon" (Bahia Hariri); "Higher Education and the Emerging Role of Women in the UAE (United Arab Emirates)" (Howard E. Reed); "The Impact of Rapid World Technological Changes on the Polytechnic in Africa in the 1990s and Beyond" (Elifa Ngoma); "The National Labour Force: Self-Sufficiency and Development: Role of Technical Education and Vocational Training--the Experience of the Sultanate of Oman" (Mohammed bin Hafeedh Al-Dhahab); "Cultural Diversity in a Tertiary Institution: Threat or Opportunity" (Kobus Vorster); "The Need for Industrial Human Resources Development in Developing Countries" (Shadrack Njah Ndam); "Prospects for Trade and Industry in the UAE" (Anis Al Jallaf); "Reforming Technological Education" (Nahayah Mabarak Al Nahayan); "School-to-Work Policy Insights from Recent International Developments" (David Stern); "Competency-Based Education--Neither a Panacea nor a Pariah" (John A. Bowden); "Reforming Technological Education--Imperatives for Change" (John Hillier); "Creating Motivating Interactive Learning Environments" (John Hedberg); "Capitalising on Interactive Multimedia Technologies in Dynamic Environments" (James A. Senn); "Assuring Quality in International Education: An Institutional Perspective" (Keith C. Short); "Operating Decentralised Education Systems and Maintaining Standards: Experience in England" (William Stubbs); "Meeting the Work Force Demands of the Future Market" (Mohammed Al Abbar); "The Power of Partnerships" (Tayeb A. Kamali); "The International Experience of Technological Training" (Maurice Gross); "Partnerships in Training through National and International Networking" (Jeff Gunningham); "The Dual Community--Training Technicians and Business Involvement: An International Perspective" (Gert Loose); "Strengthening Professional Pilot Education through Academic/Industry Collaboration" (Thomas J. Connolly); "Modern Geomatics and National Development" (D.R. Fraser Taylor); and "English for Technology" (Graham Elliott). Many papers contain substantial bibliographies. (MN)

The purpose of this conference (organized by the Research Institute for Higher Education, Hiroshima University, and the Research Institute for Higher Education, Kurashiki Sakuyo University) was to share major findings from each national survey conducted on higher education in selected Asian countries. The following major issues were addressed: (1) What distinctive characteristics of academics' teaching and research or governance and management activities can be identified in each participating team? What similarities and differences could be found in the participating country teams in this regard? And from these results, does a "typical model" of the Asian academic profession emerge, in terms of teaching and research, or governance and management?; (2) What implications can our academic outcomes have on political and legal decisions which might lead to positive and healthy impacts on the academic profession in individual countries?: and (3) How can collaborative research be achieved among the Asian research teams? Following a Foreword by Masashi Fujimura, the following papers are included: Keynote Speeches: (1) The Academic Profession in International and Comparative Perspectives: trends in Asia and the world (Akira Arimoto ); and (2) What Happened to Universal Education?--in the West and in Asia--(William K. Cummings and Katrina Santner). Presentations-- Governance & Management: (3) China: The Spread of Western Learning to the East and the Formation of the Modern Chinese Academic Profession (Fengqiao Yan); (2) Japan: Governance and Performance: the case study of Japanese academic profession (Masataka Murasawa); and (3) Japan: Academic Profession and University Governance Participation in Japan (Akiyoshi Yonezawa). Presentations--Teaching & Research Activities: (4) Cambodia: Survey on the Academic Profession in Cambodia (Yuto Kitamura and Naoki Umemiya); (5) Japan: Educational and Research Activities of the Academic Profession in Japan--based on the Japanese survey in 2011 (Tsukasa Daizen and Naomi Kimoto); (6) Malaysia: Teaching and Research Concentration of Academics in Malaysian Public Universities (Aida Suraya Md.Yunus and Vincent Pang); (7) Taiwan: Development and Challenge of Academic Profession in Taiwan (Chen, Robin Jung-Cheng); and (8) Vietnam: The Academic Profession in Vietnam (Pham Thanh Nghi). Conclusion: (9) What have We Learned from the International Survey on the Academy in Selected Asian Countries? (Futao Huang). The following are appended: (1) Conference Program; (2) List of Participants; and (3) Questionnaire. (Individual papers have references.) [For the conference from the previous year, "Comparison of University Governance USA, UK, France and Japan: Report of the International Seminar on University Governance, 2012. RIHE International Seminar Reports. No. 19," see ED574089.]

The Research Institute for Higher Education (RIHE) at Hiroshima University established a program of research on the Changing Academic Profession (CAP) in 2005. The first conference of this new project was held in Hiroshima in February 2011. This conference was organized by the Research Institute for Higher Education, Hiroshima University, Japan in cooperation with Hijiyama University, Japan. The following papers are presented at the conference: (1) Universities Reforms in Japan (Tsuyoshi Enomoto); (2) International Trends in the Academic Profession from a Japanese Perspective (Akira Arimoto); (3) The Rise of Asian Research Universities: Focus on the Context (William K. Cummings); (4) Is There an Asian Academic Profession? Common and Diverse Features in Comparative Perspective (Ester Ava Hohle and Ulrich Teichler); (5) The Same Term but Different Connotations: Cultural and Historical Perspectives on Studying the Academic Profession in Asia (Fengqiao Yan); (6) The Academic Profession in East Asia: Change and Realities (Futao Huang); (7) The Academic Profession in Japan: Work, Careers and Scholarship (Hideto Fukudome); (8) The Academic Profession in Malaysia 2010: A Proposed Study (Vincent Pang, Morshidi Sirat, Aida Suraya Md Yunus, Ambigapathy Pandian, Fauziah Mohd. Taib; Munir Shuib, Norzaini Azman, Koo Yew Lie, Shukran Abdul Rahman, Rosni Bakar, Lay Yooh Fah, Ramayah Thurasamy, Worran Kabul, Roszehan Md. Idrus, Lai Yew Meng, and Mohd. Rahimie Abd. Rahim); (9) The Korean Academic Profession Revisited: Academic Activity, Performance and Governance (Jung Cheol Shin); (10) The Internationalization of Universities in South Korea: Networking Strategies and Research Performance (Soo Jeung Lee and Yangson Kim); (11) The Changing Taiwanese Academic Profession: From Regulation to Supervision (Hsiou-Hsia Tai and Chia-Yu Chen); (12) Connect ASEAN: Promoting Regional Integration in Higher Education in Southeast Asia (Supachai Yavaprabhas); (13) The U.S. as a Prototype for an Asian Academic Profession: What Does That Prototype Really Look Like? (Martin J. Finkelstein); and (14) Changes in and Issues of Academic Profession in Asia (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, references and footnotes.

The Research Institute for Higher Education in Hiroshima University started a program of research on the Changing Academic Profession (CAP) in 2005. The fourth and final conference was held in Hiroshima in January 2010. The following papers are presented at the conference: (1) Differentiation and Integration of Research, Teaching and Learning in the Knowledge Society: From the Perspective of Japan (Akira Arimoto); (2) Comparing the Academic Research Productivity of Selected Societies (William K. Cummings); (3) Teaching and Research in Germany: Narrowing the Gaps between Institutional Types and Staff Categories? (Ulrich Teichler); (4) Teaching and Research in a Changing Environment: Academic Work in Italy (Michele Rostan); (5) Teaching and Research in Higher Education in South Africa: Transformation Issues (Philip Higgs, Leonie G. Higgs, Isaac M. Ntshoe, and Charste C. Wolhuter); (6) Teaching and Research Activities of the Chinese Academics (Futao Huang and Min Li); (7) Convergence and Divergence of Teaching and Research Activities in the Japanese Academic Profession (Yusuke Hasegawa and Naoyuki Ogata); (8) Teaching and Research in the Japanese Academic Profession: A Focus on Age and Gender (Hideto Fukudome and Naomi Kimoto); (9) Presenting Malaysian Academics to the World: What's Holding Us Back? (Ahmad Nurulazam Md Zain, Munir Shuib and Melissa Ng Lee Yen Abdullah); (10) Scholarship of Service: Faculty Perceptions, Workloads, and Reward Systems (Jung Cheol Shin); (11) The Divergent Worlds of Teaching and Research among Mexican Faculty: Tendencies and Implications (Jesus F. Galaz-Fontes, Jorge G. Martinez-Stack, Etty H. Estevez-Nenninger, Ana L. de-la-Cruz-Santana, Laura E. Padilla-Gonzalez, Manuel Gil-Anton, Juan J. Sevilla-Garcia, and Jose L. Arcos-Vega); (12) The Balance between Teaching and Research in the Work Life of American Academics, 1992-2007: Is It Changing? (Martin Finkelstein); and (13) Changes and Realities in Teaching and Research Activities of the Academy (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain tables, figure, footnotes and references.

This year the Research Institute for Higher Education in Hiroshima University hosted an international conference in close collaboration with Hijiyama University. The main purpose of the 2008 conference was to enable the participants to give preliminary country/regional reports based on their national/regional surveys. This publication reports the proceedings of the conference. The following papers are presented at the conference: (1) International Implications of the Changing Academic Profession in Japan (Akira Arimoto); (2) The Context for the Changing Academic Profession: A Survey of International Indicators (William K. Cummings); (3) The Changing Academic Profession in Canada: Exploring Themes of Relevance, Internationalization, and Management (Amy Scott Metcalfe); (4) The Changing Academic Profession in the United States: 2007 (Martin Finkelstein and William Cummings); (5) The Academic Profession in England: Still Stratified after All These Years? (William Locke); (6) Changes in the Finnish Academic Profession Reflect Reforms in Higher Education (Timo Aarrevaara and Seppo Holtta); (7) Academic Staff in Germany: "Per Aspera Ad Astra?" (Ulrich Teichler); (8) The Changing Academic Profession in Italy: Accounts from the Past, First Insights from the Present (Michele Rostan); (9) The Australian Academic Profession: A First Overview (Hamish Coates, Leo Goedegebuure, Jeannet Van Der Lee and Lynn Meek); (10) Governance and Decision-Making Related to Academic Activities: The Case of Higher Educational Institutions in Malaysia (Muhammad Jantan and Morshidi Sirat); (11) A Preliminary Review of the Hong Kong CAP Data (Gerard A. Postiglione and Hei Hang Hayes Tang); (12) Progress of the Academic Profession in Mainland China (Hong Chen); (13) Analyses of the Educational Backgrounds and Career Paths of Faculty in Higher Education Institutions in Beijing Municipality, China (Yan Fengqiao and Chen Yuan); (14) The Changing Academic Profession in an Era of University Reform in Japan (Tsukasa Daizen and Atsunori Yamanoi); (15) Brazilian Academic Profession: Some Recent Trends (Elizabeth Balbachevsky, Simon Schwartzman, Nathalia Novaes Alves, Dante Filipe Felgueiras dos Santos, and Tiago Silva Birkhoz Duarte); (16) Mexican Academics at the Turn of the Twenty-First Century: Who Are They and How Do They Perceive Their Work, Institutions and Public Policies (A Preliminary Analysis) (Jesus Francisco Galaz-Fontes, Laura Elena Padilla-Gonzalez, Manuel Gil-Anton, Juan Jose Sevilla-Garcia, Jose Luis Arcos-Vega, Jorge Martinez-Stack, Sergio Martinez-Romo, Gabriel Arturo Sanchez-de-Aparicio-y-Benitez, Leonardo Jimenez-Loza and Maria Elena Barrera-Bustillos); (17) The Academic Profession in Argentina: Characteristics and Trends in the Context of a Mass Higher Education System (Monica Marquina and Norberto Fernandez Lamarra); and (18) The Academic Profession in South Africa in Times of Change: Portrait from the Preliminary Results of the Changing Academic Profession (CAP) Research Project (Charste C. Wolhuter, Philip Higgs, Leonie G. Higgs, and Isaac M. Ntshoe). Appended are: (1) CAP Questionnaire; (2) Conference Program; and (3) List of Participants. Individual papers contain figures, tables, references and footnotes.

This document contains the texts of 57 papers, 10 roundtables, and 7 symposia from a Canadian conference on adult education and public policy. The following are among the papers included: "Childhood, Schooling Family and Community" (Margarida Aguiar); "Voices Inside" (Irene C. Baird); "Beyond Personal Agency" (Rose Barg); "Participatory Research, Education and Rural Farmers" (Bijoy P. Barua); "La Valorisation et la Reconnaissance des Apprentissages Professionels Informels du Point du Vue de l'Autoformation" (Olivier Bataille); "Why Distance Education?" (Patricia Beatty-Guenter); "The Body's Tale" (Valerie-Lee Chapman); "Adult Education and the Production of Knowledge for Politics" (Janet Conway); "Lifelong Learning or Re-Training for Life" (Jane Cruikshank); "Policy, Accountability, and Practice in Adult Literacy Work" (Richard Darville); "Vocation in Adult Education" (Jane Dawson); "Computer-Mediated Instruction" (John M. Dirkx, Edward W. Taylor); "If You Knew Now What We Didn't Know Then" (Catherine C. Dunlop); "Career Development and Advancement Patterns of Aboriginal Executives in the Canada Federal Public Service" (Rocky J. Dwyer); "Changing Policy from the Inside-out" (Karen Edge, Marilyn Laiken); "Examining Practice, Understanding Experience" (John Egan); "Gypsy Scholars" (Tara Fenwick); "The Limits of 'Informal Learning'" (Rachel Gorman); "Lifelong Learning" (Andre P. Grace); "The Experiences and Practice of Adult Educators in Addressing Spirituality within the Workplace" (Janet Groen); "Global, Local and Individual Learning Environments" (Charmaine Ing); "Informing Policy: (Cheryl Jeffs); "Women's Ways of Protesting" (Dorothy A. Lander); "Learning in a Trade Union" (Susanne Kopsen, Staffan Larsson); "Exploring Teaching Roles and Responsibilities in Adult Literacy Education" (Karen M. Magro); "Learning and the Law" (Susan E. McDonald); "The Role of the Outsider in Creating Education Policy" (Katherine McManus); "Constructing Resistance" (Kiran Mirchandani, Bonnie Slade); "Policy and Learning Program for the Malaysian Elderly" (Mazanah Muhamad, Mazalan Kamis); "Teaching Choice" (Michael Newman); "Creating Access" (Ruth Price); "Responding to '911'" (Timothy Pyrch); "The Original Raging Grannies" (Carole Roy); "An Alternative Consciousness" (Stephanie Rutherford); "Learning in the Union Local" (Peter H. Sawchuk); "The Relationship between Espoused and Enacted Beliefs about Teaching Adults" (Edward W. Taylor, John M. Dirkx); and "Understanding the Zone of Proximal Development in Adult Literacy Learning" (Maurice Taylor, Judy King, Christine Pinsent-Johnson). Many papers include substantial bibliographies. (MN)

Reports and summaries of papers presented at the 1981 Regional Symposium on Distance Teaching in Asia are presented. The symposium, which was represented by 22 countries, was organized by the Universiti Sains (University of Science) Malaysia as part of the activities associated with the completion of 10 years of off-campus program facilities. The symposium was designed to promote information exchange among scholars involved in distance teaching, extension education, and external degree programs; to promote understanding of the problems involved in the teaching and learning process of self-learning programs; and to identify approaches to raise the effectiveness of distance teaching programs in the various countries. Reports on distance education in the following countries are presented: South Korea, Japan, the Philippines, Thailand, Bangladesh, India, Sri Lanka, Pakistan, and Malaysia. Selected papers on the following topics are summarized: philosophy, goals, and objectives of distance educational systems; infrastructure, staff training, and educational technology; problems in distance education; research on distance education; and attainment of regional cooperation in Asia. Information on the University of Science Malaysia and the opening and closing sessions of the symposium are included. (Author/SW)

The paper presented in this three-part conference report trace the growth and development of distance education in the Asian and Pacific region. Part 1 provides a general review. Part 2 contains the following case studies: "Distance Education in India" (S. P. Mullick); "Distance Education in Indonesia" (Professor Setijadi); "Distance Education in Pakistan" (Shaukat Ali Siddiqui); "Distance Education in the Republic of Korea" (Kwon Soonchan and Chandong Kim); and "Distance Education in Thailand" (Iam Chaya-Ngam). The following country papers are included in part 3: "Distance Education in Australia" (Vernon White); "Distance Education in Bangladesh" (K. M. Sirajul Islam); "Distance Education in Bhutan" (Zangley Dukpa); "Distance Education in Burma" (Kyaw Sein); "Distance Education in Fiji" (Hari Ram); "Distance Education in Hong Kong" (Michelangelo Pagliari and John Anthony Frost); "Distance Education in Japan" (Yoshiya Abe); "Distance Education in Malaysia" (G. Dhanarajan); "Distance Education in New Zealand" (Douglas Gunn and Peter McMechan); "Distance Education in Papua New Guinea" (John Paul and Howard Van Trease); "Distance Education in the Philippines" (Remigio Romulo); and "Distance Education in Sri Lanka" (D.A. Kotelawele). (MN)

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

This proceedings of the 1993 Asian Reading Conference contains the following 20 papers: "Adverse Effects of Lower Cognitive Processing Capacity on Achievement: What Can We Do?" (James M. Furukawa); "The Impact of Foreign Language Literacy on Higher Education in Thailand" (Uthai Piromruen); "Reading Achievement of Students in Selected Secondary Schools in Malaysia" (Safiah Osman); "Beginning Reading Instruction in India: An Appraisal" (Kuldeep Agarwal); "Literacy Instruction in Some Philippine Schools" (Patria Garcia-Aranas); "Why Do Japanese Children Read Books?: A Developmental Study of Conceptions on Book-Reading" (Kiyomi Akita and Takashi Muto); "Philosophy Is Also for Children: Teaching Reasoning Skills to Young Children" (Norma Lazaro-Jaramillo); "A Comparative Study of Opinions about Methods of Picture Book Reading in Japan and Taiwan" (Toshie Nakamura and Yasuchika Imai); "Implementing and Maintaining a Sustained Silent Reading Program in Secondary Classrooms" (Victoria Y. Hsui); "Confusion of Sounds" (Rajguru Rajendra Prasad); "Why Some Children Have Problems in Learning to Read and Spell in English" (Mary Rohl); "Support Teachers for Students with Reading Difficulties: Australian Research" (John Elkins); "Becoming Aware of World Cultures and Ways of Speaking through Literary Texts" (Maya Khemlani-David); "Response of Preschool Children to BAWAL as an 'Encouraging to Read Programme'" (Halimah Badioze Zaman); "Syntactic Awareness and Early Literacy" (Marion Milton); "The Language of Media: Student-Produced Films and Videos Stimulate Reading at All Levels" (Jeanne DeVaughn Dowd); "Characteristics of English Speaking Reading Instruction for the Visually Impaired on the College Level" (Yoshifumi Chijiiwa); "Teaching Reading in Refugee Camps on the Thai-Kampuchean Border" (Rita Yost Martin); "Differences in Kana and Kanji Processing by Native Japanese Speakers and Non-Native English-Speaking Learners of Japanese: A Summary of the Experiments" (Katsuo Tamaoka); and "Asian Conference on Reading: Closing Speech" (Donald A. Leton). (RS)

The twenty case studies presented in these reports are examples of experiments in Asian nations which have been conducted as specific responses to local problems in teacher education. The materials, originally presented in a 1975 conference of the Asian Centre of Educational Innovation for Development, are organized into three basic subject areas: (1) linking teacher education to national development tasks; (2) linking teacher education to equalizing educational opportunities; and (3) institutional and professional development in teacher education. Participating authors presented studies from India, the Philippines, Thailand, Nepal, Iran, Korea, Singapore, Malaysia, and Japan. (MB)

Representatives of teacher associations in 17 countries address four basic questions concerning educational change in their countries: (1) What are the most significant pressures for educational change in your country at this time? (2) What are some of the reactions of your members to these pressures? (3) What have been some of the major pressures for change in your country over the past 10-15 years? (4) Which pressures do you anticipate will exert the most influence in the foreseeable future? (Author/IRT)

Expansion of the past 10 years in Asian higher education and associated problems, as well as the role of colleges and universities in national development, are discussed in 11 papers from a 1985 International Seminar. Paper titles and authors include: "Prospects and Problems in Asian Higher Education: Introductory Presentation by the Secretariat" (Toru Umakoshi, Hirotoshi Yamasaki, Joe Hicks); "Higher Education Development in Indonesia" (Ir. S. Pramoetadi); "Prospects and Problems in Higher Education Expansion: Malaysia" (Azman Wan Chik); "Prospects and Problems in Higher Education Expansion in Thailand" (Prasarn Malakul; comments by Yoshiya Abe); "Prospects and Problems in Japanese Higher Education: An Age of Adaptation sans Expansion" (Masakazu Yano, Fumihiro Maruyama); "Higher Education Expansion in the Philippines: Problems and Prospects" (Benwardo V. Umila); "Higher Education Expansion in Korea: Its Process, Problems and Prospects" (Byung-Rim Koo, Jong-Chol Kim); "Development and Reform of Chinese Higher Education" (Wang Yingjie); "Why Asian Overseas Students Prefer the United States" (William K. Cummings); "The Situation of Asian Students in Japan: Can Japanese Universities Handle a 10-Fold Increase?" (Joe Hicks); and "UNESCO and Higher Education in the Asia-Pacific Region" (Muhammed Selim). (SW)

The following papers were presented at this international conference: (1) "Key-Note Report by the Research Institute for Higher Education" (Kazuyuki Kitamura); (2) "Major Dimensions in the Relations between the State and Higher Education" (Neil J. Smelser); (3) "The Role of Government in Japanese Higher Education" (Motohisa Kaneko); (4) "The Role of Government in the Philippine Higher Education System" (Nilo L. Rosas); (5) "The Role of Government in Higher Education--Country Report: Korea" (Bom Mo Chung); (6) "Higher Education: A Proposal for Positive Interventions by the Thai Government" (Apichai Puntasen); (7) "The Role of Government in Indonesian Higher Education--A Search for Equity and Good Quality in Higher Education" (Sukadji Ranuwihardjo); (8) "The Role of the Government in Higher Education in Malaysia" (Isahak Haron); (9) "The Role of Government in Higher Education in Australia" (David Beswick); and (10) "The Structure and Governance of Chinese Higher Education" (Wang Yongquan). The seminar program, a list of participants, and a discussion of the seminar's background and objectives are provided. References are given at the conclusion of each paper. (KM)