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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)

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)

Twelve conference papers on cultural aspects of second language instruction include: "Towards True Multiculturalism: Ideas for Teachers" (Brian McVeigh); Comparing Cultures Through Critical Thinking: Development and Interpretations of Meaningful Observations" (Laurel D. Kamada); "Authority and Individualism in Japan and the USA" (Alisa Woodring); "Study Trip to France" (Alain Lauffenburger) (in French); "Everything You Need To Know Begins at Kindergarten" (Laura McGregor); "Native Americans and Europeans, Ainu and Waijin: Culturally Relevant EFL Content-Based Social Studies Comparative History Curriculum Design at a Japanese Junior College" (Robert E. Gettings); "Folklore in the ESL Classroom" (Virginia A. Jenkins); "Redefining Our Educational Parameters" (Eton F. Churchill, Jr.); "Commonly Asked Global Issues Questions" (Jessica Newby Kawata, David Peaty, Donna McInnis, Junko Mukainakano); "Geography in the Global Issues Classroom" (Kawata); "Gender Issues in Language Education" (Thomas Hardy, Amy Yamashiro, Cheiron McMahill). Individual papers contain references. (MSE)

The Competition State in the late 20th century went through two developmental stages. The first was the “strategic state” or “developmental state,” combining elements of the Japanese and French models with some aspects of European neocorporatism. The seco ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The article looks at the reconciliation between Japan and the Republic of Korea and France and Germany during the postwar era, 1945 to 2005. It addresses the questions of under what conditions do sets of two former adversary states with deeply rooted historical animosity try to reconcile with each other, and why these countries show significantly different outcomes in the degree of reconciliation when they seek for bilateral reconciliation. It argues that in both cases, the motives for reconciliation were mainly derived from realpolitik concerns.

In France, as well as other centralized advanced democracies, including Italy and Japan, a vast amount of money has been continuously directed from the central government to local governments for the sake of various infrastructure investments throughout the 20th century. Just as welfare state (social policy) outputs have affected citizenship structure (Mettler) and associational constellations (Manow), the flow of financial resources to local governments also strongly acted on the political behavior of various local actors (from local elected officials to the electorate in general). Over several decades, like the sedimentation and erosion effects of a river, this flow has continued to carve and transform local political configurations. These cumulative effects played a decisive role in the development of the postwar one-party-dominant regimes in the three countries. However, compared to the Italian and Japanese cases, the flow of money worked in a very different way under the French Gaullist regime. The Japanese LDP and the Italian Christian Democrats allocated the investment credits selectively according to the mayors' and governors' party affiliations so as to reinforce their local party networks. In contrast, in de Gaulle's France, most of the local "notables" (elected officials) belonged to the Opposition parties, and so the Gaullists owed their national electoral advances in the 1960s to the bureaucratization of the credit allocation process; the prefects and the other senior officials increasingly overwhelmed the Members of Parliament (MPs), and so the local notables were more and more attracted to these civil servants and cut off from their own parties' MPs and the national elections. Thus, France's local politics was increasingly depoliticized and demobilized in the 1960s. At the same time, however, the bureaucratized credit allocation patterns also had the effect of reinforcing some electoral pockets of the Opposition parties. In spite of the general tendency to depoliticization and the consequent Gaullist hegemony, there remained a certain number of departments where the Left parties remained dominant. By examining several examples of these local Socialist bastions, we have discovered there were two distinct types of local dominance. The first type is departments where a party or a coalition of friendly parties established a well-disciplined and dense party network, composed of professional associations, party and related associations' activists and local elected officials. The second type is departments where a well-implanted MP or group of MPs kept running a sizable and well-tuned clientelistic machine around the city halls or Departmental Councils they controlled. Why did the paths diverge so sharply in these departments? This paper proposes to show how these divergent paths are related to the flow of investment credits from the central government.The principal samples will be the three winegrowing departments on the Mediterranean coast, namely the Aude, Hérault and Var. As the three departments shared fundamental socioeconomic and cultural conditions, such as the farming structure, comparing them allows us to control background variables and isolate the effects of credit allocation patterns. To test our framework and variables, we also refer to three other departments of the Massif central, the mountainous region in Central France: the Allier, Haute-Vienne and Corrèze.In all these departments, the Left parties (Socialists and Radicals) dominated the Interwar political scene. In addition, the Socialists' party networks were very similar in each of these departments... ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Do rising political tensions impact the level of economic exchange between states? The relationship between economic interdependence and war has been a central debate in international relations, but less is known about whether smaller shifts in relations between states produce corresponding shifts in economic affairs. Our paper examines whether periods of heightened political tensions with negative opinion polls and public discord between top leaders produce any measurable effect on economic transactions. We focus on US-French relations and Sino-Japanese relations as two cases that allow us to compare varying levels of political tension given high economic interdependence and different alliance relations. Heightened tensions over Iraq led many Americans to call for boycotting French products. Sino-Japanese relations worsened over the visits by Prime Minister Koizumi to a controversial shrine and led to widespread boycott efforts and suspension of top-level leader meetings. Our analysis of aggregate trends in trade and investment flows shows that sour political relations did not spill over to harm economic affairs. Even looking at the sales of top firms or products with high salience, we find no evidence that periods of political tensions had lower levels of exchange than other periods. We conclude that sunk costs in existing trade and investment relations and competitive pressures in global markets mean that economic transactions show little response to political trends. Nevertheless, we discuss conditions under which prolonged tensions may lead in the long term to a decline in brand image and reduced cooperation for governance rules, which would create linkage between political and economic relations. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Contrasting geopolitical dynamics played a major role in the different outcomes of transnational reconciliation in Japan-ROK and Franco-German relations. The de-Nazification of Germany, a primary geopolitical dynamics in Europe after World War II, prevented the outbreaks of historical contentions between France and Germany, contributing to the establishment of the thick Franco-German reconciliation based on realpolitik concerns. However, Japan's ideological divisions were caused by political continuity in Japan stemming from the intensification of the Cold War (China's turn to Communism and the outbreak of the Korean War). Those divisions significantly hampered the establishment of Japan-ROK reconciliation by causing Japan's failure of coming to terms with its past and providing an environment in which South Korean leaders manipulate anti-Japanese sentiments to shore up their domestic support. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

What makes unions veto players in the process of welfare reform? Although organizationally weak, French and Japanese unions are able to block certain welfare reforms, thereby affecting negotiating patterns and policy outcomes. Comparing the veto power of French and Japanese unions, we argue that the way in which welfare programs are organized affects the veto power of unions more than the unions’ organizational strength, political institutions, state structure, or the political (ideological) orientation of the incumbent government. Our case studies also show that Japanese unions have more institutional veto power than their French counterparts, albeit in more limited policy domains. In contrast, the veto power of the French unions mainly derives from political resources. [ABSTRACT FROM AUTHOR]

Why do developed countries have such different financial systems? Some nations, such as Germany, France and Japan rely extensively upon bank lending for mobilizing new capital, while others, such as the US and UK, rely heavily on capital markets?why? At the beginning of the 20th century, however, Japan and France relied far more heavily on their capital markets?why did they change? Answering these questions has implications for understanding globalization’s varying effects on national economies, corporate governance, the nature of technological innovation, and for illustrating linkages among law, politics, and macroeconomics. Existing arguments focusing on legal systems and electoral systems fail to adequately answer this puzzle. I argue that the structure of a country’s financial system depends on the political power of farmers and labor relative to that of large firms, where farmers and labor prefer banks, while big firms prefer capital markets. I test the argument with data for 14 OECD countries from 1976 -1990. I also present evidence spanning the twentieth century for France and Japan. Check author’s web site for an updated version of the paper. [ABSTRACT FROM AUTHOR]

This paper reviews the current global context of foreign aid,particularly the distribution of development aid among the primary national donors -- the United States, Japan, Germany, Great Britain, and France. The chapter examines the stated objectives of these programs and the link between foreign aid and very differing foreign-policy agendas. A central assumption is that foreign aid is a reflection of donors' broader objectives in world politics. By examining both the quantity and "quality"of current aid programs, we gain a better comparative grasp of the global ambitions of the world's major industrial powers. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This article examines the coverage of U.S. newspaper of two World Cup events, hosted respectively by France and South Korea and Japan, to assess amount, topic, slant, deviance, and prominence of coverage. Countries host international events to improve their images. It was said that such public relations strategy do not always work. The study revealed that France received better coverage than South Korea and Japan, and Japan received better coverage than South Korea.

The paper comparatively examines how the issue of genetically modified (GM) foods is framed in the leading newspapers of the United States, France and Japan in 2000. Three main findings suggest different understandings of GM foods across the three countries. First, the analysis indicates the overall availability and prevalence of the market frame in the American context: In The New York Times, GM foods and issues surrounding them are most often addressed in economic terms. Second, in both Asahi Shimbun and Le Monde, unknown risk and scientific uncertainty were more often invoked than in The New York Times. Third, the analysis shows that the French newspaper frames GM foods as distinctively American more often than the Japanese one. These findings are generally consistent with findings of past research. They provide initial insights with which to further explore the complex processes whereby cultural resources, material interests and institutional arrangements in each national context interact to produce particular outcomes such as nationally distinct policies. [ABSTRACT FROM AUTHOR]

Modern education emerged in the long modern century stretching from the mid-eighteenth century through the early twentieth century. Many accounts of modern education assert that its goals, structure, content and functions were essentially identical across all modern societies. This paper argues, to the contrary, that at least six distinctive patterns of modern education emerged, each reflecting their unique temporal and spatial context and the nature to the ideological, economic, and political changes that accompanied their birth and systematization. These patterns are the Prussian, French, English, American, Japanese, and Russian approaches to modern education. The paper first seeks to describe the process of emergence of these respective systems, and then it reflects on some of the implications for institutional theory. [ABSTRACT FROM AUTHOR]