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We present the results of a research project on arithmetic-algebraic thinking that was carried out jointly by a team in Mexico and another in Quebec. The project deals with the concepts of variable and covariation between variables in the sixth grade at the elementary level and the first, second, and third years of secondary school--namely, children from 11 to 14 years old. We target secondary students (first year or K7) in this article. Our objective relates to the development of a gradual generalization in arithmetic-algebraic thinking in a socio-cultural approach to the learning of mathematics. We experimented with investigative situations using a paper-and-pencil approach and technology. We analyze the emergence, in this context, of a visual abstraction, the production of institutional and non-institutional representations, a sensitivity to contradiction, and, finally, the concepts of variable and of covariation between variables. [For the complete proceedings, see ED629884.]

Socioeconomic life is the theme of this third of four volumes on the history of compulsory education among the nations of Europe and the western hemisphere. Of the document's 18 articles, 15 are written in English and 3 are written in French. Most selections offer summaries; one of the three articles written in French provides a resume in English. Bibliographies accompany many articles. Titles and authors are as follows: "Mentalites et Experiences Sociales: Les Conditions Socio-Historiques de la Scolarisation Obligatoire en Europe" (Wolfgang Schmale); "Compulsory Schooling and Ethnic Acculturation in Alberta: A Case Study--1890s-1920s" (Nick Kach and Kasper Mazurek); "Attitudes to the Elementary Schools System among Copenhagen Working-Class Parents (1870-c.1900). Description of a Research Project" (Ning de Coninck-Smith); "The Introducation and Enforcement of Compulsory School Attendance in 19th Century Prussia" (Hans-Jurgen Apel); "Compulsory Education for German Immigrant Children in the United States of America during the Second Half of the Nineteenth Century: The Case of Rural Wisconsin" (Juliane Jacobi-Dittrich); "Le Recensement des Conscrits, le Reglement du Travail dans l'Industrie du Tabac et la Scolarite Obligatoire dans la Ville Hanseatique de Breme de 1841 a 1844" (Wiltrud Ulrich Drechsel and Franck Neumann); "A Social-Historical Approach Toward Mass Education in the Early 19th Century" (Klaus Wiese); "The Diminished Role of Formal Education in National Socialist Germany" (Geoffrey J. Giles); "Policy in Practice: Families and the Introduction of Compulsory Schooling in Essex Textile Districts" (Grace Belfiore); "Notes for a Pattern of Analysis of Compulsory Education in Latin America during the Nineteenth Century" (Gabriela Ossenbach-Sauter); "The Compulsory Education and the Mexican Revolution (1910-1924)" (Renate Marsiske); "Historical Context of Compulsory Education in Poland" (Jan Hellwig); "Social and Economic Aspects of Introducing Compulsory Education in the Czech Lands" (Dagmar Capkova); "The Political, Social and Economic Situation of Poland and Compulsory Education (to 1918)" (Lech Mokrzecki); "L'Obligation Scolaire au Portugal pendant la Premiere Moitie du XXe Siecle" (Aurea Adao); "Compulsory Schooling and Social Revolution in Spain 1936-1937: Considerations Concerning the Libertarian Position" (Pere Sola);"Compulsory Education and Child Labor in Spain in the Early 20th Century (Madrid, 1900-1920)" (Alejandro Tiana Ferrer); and "The Compulsory Curriculum in Industrial America: Connections Between Past and Present" (Thomas A. Mulkeen). (CJH)

This paper outlines school-based intervention methods for students with behavior problems that have caused them to be excluded from their neighborhood school. The methods focus on developing the social competence of these youth. Four projects found to be effective in Quebec (Canada) secondary schools are described. One program provides an alternative to school suspension by creating a special class for students who have been removed from their classes for behavior problems. In the special class, which is led by a psychoeducator and resource teachers, the students complete assignments and reflect on the situation which led to their exclusion from their regular class. Students receive counseling and are gradually re-integrated into their original class. The second program focuses on social learning and involves teaching students effective problem solving strategies for dealing with classmates. The third program involves collaboration among members of the teaching team at a 75-minute weekly meeting where difficult classroom situations are presented and concrete intervention methods are discussed. The final program deals with parental involvement in developing the student's social competence. School personnel meet with the student and his or her parents to evaluate family functioning. Parents then meet in a group to learn about how they can create an environment that reinforces their child's school progress. The paper concludes with recommendations for educators working in "second chance" schools. (Contains 18 references.) (JDD)

This publication captures the thoughts, suggestions, and concerns Canadians expressed through an engagement process on behalf of the Government of Canada to animate discussion on Canada's innovation and learning challenges. The chapters provide summaries of what different groups had to say in relation to these key challenge areas and themes set out in strategy papers: research and development and commercialization; learning and immigration systems; skills; taxation and regulation; and community innovative capacity. Chapters 2-9 summarize what was said by people in Canada's regions; young Canadians; aboriginal groups; business associations, labor and economic development organizations, and sector councils; industry sectors; small and medium-sized businesses; the academic community; and provincial and territorial governments. Chapter 10 highlights the major suggested actions and recommendations brought forth or endorsed through the endorsement process in these areas: strengthening the learning process; building an inclusive and skilled work force; enhancing the innovation environment; improving research, development, and commercialization; and strengthening communities. The appendix presents a summary of the major goals, targets, and milestones laid out in Achieving Excellence and Knowledge Matters. A French language version is provided. (YLB)

Papers on language research in this volume include the following: "Temporalite en francais de France. Differences dans la conceptualisation du temps et son expression dans un texte narratif oral" ("Differences in the Conceptualization of Time and Its Expression in Oral Narratives") (Natalia Dankova); "La traduction des textes womanist: le cas de 'La couleur poupre' d' Alice Walker" ("The Translation of Womanist Texts: The Case of 'The Color Purple' by Alice Walker") (Chantal Gagnon); "Traduction de la literature francais en Chine: survol historique et reflexions theoriques" ("The Translation of French Literature into Chinese: A Historical Survey and Reflections on the Theories") (Dazhi Wang); "La transmission orale de consignes. La nature de la tache a executer comme facteur d'influence de l'organisation discursive" ("The Oral Transmission of Punctuation. The Nature of the Tasks of Executing Them as a Factor of Influence from Discoursive Organization") (Annie Bergeron); "Parler du tiers absent: simple information ou commerage?" ("To Speak of the Third Person Who Is Absent: Simple Information or Gossip?") (Veronique Perron); "Syllabification unique et chute des consonnes finales en francais de Montreal" ("The Unique Syllabification and Dropping of Final Consonants in Montreal French") (Alain Theriault); "Le systeme vocalique du francais quebecois: imaginaire linguistique des locuteurs" ("The Vowel System of Quebec French: Locators that Are Linguistically Imaginative") (Anne-Marie Beaudoin-Begin); "Apport des outils informatiques a la cineradiologie" ("Contributions of Information Technology to the Radio Cinema") (Johanna-Pascale Roy); "A la recherche des enonces definitoires dans les textes specializes" ("Research on Definitive Enunciations in Specialized Texts") (Marie-Pierre Hetu); "L'esperanto: Du mythe a la realite" ("Esperanto: From Myth to Reality") (Natalia Dankova); "L'evolution de la societe vue a travers les mots et les sens nouveaux du Petit Larousse illustre: 1996-2000" ("The Evolution of the Society in Terms of Words with New Meanings in the Dictionary The Illustrated Petit Larousse: 1996-2000") (Caroline Campeau); and "Les verbes de perception en francais: une analyse des entrees de dictionnaires" ("The Verbs of Perception in French: An Analysis of Dictionary entrees") (Sophie Piron). Each paper contains references. (AA)

Papers on language research in this volume include the following: Phonetique ou phonologie: le chva dans les emprunts anglais en portugais (Phonetics or Phonology: The Schwa in English Loan Words to Portuguese) (Pascale Belanger); NewsExpert: exemple de l'application de la linguistique informatique a Internet (NewsExpert: An Example of Its Application to Linguistic Information on the Internet) (Joel Bourgeoys); Proposition d'un classement des genres litteraries: une application de la theorie de l'enonciation (A Proposition of a Classification of Literary Genres: An Application of the Theory of Enunciation) (Sophie Piron); Impact du contact des langues en milieu scolaire a l'ile Maurice (The Impact of Language Contacts in the Academic Setting on the Island of Maurice) (Karina Chavry, with the collaboration of Denise Deshaies); Ceci n'est pas une pipe (This Is Not a Pipe) (Francois Parent); Valeur lexicale et valeur grammaticale (Lexical and Grammatical Value) (Francois Parent); Vues d'aujourd'hui sur le patrimoine (Today's View on Heritage) (Natacha Auclair, Pascale Belinger, Stephanie Campeau, Genevieve Fradette, Michel Jr Laflamme, Marie-France LeBlanc, Patricia Pelletier, Jean-Francois Smith and Marie-Helene Tremblay); La presse quebecoise vue a travers le traitement automatique de ses particularites lexicales (The Press of Quebec and Its Automatic Usages of Its Particular Lexical Items) (Anne Dister); Les expressions partitives en francais et en espagnol (Partitive Expressions in French and Spanish) (Claudine Leullier); education bilingue: consequences sur le comportement linguistiquea l1adolescense (Bilingual Education: How It Effects the Linguistic Use of Adolescents) (Celine Rostiaux); Est-ce que les comparatives et les directionelles sont des series verbales? (Are Comparatives and Directives Verbal Series?) (Renee Lambert); and Langue et identite: perspectives des Inuits (Language and Identity: Perspectives from the Inuits) (Shelley Tulloch). Each paper contains references. (AA)

Papers on language research in this volume include the following: Pour une comparaison des voyelles nasals du Quebec et du Haut-Jura: observations, methodologie et outils infomatiques (A Comparison of Quebec and Haut-Jura's Nasal Vowels: Observations, Methodologies, and Instrumentation) (Vincent Arnaud and Claude Paradis); Le negociation du sens en classe de francais langue etrangere (The Negotiation of Meaning in French as a Foreign Language Classrooms) (Ioana Belu and Luc Colles); Le back-channel dans le discours procedural (Back-channeling in Procedural Discourse) (Annie Bergeron and Diane Vincent); La redaction d'un hypertexte: nouveaux parameters, nouveaux defis (The Writing of Hypertext: New Parameters, New Challenges) (Monique Cloutier); CHILDES: un logiciel d'analyse de donnees linguistique produites par des enfants en L2 (CHILDES: A Corpora and Program to Analyze Child L2 Linguistic Output) (Antonella Conte); La levee d'ambiguites mophologiques par grammaires locales: la systeme Intex (The Level of Morphological Ambiguity in Localized Grammar: The Intex System) (Anne Dister); L'adaptation phonologique des emprunts lexicaux anglais en japonais et l'influence des facteurs non phonologiques (The Phonological Adaptations of Borrowed English Lexical Items in Japanese and the Influence of Non-Phonological Factors) (Marie-Josee Goulet); Variation geographique du francais au Canada: etude et problemes d'identification de regionalismes lexicaux (Geographical Variation in the French of Canada: Studies and Problems of Regional Lexical Identification) (Caroline Laflamme, Frederick Gagne and Gilles Gosselin); Lieux de conflit linguistique: les services bilingues a Moncton (Areas of Linguistic Conflict: The Bilingual Services in Monkton) (Melanie Le Blanc); Etude des elements prosodiques influencant la perception des fins de tours de parole (The Study of the Prosodic Elements that Influence How the End of a Interlocutor1s Speech Turn Is Perceived) (Marie Josee Lepage); La Mouvement Wh- et WMF (multiple Wh-fronting) in russe (Multiple Wh-fronting in Russian) (Denis Liakin); Emprunts et alternances de code entre le makuxi, langue caribe et le portugais bresilien (Code Switching and Alternation Between Makuxi, Language of the Caribbean, and Brazilian Portuguese) (Ron MacDonell, with the collaboration of Denise Deshaies and Claude Paradis); Les founction du discours rapportte dans les soncersations de tous les jours (The Function of Discourse in Relation to Daily Conversation) (Sophie Marais and Diane Vincent); La langue dans les echanges avec les Etats-Unis: What's the Problem? (The Language of Exchange with the United States: What's the Problem?) (Julie Moisan and Conrad Ouellon); La phonetique differenciee de l'anglais langue etrangere et strategies d'apprentissage (Strategies for Teaching the Differential Phonetics of English as a Foreign Language) (Nuzha Moritz-Abubakr); De l'inexistence des locutions (On the non-existence of locutors) (Francois Parent); La norme phonetique du francais quebecois: les attitudes des Quebecois par rapport a leur francais (The Phonetic Norm of the French of Quebec: The Attitudes of People from Quebec in Relation to Their French) (Kristin Reinke); Le paysage linguistique a Kaedi (Mauritanie) (The Linguistic Landscape of Kaedi [Maritime]) (Abdourahmane Sakho); Aphorisme et sa porjection a la surface textuelle (Aphorism and Its Projection to Written Text) (Yahor Tsedryk); Une exploration du lien entre la langue, la culture et l'identite (An Exploration of the Connections Between Language, culture, and Identity) (Sheley Tulloch and Conrad Ouellon); and De la theorie linguistique a la pratique: le transfert des connaissances (On the Theory of Applied Linguistics: The Transfer of Knowledge) (Panel of CIRAL). Each paper, except for the last, contains references. (AA)

This document contains 35 papers and 4 symposia/poster sessions presented at a Canadian conference on the study of adult education. The following papers are among those included: "Adult Education on the Internet: New Dawn Breaking or Sky Falling?" (Archer); "'Shapeshifting': Negotiating Identity in First Nations Adult Education" (Atleo, Atleo); "Beginning to Unravel Our Conceptions of Reflective Practice: Reflecting On A Definition of Reflective Practice" (Benjamin et al.); "A Critical History of National Adult Literacy Policy in Tanzania and Recent Canadian Project Experience" (Blunt); "The Impossible Issue of Professionalization for Adult Educators in Quebec" (Bouchard); "Identities and The Changing Community College Landscape" (Brewer); "The Sound of Clashing Cultures: Coordinating External Training In An Academic Department" (Church, Foth); "Lost in Space: Reinventing Ourselves as Learners on The New Frontier" (Conrad); "Spiritual Possibilities of Informal Learning" (English); "Experiential Learning Revisited" (Brillinger); "Good Work! Redefining Academic Values From a Critical Feminist Perspective" (Gouthro); "Canadian and US Academic Adult Education (1917-1970)" (Grace); "Experiential Learning: Who Benefits Who Loses?" (Grosjean); "Social Movements and Professional Cadre: The Formation Of An Aboriginal Teacher Education Program" (Hesch); "'But I'm Not A Therapist': The Challenge of Creating Effective Literarcy Learning For Survivors of Trauma" (Horsman); "Knowledge Construction In The Virtual Classroom" (Kanuka, Kreber); "Response-ability For Writing Research That Honors Practitioners' Ways of Knowing" (Lander); "Can We Design Culturally Sensitive Interactive Distance Education? Maybe" (Lauzon); "Reducing Communicative Distortion in the Cyber-Learning Paradigm" (Petlock); "Mapping the Fault Line: The Rise of Professionalization and the Fall of Social Policy in North American Adult Education" (Quigley); "A Framework for a Cultural Materialist Approach to Adult Learning" (Sawchuk); "Public and Private Relationships for Adult Educators" (Scott); "From Learning to Credential: PLAR (Prior Learning Assessment and Recognition)" (Spencer et al.); "It Takes Two to Tango: Defining the Century as a Discourse Between Learning and Education" (Thomas); "A New Initiative for Continuing Professional Development" (Wright, Einsiedel, Jr.). Most papers contain author abstracts in both English and French. (AJ)

Papers on language research include: "L'expression de l'opposition en Latin" ("The Expression of Opposition in Latin" (Claude Begin); "Le francais de l'Abitibi: characteristiques phonetiques et origine socio-geographique des locuteurs" ("The French of Abitibi: Phonetic Characteristics and Socio-Geographic Origin of Speakers") (Chantal Boissonneault); "L'Inversion du sujet dans les phrases affirmatives a verbe simple en anglais moderne" ("Subject Inversion in Simple-Verb Affirmative Sentences in Modern English") (Andre Bourcier, Patrick Duffley); "Le Comportement particulier de /h/ dans les emprunts" ("The Behavior of /h/ in Loan Words") (Frederick Brault); "Anxiete et croyances langagieres chez des apprenants d'une langue seconde au niveau universitaire" ("Anxiety and Beliefs of Second Language Learners at the University Level") (Diane Coulombe); "Probleme de l'agent de l'infinitif et du gerondif en anglais apres 'propose, mean et intend'" ("The Problem of the Agent of the Infinitive and Gerund in English After 'Propose, Mean and Intend'") (Jean-Francois Joubert); "Adaptations phonologiques et influence de la graphie dans les emprunts lexicaux francais en anglais canadien" ("Phonological Adaptations and Influence of Writing in French Loan Words in Canadian English") (Annie-Karine Lamoureux); "Enseignement, apprentissage et semantique conceptuelle: le cas de l'accord du participe passe en francais ecrit" ("Teaching, Learning, and Conceptual Semantics: The Case of Agreement in the Past Participle in Written French") (Pierre Larrivee); "Les Themes discursifs ont-ils un sexe?" ("Do Discourse Themes Have a Sex?") (Sophie Marais); "Les consequences linguistiques de l'ALENA et de la 'Charte de la language francaise' sur le milieu quebecoise des affaires" ("Linguistic Consequences of Alena and the 'Chart of the French Language' on the Quebec Business Community") (Julie Moisan); "Variation particuliere de l'adverbe 'tout'" (Variation of the Adverb 'Tout'") (Francois Parent); "Usage et visage des langues en Afrique" ("Use and Appearance of Languages in Africa") (Abdourahmane Sakho); "Les Reseaux semantiques et l'automatisation linguistique" ("Semantic Networks and Computational Linguistics") (Arman Tajarobi); and "L'allongement penultieme des voyelles /i y u/ en francais quebecois" ("Penultimate Lengthening of the Vowels /i y u/ in Quebec French") (Benoit Tardif). Each paper contains references. (MSE)

Thirty-five papers, all but one in French, presented at the conference on research in linguistics are presented here. Topics include: verb tenses in English; computerized text analysis program; study of specialized terminology; court translation in Canada; subject-verb agreement in English; bilingual editing; swearing with religious words; language of news reporting; French-Brazilian Portuguese word borrowing; bilingual education; use of the term "OK" in Montreal French; attributive function of transitive verbs; language planning in Africa; terminology in translation; descriptive vs. prescriptive linguistics (in English); recording laughter and closure in a sociolinguistic interview; clitics; vowels in Quebec French; analyzing oral spontaneous discourse; French verb value; code-switching in Ontario; Acadian child and adolescent language; the cluster condition in Spanish; nasal vowels in Kinyarwanda; variability as a functional element in communication; the vocabulary of computer-assisted instruction; language rhythm in Quebec French; practical problems in linguistic research methodology; North American English borrowing from Canadian French. Most papers contain references. (MSE)

Among 8 French and 54 English papers in this report are the following: "Marks on Paper" (Andruske); "A Multifaceted Approach to Program Evaluation" (Barabash-Pope et al.); "Marine Incidents and their Prevention through Education" (Boshier); "Exploring Needs of Adult Students in Postsecondary Institutions" (Bradley, Cleveland-Innes); "Emancipation through Acquisition of Basic Skills" (Briton et al.); "RoboEd: Re-Imaging Adult Education (AE)" (Briton, Plumb); "On Working without a Net" (Brookfield); "Study in Change" (Butschler); "Collaborative Planning as Community Learning and Empowerment" (Carriere); "Dutch Andragogy Goes to the Art Museum" (Van Gent); "Education for Social Transformation" (Dykstra); "Stress in the Farm Family" (Gordon, Pain); "Peace, Political Alternatives, and Social Action" (Dyson et al.); "Dreaming Reality" (Harris); "Demographics of Adult Learners in Urban Night School Centers" (Harwood et al.); "Entrepreneurial Ways of Learning for Success" (Hian); "Starting with Evaluation" (Holmes et al.); "Meaning and Social Integration among Adult Distance Education Students" (Hotchkis); "Toward Relevant AE with First Nations People" (Inkster, Sanderson); "Nurse Education and Women's Health Movements" (Jefferson-Lenskyj); "Workplace Learning" (Kops); "Adult Learners in Legal Education" (MacFarlane); "A Comparative Study of Continuing Competence among Male Members of Selected Professions" (Matthias); "State Sponsored Adult Literacy Programs in Malta" (Mayo); "Development of Urban Agriculture through Unethical Agricultural Extension Services" (Mlozi);"Developing a Conceptual Framework to Analyze Application of Learning from Continuing Professional Education" (Ottoson); "Towards Liberatory AE" (Ritchie et al.); "Transformative Learning in Context of Social Action" (Scott); "Early AE Associations in Canada" (Selman); "Reframing Program Planners' Practice" (Sloane-Seale); "Criteria for Resource Allocation in AE" (Sork); "Beyond Workplace Learning" (Spencer et al.); "Issues in Adult Literacy" (Taylor); "AE and the Law" (Thomas et al.); "Exploring the Boundaries of AE" (Thomson); "Giving through Grandparenting" (Whiteley); "AE in the Marketplace" (Keddie); "Literacy and Return-to-Learning Programs for Women" (Lesirge, Mace); and "Privatisation of Public Service" (Miller). (YLB)

This paper, with portions written in English and French, examines issues in the education of students with emotional or behavior disorders (EBD) from a Canadian perspective. The paper is organized to counter seven "myths" about schools and students with EBD. These are: (1) "the student is the problem" (rather, well organized schools can make a difference in the life of EBD students); (2) "the place of every student is in the regular classroom" (rather, the regular classroom is an objective, but not an end in itself); (3) "more money will do the job" (rather, money generated by special education must go to special education and related professional services); (4) "when your only tool is a hammer, all problems must resemble nails" (rather, interventions must be highly individualized); (5) "experience is everything, the teacher will learn how to deal with these students" (rather, teachers must be in contact with the best knowledge base and practices available); (6) "research? what for? all you need is love" (rather, there is a need for field research done in collaboration with teachers that is focused on the evaluation of educational interventions); and (7) "this is family, not school business" (rather, home-school partnership is necessary to influence the development of EBD students). (Contains 14 references.) (DB)

Among 17 French and 63 English papers are the following: "Case Study of the Convergence Model in Program Evaluation" (Alexander); "Nowlen's Approach to Continuing Professional Education" (Blanchard); "Challenge for Indigenous Approaches to Adult Education (AE) and Development" (Bonson); "Cultural and Social Transformation in the 1990s" (Dyson et al.); "Graduate Students" (Chapman); "Potential and Pretensions of Critical Discoursing in Mainstream AE" (Collins); "Needs Assessment Survey" (Constantin); "University Extension" (Cruikshank); "AE and Working Life in Canada and Sweden" (Dawson); "Defining the Field of Community Development in Toronto" (Das Gupta, Fallis); "International Perspectives on Adult Literacy Education" (Draper et al.); "Understanding Program Success" (Dunlop et al.); "Cultural Politics and Mass Media" (Dyson); "Warp of One" (Gray); "Ontario Folk School Movement and Rural AE" (Gillies); "Learning as Relating" (Ingham); "AE in Study Groups of United Farmers of Alberta" (Jaques); "Popular Movements and AE" (Kastner); "Model of Coaching/Mentoring at the Workplace" (Kuban); "Effects of Cognitive Style and Type of Classroom Environment on Academic Achievement" (Leclair); "Workplace Literacy Models" (Lewe); "Linguistic Dimension in Critical Education" (Little); "Assessing for Retraining/Education" (Lohnes, Sinn); "Women's On-the-Job Procedural Knowing" (MacKeracher et al.); "Quality of AE" (Mahaffey, Turner); "Collaborative-Cooperative Learning" (Roy-Poirier); "Process/Conferencing Writing and Computers for Adult Basic Education Students" (Scane);"Micro-Teaching" (Schur); "'New Social Movements' and Citizenship Education in Canada" (Selman); "Enlightenment, Maturity, and the Role of AE" (Selman); "Missing Discourses from AE" (Sharpe); "Governance Issues in Regulation of Private Postsecondary Education Institutions" (Slade); "Theoretical Framework for Resource Allocation in AE" (Sork); "Private Vocational Training Schools in Canada" (Sweet); "AE in an Aging Society" (Thornton et al.); and "Participatory Research" (Titterington). An addendum contains abstracts of papers delivered at the conference. (YLB)

Papers from the conference include the following: opening remarks (Lorne Laforge and William F. Mackey); a position paper on the written language of the world (Grant D. McConnell); "An Overview of the Practical and Theoretical Implications of the 'Written Languages of India' Survey Regarding Language and National Development Strategies" (Grant D. McConnell); "Parameters of Language Inequality" (B. P. Mahapatra); "Standardization of Languages--The Case of India" (S. S. Bhattacharya); "Official and Minority Languages in Canada and India: Their Status, Functions and Prestige" (William F. Mackey); "The Concept of Working Language" (Jean-Denis Gendron); "Language Teaching and Language Planning" (Lorne Laforge); "Remarks on Survey Goals and Data Authenticity Validity" (R. C. Nigam);"The Hindi Language in Hindi and Non-Hindi Regions of India" (S. P. Srivastava); "Literacy Trend vs. Literary Development Among Some Scheduled Tribes" (T. P. Mukherjee); and "Selected Tribes and Their Mother Tongues" (O. P. Sharma). (MSE)

This report provides a summary of the objectives, proceedings, and major outcomes of a summit meeting of over 500 leaders from across Canada convened to validate and prioritize strategic recommendations from an innovation and learning engagement process and to discuss key challenges to realization of Canada's vision to become one of the most innovative and skilled countries in the world. Introductory material includes summit background and context and an overview of the agenda. A summary of the sessions sets out the major challenges related to the summit's five themes, which are: improving research, development, and commercialization; enhancing the innovation environment; strengthening our learning culture; building an inclusive and skilled work force; and strengthening communities. The next section highlights feedback from the five breakout sessions, including details of the three or four priority recommendations participants selected in each one. Highlights and key points are presented of presentations and discussions of working sessions that identified key challenges to innovations and learning in these four areas: mobilizing communities; immigration; life sciences, biotechnology, and health innovation; and environment and clean energy. A final section discusses the next steps for Canada's innovation and learning agenda. Appendixes include official speeches, key points from presentations and discussions, and agreed-upon priorities for action. A French language version is provided. (YLB)

This document contains the proceedings of the annual meeting of the Canadian Mathematics Education Study Group (CMESG) held at the University of Quebec in Montreal, Canada, May 26-30, 2000. The proceedings consist of two plenary lectures, five working groups, four topic sessions, new Ph.D. reports, and panel discussions. Papers include: (1) "Manipulating Combinatorial Structures" (Gilbert Labelle); (2) "The Theoretical Dimension of Mathematics: A Challenge for Didacticians" (Maria Bartolini Bussi); (3) "Mathematics Courses for Prospect Elementary Teachers" (Caroline La Joie and Ed Barbeau); (5) "Crafting an Algebraic Mind: Intersections from History and the Contemporary Mathematics Classroom" (Louis Charbonneau and Luis Radford); (6) "Mathematics Education et Didactique des Mathematiques: Is There a Reason for Living Separate Lives?" (Tom Kieren and Anna Sierpinska); (8) "Teachers, Technologies, and Productive Pedagogy" (David A. Reid and Rosamund Sutherland); (9) "Calculus Reform: A Critical Assessment" (Sylvie Desjardins and Harald Proppe); (10) "A Proof Ought to Explain: A Classroom Teacher-Researcher, a Mathematics Educator, and Three Cohorts of Fifth Graders Seek to Make Meaning of a Non-Obvious Algebraic Equation" (Vicki Zack and David A. Reid); (11) "Assessment for All" (Leigh N. Wood and Geoffrey H. Smith); (12) "Mathematics--By Invitation" (Ralph T. Mason); (13) "Math Central: An Internet Service for Teachers and Students" (Mhairi (Vi) Maeers and Harley Weston); (14) "Mathematical Conversations within the Practice of Mathematics" (Lynn Gordon Calvert); (15) "The Word Problem as Genre in Mathematics Education" (Susan Gerofsky); (16) "How Visual Perception Justifies Mathematical Thought" (Dennis Lomas); (17) "Folding Back and Growing Mathematical Understanding" (Lyndon Martin); (18) "La Place et les Fonctions de la Validation Chez les Futures Enseignants des Mathematiques au Secondaires" (Claudine Mary); (19) "Mathematics Knowing in Action: A Fully Embodied Interpretation" (Elaine Simmt); (20) "Pourquoi Enseigner les Mathematiques a Tous?" (Bernard R. Hodgson); (21) "Why Teach Mathematics to Everyone?" (Bernard R. Hodgson); (22) "Why Teach Mathematics to All Students?" (Sandy Dawson); (23) "Why Teach Mathematics to All Students?" (Brent Davis); and (24) "Why Teach Mathematics to Everyone?" (Nadine Bednarz). (KHR)