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Five working papers in linguistics and education are presented. "The Mediators: Providing Access To Texts in English in a Semi-Urban Maharashtrian College Community" (Grace Plamthodathil Jacob) examines the teacher's role in mediating cultural awareness as part of English second language education in a multilingual, non-western society. "Gender Distribution of Negative Judgments" (Dom Berducci) examines how male and female college students make negative judgments, and discusses possible sociolinguistic rules for the use of such judgments. "Distance Learning and Second Language Acquisition: The Role of Input and Interaction" (Thomas Hickey) suggests that distance learning might be a fruitful area of inquiry for second language learning researchers. "Educational Alternatives for Elementary School Students in Spanish-Speaking Communities" (Daphne Katranides) considers four educational programs available to elementary school children of Spanish-English bilingual communities in the United States. "Literacy in Brazil: For What Purposes?" (Marcia Montenegro Velho) discusses the structures and roles of two literacy programs implemented in Brazil in the 1960s and 1970s, one built on the work of Paolo Freire and the other on the Brazilian Literacy Movement. (MSE)

This volume contains an index to volumes 18-38 (1974-1994) of the "Work Papers of the Summer Institute of Linguistics" (Stephen A. Marlett and J. Albert Bickford) as well as the following 1995 papers: "Laryngeal Licensing and Syllable Well-formedness in Quiengolani Zapotec" (Cherly A. Black); "A Grammar Sketch of the Kaki Ae Language" (John M. Clifton); "Pronouns in Mexican Sign Language" (Marilyn Plumlee); and "Madija Predicates" (Pamela S. Wright). Each article contains references. (NAV)

Published in order to further a better understanding of how work in the field of rural sociology is carried on in various places, the six papers describe pedagogical and research activities relating to the sociological concern for rural people in West Africa, Brazil, Iran, the Middle East, Japan, and India. Each paper describes the evolution of rural sociology in one of the six areas, the nature of that area's rural society, the institutions in the area which can or do teach and/or undertake pertinent social research, and the current status of rural sociology in the area. In addition, "The Development of Rural Sociology in West Africa" and "Position of Rural Sociology in India" note problems with personnel training and "Rural Sociology in Japan: Milestones in Development" critically compares contemporary Japanese rural sociology with the discipline in other countries. "Rural Sociology in Brazil" notes a trend toward urban studies, while "History and Development of Rural and Peasant Studies in Iran" outlines many early village studies. "State of Agricultural Social Science and Related Fields in Selected Countries of the ECWA Region" assesses the related but generally insufficient academic offerings of 42 national universities and other educational institutions in 12 Middle East countries. (SB)

The working papers contained in this volume include the following: "Research on Language Learning; How Can It Respond to Classroom Concerns?" (Teresa Pica); "Building Rapport Through Indirect Complaints: Implications for Language Learning" (Diana Boxer); "(Bi)literacy and Empowerment: Education for Indigenous Groups in Brazil" (Ana Chacoff); "Peer Groups and the Language of Negotation" (Joanne Drechsel); "'In Chinese Way, .../ko+i:uwn/': An Analysis of the Interlanguage of Yihwen Kuo" (Jeanne Newman); and "Qualifiers in Patient-Physician Discourse: An Analysis of Interviews from Radio Call-In Programs" (Jennifer Pappas). (MSE)

Four working papers in linguistics are presented. "Basic Configurations of Pragmatic Structuring" (Robert A. Dooley) presents evidence for basic or unmarked pragmatic configurations in three Brazilian languages: Topic-Comment in Mbya Guarani, Comment-Topic in Hixkaryana, and Focus-Presupposition in Xavante. "The Syllable Structure of Seri" (Stephen A. Marlett) contains a detailed discussion of issues relevant to syllable structure in the Seri language, including the sonority hierarchy, the internal structure of syllables, representation of long vowels and round consonants, the relationship of stress to syllabification, and the distinction between the syllable structure of inflected and uninflected words. "Extraction from Complement Clauses in Koine Greek" (Stephen A. Marlett) examines one constraint on word order, and shows how it affects the understanding of two verses (from the New Testament/1 Corinthians 14:12 and 1 John 5:16) that seem to be counterexamples to it. "From Meaning to Text: Semantic Representation in the Meaning-Text Linguistic Theory and a New Type of Monolingual Dictionary" (Igor A. Melcuk) expounds a different approach to natural language, the Meaning-Text Theory, focusing on the theory's general structure and a new type of lexicon. (MSE)

Six working papers in linguistics are presented. "The Semantics and Morphology of Mixtec Mood and Aspect" (J. Albert Bickford and Stephen A. Marlett) presents a relatively detailed description of the following grammatical categories in three Mixtec languages: Santiago Nuyoo, Santo Domingo Nuxaa, and Municipio of Tezoatlan. "Nonsyllabic Vocoids" (John M. Clifton) examples a number of New Guinean languages in an attempt to show that previous analysis of the relationship between syllabic [i u] and nonsyllabic [y w] is too simplistic and that when determining the markedness of a given segment, it is necessary to examine both paradigmatic and syntagmatic relationships. "Pragmatics and Grammar: Motivation and Control" (Robert A. Dooley) discusses pragmatic phenomena encoded in the syntax. "Anaphoric Indexes and Inalienable Possession in Brazilian Portuguese" (Daniel L. Everett) draws attention to some previously unnoticed facts about inalienably possessed noun phrases, which, it is argued, differ from both pronouns and anaphors. "Clitics, Case, and Word Order in Yagua" (Daniel L. Everett) argues that the relationships between two clitic types and their effect on word order present some problems for theories of syntax. "Tabaru Phonology and Morphology" (Edward A. Kotynski) examines recent phonological theory. (MSE)

Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]

This paper is a study of the correlation between the humidity, density and matrix suction of non-plastic soil taken from a region located near the city of Rio de Janeiro. The study was conducted through laboratory tests, using minilysimeters and equipment that indirectly measured the humidity through soil suction: in effect, an automated tensiometer, an equivalence tensiometer (EQ2), a TDR and a specially adapted system, which measures the suction in situ, using filter paper. The electronic instruments were connected to a data logger and placed in three mini-lysimeters. Cycles of wetting and drying of the confined material were simulated. The soil was characterised. This characterisation enabled the determination of physical indexes, density, plasticity, grain size, porosity, and the characteristic curve of water retention, using the Richards pressure pan (cooker) test. The results obtained by the instruments, humidity and matrix suction, were compared with the characteristic curve. Overall, the equipment was satisfactory. The low presence of clay in this soil, around 7%, and its associated high porosity, were factors in limiting water retention. The equilibrium time of the soil humidity and the filter paper, obtained at intervals of fifteen days, presented better results than the weekly intervals (seven days). The equivalence tensiometer EQ2 compared to the filter paper presented quite efficient results for high suction values. [ABSTRACT FROM AUTHOR]

"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on March 24-27, 2022 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

These proceedings contain the papers and posters of the International Conferences on: Educational Technologies 2022 (ICEduTech 2022), Sustainability, Technology and Education 2022 (STE 2022), Internet Technologies & Society 2022 (ITS 2022), and Applied Management Advances in the 21st Century 2022 (AMA21 2022) held virtually, from December 14-16, 2022, and organized by the International Association for Development of the Information Society (IADIS). The International Conference on Educational Technologies 2022 (ICEduTech 2022) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Topics for this conference were: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education. The International Conference on Sustainability, Technology and Education 2022 (STE 2022) has the purpose to address the main issues which occur by evaluating the relationship between Sustainability, Education, and Technology. The main areas of interest for this conference are: (1) Sustainability and Leadership; (2) Sustainability and Green IT; and (3) Sustainability and Education. The International Conference on Internet Technologies & Society 2022 (ITS 2022) aims to address the main issues of concern within WWW/Internet as well as to assess the influence of Internet in the Information Society. Broad areas of interest are Internet Technologies, Information Management, e-Society and Digital Divide, e-Business/e-Commerce, e-Learning, New Media and e-Society, Digital Services in e-Society, e-Government/e-Governance and e-Health. The International Conference on Applied Management Advances in the 21st Century 2022 (AMA21 2022) seeks to provide a unique forum for presentation and discussion of the last research developments and solutions for the current issues of the world economy. Its core areas of interest are: (1) Managing with ICT; (2) E-Marketing & Digital Communication; (3) Digital Economy; (4) Entrepreneurship & Innovation; (5) Finances & Fintech; and (6) Teaching & Learning in Business. [Individual papers are indexed in ERIC.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2021, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year has been converted into a fully Virtual Conference as a result of the ongoing Coronavirus (COVID 19) pandemic. Modern psychology 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, aims ultimately to benefit society. The 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. 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 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 2021 received 358 submissions, from more than 40 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. 117 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2021. The proceedings were published by inScience Press. For the 2020 proceedings, see ED604955.]

In this paper narratives published in the Brazilian magazine Época are analysed: the narratives are part of a cover story entitled 'Brazilian homosexual women occupy public space and affirm their sexual orientation with dignity'. The main theoretical assumption of this paper is that social identities, across different dimensions, are discursively constructed (Hall 1997; Sarup 1996). The analysis is concerned with the interdiscursive (Chouliaraki & Fairclough 1999) dimension of the narratives, with a view to identifying the discourses (or discursive formations) that constitute the storytellers' voices. It is argued that although storytellers challenge the boundaries of 'competent discourses' (Chauí 2000), constituted to erase cultural, linguistic, ethnic, gender or sexual differences, their narratives are contained within a dominant code, which defines a particular type of representation for homoerotic women. [ABSTRACT FROM AUTHOR]

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on July 15-19, 2020, in Washington, D.C. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2017, taking place in Budapest, Hungary, from 29 of April to 1 of May, 2017. Modern psychology 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, aims 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 2017 received 243 submissions, from 35 different countries from all over the world, 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 128 submissions (29% acceptance rate). The conference also includes: (1) Two keynote presentations by Prof. Dr. Leslie G. Walker (Professor of Cancer Rehabilitation at the University of Hull, United Kingdom) and by Prof. Dr. Howard S. Schwartz (Professor of Organizational Behavior in the School of Business Administration, Oakland University, USA); and (2) Two Special Talks one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Dr. António Alvim (Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal). We would like to express our gratitude to all our invitees. This volume is composed by the papers of the International Psychological Applications Conference and Trends (InPACT 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) 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) 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) 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; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) 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) 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) 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. This volume contains the papers and results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [Abstract modified to meet ERIC guidelines. For the 2016 proceedings, see ED580800.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The 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. 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 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 several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.

This paper aims to present the cartographic activities developed at the end of the nineteenth century and beginning of the twentieth century. In addition to the historical chronology, it will present the technical operations and actions during the first and second decades of the twentieth century. In 1889, the need for detailed mapping of Brazil at appropriate scales was confirmed by the Army Staff. In 1896, the study for the General Map of the Republic project demonstrated the specifications and considerations of the cartographic, topographic and geodetic operations to be developed, its work being initiated in 1904. In 1910, contact with Professor Carl Pulfrich, the development of accurate cartographic procedures and others procedures created a new perspective on the mapping projects. After World War I, in 1920, the Austrian Military Cartographic Mission reached Brazil, with the aims of studying the cartographic projection system suitable for mapping the national territory, the surveying for the Federal District Topographic Map and the Topographic Map of Brazil, at 1:1,000,000 scale, celebrating the 100th Anniversary of the Independence of Brazil. From 1922, there were successive internal convulsions in the country. Problems of continuity in mapping grew larger until 1930. In 1932, the Military Geographical Service was renamed the Army Geographical Service and the General Map Commission was abolished. This date marked the beginning for mapmaking and the accurate knowledge of the vast territory of Brazil, with the systematization of mapmaking at several scales, as well as the complete creation of an accurate geodetic network. [ABSTRACT FROM AUTHOR]

The paper analyses the status and characteristics of adult literacy campaigns and programmes since 2000. Global trends are analysed in terms of the ten key aspects of the suggested framework for successful literacy campaigns and programmes. Four case studies on major literacy campaigns in Brazil, India, South Africa and Indonesia are used to expand on these global trends in greater depth, particularly with regard to their specific features, challenges, success factors and results. While campaigns have created fresh momentum to mobilize for literacy, most large-scale campaigns have set overly ambitious targets and underestimated the complexity of the task. The continuity of learning processes for newly literates and the integration of short-duration campaigns into national learning systems are major concerns. Future strategy should promote literacy as part of lifelong learning after 2015. Supplemental tables (Progress in adult literacy in countries with major campaigns, 2000-2011 and Progress in terms of gender equity in adult literacy) are appended. [The current study was commissioned by UNESCO in 2014 as a background paper for the 2015 Education for All Global Monitoring Report, specifically to inform the chapter on adult literacy.]

This research forum addresses the question: what is the nature of the mathematical knowledge that is needed for secondary teaching? Six international contributors: (1) Australia (Kaye Stacey); (2) Brazil (Marcelo Borba); (3) Israel (Ruhama Even); (4) Norway (Bodil Kleve and Barbara Jaworski); (5) Taiwan (Fou-Lai Lin); and (6) USA (Helen Doerr) respond by making two claims (one related to an area where progress in research has been made and the other related to dilemmas facing researchers): (1) preparing teachers; (2) teaching practice; (3) research designs and methodologies. This structure provides a way of focusing the discussion among forum participants and a means to develop international points of view on the nature of the mathematical knowledge that is needed for secondary teaching. Contained in this document are the following titles: (1) Preparing Teachers--Progress and Dilemmas; (2) Practicing Teachers--Progress and Dilemmas; and (3) Research Design--Progress and Dilemmas. [For complete proceedings, see ED489178.]

This collection of 20 papers is aimed at researchers, research students, and research supervisors interested in qualitative research into facilitated adult learning in the workplace, formal education programs, professional development, and community settings. "Introduction" (Willis) provides a summary of the papers. "Qualitative Inquiry: Meaning and Menace for Educational Researchers" (Garman) introduces two kinds of knowledge and identifies three communities of discourse inside approaches to qualitative research. The papers that follow are grouped in four loose clusters. Five papers in the first group have a commonality around social elements in adult learning, education, and research: "On Becoming a Meditator: Reflections on Adult Learning and Social Context" (McIntyre); "Bread and Sex: Learning in Brazilian Women's Organizations" (Foley); "Learning Centers and Community Houses: Twelve More Years" (Neville); "Ethics of Ethics Committees" (Crotty); and "Contribution of Dr. Rudolf Steiner to Adult Education: Australian Perspective" (Stehlik). These three papers in the second group are concerned with elements of interpretation in various forms of qualitative research: "Multi-Storied Approach to the Analysis and Interpretation of Interview Transcript Data" (Grant); "Archetypal Investigation of the Experience of Infertility in Women: Observations Drawn from a Ph.D. in Progress" (Fiske); and "Enquiry into Writing in the Process of Transformation" (Coates). These five papers in the third group deal with the theory and practice of phenomenology: "Difficulties of Using Phenomenology: Novice Researcher's Experience" (Ehrich); "Representation and Interpretation in Phenomenological Research" (Willis); "Capturing the Experience of the Clinical Nurse Specialist through Phenomenology" (Borbasi); "Hidden Spaces of Adult Literacy Education: Phenomenological Study of Personal Transformation" (Campbell); and Doing Phenomenology" (Crotty). These six papers in the last section focus on elements of qualitative research practice: "Visible Politics: Postgraduate Study and Adult Education Research" (Shore); "John Thomas, the Meno, and Research" (Claydon); "At Sea Beginning to Do Qualitative Research from and for Whom does Knowing and the Known Emanate?" (Arnold); "Reflections on the Role of an Evaluator" (Harris); "Course Design as Action Research" (Mulligan); and"Autobiography, Experiential Learning, and Discourse in Context: A Thesis in Evolution" (Waterhouse). An index is appended. (YLB)

This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr. Sabina Schaffner). [Financial support was provided by the University of Cambridge Language Centre and RUDN University, Moscow. This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

The 14 papers in this volume address planning and administration of higher education within an international context. Papers are grouped into general studies, regional studies, and national and institutional studies. Included papers are: (1) "Management of Global and Educational Change: Challenges for Higher Education and Graduate Studies" (Gustavo Lopez Ospina); (2) "Accountability for More Efficiency and Effectiveness in Higher Education" (Klaus Huffner); (3) "Training for Planning and Management: Improved Management Systems in Higher Education in Developing Countries" (Kevin M. Lillis); (4) Improving Effectiveness of Higher Education Institutions: Studies of the Management of Change" (International Institute for Educational Planning); (5) "Higher Education: What Procedures for Evaluation?" (William B. Dockrell); (6) "Planning and Management of Higher Education in Latin America and the Caribbean: An Introductory Study" (Jose F. Silvio); (7) "Management and Administration of Higher Education in a Market Economy" (8) "Some Issues and Trends Relevant for Planning and Management of Higher Education in Arab Countries" (Al Awd Galeleldin); (9) "University Governance, Autonomy and Accountability in Brazil: A Couple of Challenges for the Decade" (Jacques Velloso); (10) "Management of Innovation and Change in Higher Education in Developing Countries; Experiences from Tanzania" (I. M. Omari); (11) "Planning and Management of Education in a Period of Crisis: The Example of Higher Education in Rwanda" (Joseph Kalinganire); (12) "Planning and Management for Excellence and Efficiency in Higher Education in India" (T. V. Rao); (13) "Higher Education in Czechoslovakia: Problems and Prospects of Management" (Jana Hendrichova and Ian Kouckij); and (14) "Planning and Managing for Excellence and Efficiency in Higher Education in Britain" (John Eggleston). (Some individual papers contain references.) (DB)

Natural collapsible residual soils are a common occurrence in Brazilian unsaturated deposits. The work presented in this paper is part of a larger project designed to identify the most important parameters controlling the mechanical behaviour of this type of material. A laboratory testing programme has been carried out in artificially unsaturated cemented samples reproducing some of the characteristics of natural collapsible soils. A technique for sample preparation has been developed, which has resulted in specimens with high values of void ratio and various degrees of cementation. In particular, it has been decided to use soil cemented mixtures with expanded polystyrene particles which has led to light samples with low density, meta-stable mechanic structure, and good workability. These artificial samples have been subjected to direct shear and oedometer tests, including conventional and suction-controlled oedometer tests. Oedometer tests have been used to characterize the behaviour of this material and to quantify the potential collapse due to loading and wetting. From the observed behaviour it is suggested that the initial void ratio, cement agent and initial suction are all important factors influencing the potential collapse of the soil. For saturated artificial soil samples the critical state lines in the (v, ln p’)-plane and (q, p’)-plane have also been calculated by using an approximated procedure based on the results of direct shear tests. [ABSTRACT FROM AUTHOR]

This collection of papers explores sociocultural influences on motivation and learning across a broad range of settings and content areas. There are 16 papers in five sections. "Introduction" includes: (1) "Modern Education Needs Cross-Cultural Psychology" (Harry Triandis). Part 1, "The Motivation Context," includes: (2) "Beyond Dichotomous Characterizations of Student Learning: New Directions in Achievement Motivation Research" (Janine Bempechat and Beth A. Boulay); (3) "A Comparison of Motivational and Critical Thinking Orientations Across Ethnic Groups" (Tim Urdan and Carol Giancarlo); and (4) "The Contexts of Individual Motivational Change" (Judith MacCallum). Part 2, "The Learning Context," features: (5) "Social Representations of School Failure in Brazilian Public Schools: A Framework for Understanding and Change" (Elizabeth Gama and Denise Meyreles de Jesus); (6) "The Impact of Sociocultural Context on Future Goals and Self-Regulation" (Stephanie Brickman and Raymond Miller); and (7) "Uncovering Sociocultural Influences Leads to a Call for Personalized Learning" (Glenn Fay). Part 3, "The Family Context," includes: (8) "Perceived Parenting Success of Mothers in Japan" (Robert Strom, Shirley Strom, and Paris Strom); (9) "Fathers' Role in the School Success of Adolescents: A Singapore Study" (Ong Ai Choo and Esther Tan); and (10) "Correlates of Achievement in the United Arab Emirates: A Sociocultural Study" (Maher M. Abu-Hilal). Part 4, "The Curriculum Context," features: (11) "Engaged Reading: A Multi-Level Approach to Considering Sociocultural Factors with Diverse Learners" (Robert Rueda, Laurie Macgillivray, Lilia Monzo, and Angela Arzubiaga); (12) "Adolescent Second Language Writers in China: A Sociocultural Analysis" (Kerri-Lee Krause and Dan O'Brien); (13) "Achievement in Mathematics and Language Arts: A Comparative Study of Canadian and German Preservice Teachers' Beliefs" (Erika Kuendiger, David Kellenberger, and Siegbert Schmidt); (14) "Native American Influence on Curriculum and Instruction" (Scott Sparks); (15) "Sociocultural Context and Service Learning Inside and Outside of the University Classroom" (Valerie McKay); and (16) "Play and Learning in School: A Motivational Approach" (Ole Fredrik Lillemyr). (Papers contain references.) (SM)

This book contains 22 papers that are designed to situate research and practice in adults learning mathematics within the wider field of lifelong learning and lifelong education. The following papers are included: "Introduction" (Diana Coben, Gail E. FitzSimons, John O'Donoghue); "Review of Research on Adults Learning Mathematics" (Diana Coben); "Section I: Perspectives on Research on Adults Learning Mathematics" (Gail E. FitzSimmons, Gail L. Godden); "Mathematics or Common Sense? Researching 'Invisible' Mathematics through Adults' Mathematics Life Histories" (Diana Coben); "Researching Adults' Knowledge through Piagetian Clinical Exploration--The Case of Domestic Work" (Juan Carlos Llorente); "Understanding Their Thinking: The Tension Between the Cognitive and the Affective" (Janet Duffin, Adrian Simpson); "Section II: Adults, Mathematics, Culture, and Society" (John O'Donoghue); "Mathematics: Certainty in an Uncertain World?" (Roseanne Benn); "Ethnomathematics and Political Struggles" (Gelsa Knijnik); "Statistical Literacy: Conceptual and Instructional Issues" (Iddo Gal); "The Roles of Feelings and Logic and Their Interaction in the Solution of Everyday Problems" (Dhamma Colwell); "Section III: Adults, Mathematics and Work" (Gail E. FitzSimons); "Women, Mathematics and Work" (Mary Harris); "Technology, Competences, and Mathematics" (Tine Wedege); "Mathematics and the Vocational Education and Training System" (Gail E. FitzSimons); "Section IV: Perspectives in Teaching Adults Mathematics" (John O'Donoghue); "Algebra for Adult Students: The Student Voices" (Katherine Safford); "Exploration and Modelling in a University Mathematics Course: Perceptions of Adult Students" (Barbara J. Miller-Reilly); "Assessing Numeracy" (John O'Donoghue); "Adult Mathematics and Everyday Life: Building Bridges and Facilitating Learning 'Transfer'" (Jeff Evans); "Teaching 'Not Less Than Maths, but More': An Overview of Recent Developments in Adult Numeracy Teacher Development in England--With a Sidelong Glance at Australia" (Diana Coben, Noyona Chanda); and "Postscript: Some Thoughts on Paulo Freire's Legacy for Adults Learning Mathematics" (Diana Coben). Most papers include substantial bibliographies. (MN)

This collection of papers includes: (1) "An Assessment-Intervention Model for Research and Practice with Multicultural Populations" (Richard H. Dana); (2) "An Africentric Perspective for Clinical Research and Practice" (Edward F. Morris); (3) "Myths about the Null Hypothesis and the Path to Reform" (Robert G. Malgady); (4) "A Construct-Based Approach to Equivalence: Methodologies for Cross-Cultural/Multicultural Personality Assessment Research" (James Allen and James A. Walsh); (5) "The Nature of Bias" (Fons Van de Vijver); (6) "Acculturation as a Moderator of Personality and Psychological Assessment" (Israel Cuellar); (7) "Acculturation, Ethnic Identity, and Acculturative Stress: Evidence and Measurement" (Gargi Roysircar-Sodowsky and Michael Virgil Maestas); (8) "Racial Identity Measures: A Review and Classification System" (A. Kathleen Burlew, Shana Bellow, and Marilyn Lovett); (9) "Social Psychological Perspectives on Changing Self-Identification among American Indians and Alaska Natives" (Joseph E. Trimble); (10) "Multicultural Assessment with the MMPI-2: Issues for Research and Practice" (Richard W. Handel and Yossef S. Ben-Porath); (11) "Issues in the Cross-Cultural Adaptation and Use of the MMPI-2" (David S. Nichols, Jesus Padilla, and Emilia Lucio Gomez-Maqueo); (12) "Are There Promising MMPI Substitutes for Assessing Psychopathology and Personality? Review and Prospect" (Ronald R. Holden); (13) "Culturally Relevant Research and Practice with the Rorschach Comprehensive System" (David Ephraim); (14) "Use of the Rorschach Comprehensive System in Europe: State of the Art" (Anne Andronikof-Sanglade); (15) "The Rorschach Comprehensive System in Iberoamerica" (Eugenia V. Vinet); (16) "National Norms for the Rorschach Normative Study in Portugal" (Antonio Abel Pires); (17) "Application of the Holtzman Inkblot Technique in Different Cultures" (Wayne H. Holtzman); (18) "A Psychocultural Approach to TAT Scoring and Interpretation" (David Ephraim); (19) "Use of TAT in Multicultural Societies: Brazil and the United States" (Eliana Herzberg); (20) "Objective Scoring for the TAT" (Alejandro Avila-Espada); (21) "Multicultural and Cross-Cultural Utility of the TEMAS (Tell-Me-a-Story) Test" (Giuseppe Costantino and Robert G. Malgady); (22) "The Once-Upon-a-Time Test" (Teresa Fagulha); (23) "An Assessment Practice with Hispanics in Minnesota" (Sonia I. Carbonell); (24) "Assessment Practices with African Americans: Combining Standard Assessment Measures within an Africentric Orientation" (Edward F. Morris); (25) "Cultural Identity Description and Cultural Formulation for Hispanics" (Israel Cuellar and Genaro Gonzalez); (26) "Assessment of Depression among American Indians and Alaska Natives" (Norman G. Dinges, Mera M. Atlis, and Shawna L. Ragan); (27) "Assessment Issues with Jewish Clients" (Peter F. Langman); and (28) "Teaching Culturally Informed Psychological Assessment" (Steven Regeser Lopez). (Papers contain references.) (SM)

This book contains a collection of essays by Dutch and American scholars on the complex relationship between structural and cultural forces shaping the life chances of ethnic minorities. The papers are: (1) "Introduction: The Role of Culture in Explanations of Social Mobility" (Hans Vermeulen); (2) "Introduction: The Persistence of Culture versus Structure in Recent Work: The Case of Modes of Incorporation" (Joel Perlmann); (3) "What Colour 'Success'? Distorting Value in Studies of Ethnic Entrepreneurship" (Pnina Werbner); (4) "The Cultural Fallacy in Studies of Racial and Ethnic Mobility" (Stephen Steinberg); (5) "Situational and Structural Rationales for the School Performance of Immigrant Youth: Three Cases" (Margaret A. Gibson); (6) "What the Jews Brought: East-European Jewish Immigration to the United States, c. 1900" (Joel Perlmann); (7) "Peasantry and Trading Diaspora: Differential Social Mobility of Italians and Greeks in the United States" (Hans Vermeulen and Tijno Venema); (8) "The Internationalization of Black Culture: A Comparison of Lower-Class Youth in Brazil and the Netherlands" (Livio Sansone); (9) "Creoles and Hindustanis: Patterns of Social Mobility in Two Surinamese Immigrant Groups in the Netherlands" (Mies van Niekerk); (10) "Does Culture Explain? Understanding Differences in School Attainment between Iberian and Turkish Youth in the Netherlands" (Flip Lindo); and (11) "Breaking the Circle of Disadvantage: Social Mobility of Second-Generation Moroccans and Turks in the Netherlands" (Maurice Crul). (Papers contain references.) (SM)

This document contains 11 papers about the potential for progressive educational practice in the United Kingdom and elsewhere. "Editorial" (Mae Shaw, Jane Thompson, Liam Bane) discusses the tradition of common purpose in education and the need to tackle social exclusion, educate for active citizenship, and promote lifelong learning and adult and community education. "Returning to the Northern City" (Jane Thompson) discusses current social, economic, and political conditions in the working class neighborhood where she grew up in Northern England. "Contesting Citizenship" (Ian Martin) explores competing traditions of citizenship, learning democracy, linking the local and the global, and stretching the policy discourse. "Making Connections" (Ursula Coleman) considers the nature and purpose of adult education in the Irish context during the first decade of the 21st century. "Learning for Active Citizenship" (Jane Pillinger) explains how growing concerns about the demise of democratic participation in political and civil life has led to new adult education initiatives across Europe. "The Emancipation of Hope" (Paul Nolan) focuses on adult learning and peace building in Northern Ireland and considers the issues of learning and unlearning, community, workplace, and women's groups. "Scotland's Parliament, Civil Society, and Popular Education" (Eurig Scandrett) examines community educators' response to recent constitutional changes in Scotland, with special attention to land reform, gay rights, and the ambiguity of civil society. "The POWER Story" (Margaret Martin) reports on a partnership of two women's organizations and two educational institutions in Ireland. "Inclusive Rhetoric, Exclusive Reality" (Usha Brown) considers the impact of British government policies to reduce poverty. "Reclaiming a Progressive Tradition: A View from South Africa" (Jonathan Grossman) explores changes, continuities, and challenges facing the progressive tradition in South Africa. "Popular Education and the Landless People's Movement in Brazil" (Liam Kane) traces the development of Brazil's Landless People's Movement and discusses its lessons for the United Kingdom. The Scandrett paper contains a substantial bibliography. (MN)

This book contains nine papers devoted to the psychological experience of youth employment and its role in shaping future employment experiences and expectations. "Introduction" (Julian Barling, E. Kevin Kelloway) emphasizes the diversity of young people as a group and the diversity of individual youth's employment experience. "The Nature of Youth Employment" (Catherine Loughlin, Julian Barling) examines relationships between employment quality and young people's work-related attitudes and behaviors. "Learning To Work: The Development of Work Beliefs" (E. Kevin Kelloway, Steve Harvey) explores the impact of learning before and during employment. "Gender Differences in Employment and Income Experiences among Young People" (Serge Desmarais, James Curtis) considers previous and new research on gender and youth employment. "Developmental Consequences of Youth Employment" (Michael R. Frone) reviews developmental outcomes of employment among adolescents. "Child Labor and Exploitation" (Chaya S. Piotrkowski, Joanne Carrubba) discusses child labor in the United States and worldwide. "Occupational Safety and Health in Young People" (Dawn N. Castillo) details the substantial risks that employment poses to U.S. youths. "Reconceptualizing Youth Unemployment" (Graham S. Lowe, Harvey Krahn) documents how school-to-work transition and life course perspectives can enrich a social-psychological understanding of youth unemployment. "Youth and Labor Representation" (Daniel G. Gallagher) reviews current trends and future directions in the relationship between young people and labor unions. All papers include substantial bibliographies. (MN)

The four papers in this volume discuss various facets of the poverty-demography interaction: the rationale for the desired family size of the poor, the problems of attaining such size, the effect of family size/structure on household economy, and the future well-being of the children of the poor. "Mass Poverty, Demography, and Development Strategy: A Selective Survey" (B. Abegaz) is a selective survey of the major economic and demographic characteristics of mass poverty. "Poverty and Household Responses in Rural Bangladesh (Q. M. Khan) explores the linkages between rural poverty and demographic behavior, using 1976-77 data from the Rural Poverty Survey of Bangladesh. "Child Fostering and High Fertility Interrelationships in West Africa" (U. C. Isiugo-Abanihe) examines the interrelationships between socio-cultural and demographic events that arise from the prevalent practice of child fostering, with an emphasis on the practice in Ghana and Nigeria. "Underdevelopment, Urban Growth, and Collective Social Action in Sao Paulo (Brazil)" (C. H. Wood and S. D. McCracken) raises a host of philosophical and substantive issues concerning the nature of the urban labor market in Sao Paulo, Brazil. (BZ)

This edited volume of conference papers contains the following titles: "Presentation: Realism and Idealism in Language Conflict and Their Resolution" (Douglas A. Kibbee); "Legal and Linguistic Perspectives on Language Legislation" (Douglas A. Kibbee); "The Linguistic Rights of Non-English Speaking Suspects, Witnesses, Victims, and Defendants" (Kate Storey); "Great Mischiefs--An Historical Look at Language Legislation" (Ruth Morris); "The Criminalization of Spanish in the United States" (Patricia MacGregor-Mendoza); "Towards Consensus? Standard English in the National Curriculum" (Joan Swann); "Beyond Anglo-Saxon Confederation: The Clash of World Hegemonies in the Language Ideologies of Arthur Balfour and Woodrow Wilson" (Chris Andre); "Anatomy of the English-Only Movement: Social and Ideological Sources of Language Restrictionism in the United States" (James Crawford); "The Courts, the Legislature and Society: The Shaping of Federal Language Policy in the United States" (Thomas Ricento); "Language Rights Arguments in Central Europe and the USA: How Similar Are They?" (Miklos Kontra); "What Happens After English is Declared the Official Language of the United States?" (Terrence G. Wiley); "A Historical Perspective on Language Policy in Russia" (Elena Schmitt); "Majority Language, Minority Misery: The Case of Sri Lanka" (Richard W. Bailey); "On the Eleven-Official Languages Policy of the New South Africa" (Sheila Mmusi); "OAU's Resolutions on African Languages and the State of Their Implementation" (Kahambo Mateene); "Language Policy in Education and the Future of Indigenous Languages in Post-Aparthied South Africa" (Joyce B. Sukumane); "Language and Human Rights in Africa" (Michel Ngussan) "The Case for Brazilian Sign Language: A Deaf Community Finds Its Voice" (Norine Berenz); "Requirements, Dynamics and Realities of Language Use in the EU: A Case Study of the European Commission" (Carsten Quell); "French Language Policy and Francophonie" (Louis-Jean Calvet); "Quebec's Charter of the French Language Twenty Years After" (Gerald Paquette); "The Philosophy of the French Language Legislation: Internal and International Aspects" (Yves Marek); "The Role of the French Language in Maintaining Linguistic Diversity in North America: Some Gluttopolitical Considerations" (Normand Labrie). A bibliography is included, and is divided in general and court decision sections. There are also three indexes -- for personal names, languages, and a general index. Scholarly references appear at the end of each paper. (KFT)

This volume collects several case studies on the relationship between government and higher education in developing nations in Africa, Asia, and Latin America. In particular these studies ask whether specific forms of government regulation help to solve the crisis of higher education in the developing world better than other forms of regulation. The papers are: "Government and Higher Education in Developing Nations: A Conceptual Framework" (G. Neave and F. van Vught); "Ghana: Relations between Government and Universities" (A. Sawyerr); "Kenya: Management of Higher Education in Developing Countries: The Relationship between the Government and Higher Education" (I. M. Omari); "Tanzania: The State and Higher Education" (J. C. Sivalon and B. Cooksey); "Uganda: Higher Education and the State" (T. O. Eisemon); "People's Republic of China: Autonomy and Accountability: An Analysis of the Changing Relationships between the Government and Universities" (W. Min); "India: Government and Higher Education" (T. Majumdar); "Philippines: The Anatomy of the Government-Higher Education Relationship" (A. Gonzalez); "Singapore: University Autonomy versus State Control: The Singapore Experience" (V. Selvaratnam); "Argentina: The Federal Government and the Universities": (C. Marquis); "Brazil: Higher Education and Government" (S. Schwartzman and L. Klein); "Chile: Government and Higher Education" (J. J. Brunner); "Mexico: Towards State Supervision? Changing Patterns of Governance in Mexican Higher Education" (D. C. Levy); "Conclusion" (G. Neave and F. van Vught). Contains a subject index. Most papers contain references. (JB)

This book provides theoretical and practical information to meet the challenge of individualizing instruction for gifted and talented adolescents of different learning styles and different cultural backgrounds. Part 1 consists of six chapters that present the broad theoretical background of giftedness and learning style. It includes the following papers: "Learning Styles of Gifted Students in Diverse Cultures" (Rita Dunn and Roberta M. Milgram); "Identifying Learning Styles and Creativity in Gifted Learners: Subjects, Instrumentation, Administration, Reliability, Validity" (Roberta M. Milgram and Rita Dunn); "Teaching Gifted Adolescents through Their Learning Style Strengths" (Rita Dunn); "Counseling Gifted Adolescents through Learning Style" (Shirley A. Griggs); "Giftedness, Creativity, and Learning Style: Exploring the Connections" (Donald J. Treffinger and Edwin C. Selby); and "Reaching Creatively Gifted Students through Their Learning Styles" (Mark A. Runco and Shawn Okuda Sakamoto). Part 2 presents data on the learning styles of gifted and talented learners in nine countries. Following is a list of the countries covered, with the names of the papers' authors: United States (Rita Dunn and others); Israel (Roberta M. Milgram and Gary E. Price); Philippines (Joanne Ingham and Gary E. Price); Guatemala (Richard Sinatra and others); Korea (Bernadyn Suh and Gary E. Price); Canada (Mary Rue Brodhead and Gary E. Price); Brazil (Solange Wechsler); Egypt (Atef Shaftik Soliman); and Greece (John Spiridakis). The book ends with an overview and integrative summary, by Gary E. Price and Roberta M. Milgram, of the learning styles of gifted and talented learners in the countries studied, comparing cross-cultural differences and similarities. (Contains approximately 450 references.) (JDD)

The present document on the Sixty Years of CONFINTEA was inspired by the desire to register the long fecund history of a global movement which has spanned six decades. Official records and documents produced by and for the conferences, in particular the final reports, elaborated by UNESCO were used as an important source. This process of historical recovery became equally important as a means of undertaking a transversal reading of the development of the concept of adult education, embracing the post-war years, the period of decolonization, the Cold War and the attack on the twin towers in New York. In Knoll's words, it "(…) demonstrates the changes in perceptions of adult education, from literacy to lifelong learning, in which adult education is seen as both part of the continuum of education and an entity in itself." In addition to the CONFINTEA documents, other documents were included which possess a fundamental link with the Conferences and what they represent in terms of the struggle for the right to education, in the spirit of education for all and in the perspective of lifelong learning and education. Following an introduction, the following papers are included: (1) "The history of the UNESCO International Conferences on Adult Education--From Helsingör (1949) to Hamburg (1997): international education policy through people and programmes (Joachim H. Knoll); (2) Sixty years of CONFINTEA: a retrospective analysis (Timothy D. Ireland); and (3) The CONFINTEA agenda: work in progress (Timothy D. Ireland). Nine annexes include the following summary reports: (1) Universal Declaration of Human Rights; (2) First International Conference on Adult Education (1949); (3) Second International Conference on Adult Education (1960); (4) Third International Conference on Adult Education (1972); (5) Recommendation on the Development of Adult Education adopted by the UNESCO General Conference at its 19th session (Nairobi, 26 November, 1976); (6) Fourth International Conference on Adult Education (1985); (7) Fifth International Conference on Adult Education (1997); (8) Recommitting to Adult Education and Learning: Synthesis Report of the CONFINTEA V Midterm Review Meeting; and (9) Sixth International Conference on Adult Education (2009).

A bibliography on the subject of history of child labour is presented, including "Child Labour and Industrialization," by Hugh Cunningham, "The Puzzling Contradictions of Child Labour, Unemployment, and Education in Brazil," by Elizabeth Anne Kuznesof, and "A Thing of the Past? Child Labour in Britain in the Nineteenth and Twentieth Centuries," by Michael Lavalatte.

This set of four publications examines contemporary power relations between persons of European and African descent in Brazil, South Africa, and the United States. Using a comparative and multidisciplinary approach, these publications focus on three democracies with large multiracial and multiethnic populations. "Overview Report," which details findings by the Southern Education Foundation's Comparative Human Relations Initiative, features first-person profiles of outstanding Brazilians, South Africans, and individuals from the United States who are involved in the struggle against racism and reflections of members of the working and advisory groups. "Three Nations at the Crossroads" contains in-depth portraits and accessible historical reviews of the three countries by Charles V. Hamilton, Ira Glasser, Wilmot James, Jeffrey Lever, Colin Bundy, Abdias do Nascimento, Elisa Larkin Nascimento, and Nelson do Valle Silva. "In Their Own Voices" is a topically organized reader featuring articles, quotes, and excerpts from speeches by participants in meetings sponsored by the Initiative. These participants include journalists, educators, and policymakers. "Color Collage" contains occasional papers on issues related to racism and inequality. Each volume contains references. A brochure describing the reports is appended. (SLD)

This book contains a review of the 1994 Fulbright-Hays Seminars Abroad Program along with lesson plans from 13 of the participants. The curriculum projects contained in this book include: (1) "The Brazilian Cinema: A Critical Appreciation of An Industry in Turmoil" (Aaron Braun); (2) "Reflections on the Relationship between Brazilian Communities and the Environment" (John G. Clark); (3) "A Program for Freshmen Library Orientation on the Country of Brazil" (Susan B. Coppola); (4) "Brasil" (Brian Fitzpatrick); (5) "The Photography of Workers in Brazil" (Howard M. Fraser); (6) "A Photographic Assessment Reflecting the Degradation of the Atlantic Rainforest of the Serra do Mar, Cubatao, Sao Paulo, Brazil" (Gordon F. Kells); (7) "Project Report" (Nancy Mandlove); (8) "One Man, One City, Problems and Solutions: Jaime Lerner and the Curitiba Program for the Environment" (David McCullough); (9) "Measuring Quality of Life in Brazil" (Rachel A. Nugent); (10) "Using the Fundamental Themes of Geography to Examine Brazil" (Linda Reeves); (11) "Bahian Babbling about Brazil: A Curriculum Unit on 'Brazil and Biodiversity'" (Curtis L. Thompson); (12) "Think Globally-Act Locally: Environmental Issues in Brazilian Society" (Ruth E. Tottle); and (13) "Selected Sites of Environmental Concern in Brazil: An Overview" (Shirley M. Valencia). Most papers contain references. (EH)

Chapter 10 of the book "Sustainability Challenges and Solutions at the Base of the Pyramid: Business, Technology and the Poor," edited by Prabhu Kandachar and Minna Halme is presented. It explores the social and environmental sustainability of a glass recycling project in Brasília, Brazil. It discusses theoretical considerations about sustainability. It analyzes the future challenges of the project.

Chapter XIII of the book "The Life of Sir Richard Burton," by Thomas Wright is presented. It explores the transfer of linguist Sir Richard Burton from Fernando Po to Santos in Brazil, owing mainly to his wife's solicitation, and his written works about his West African adventures. It examines Burton's friendship with John James Aubertin, known as the Father of Cotton, in Sao Paulo. It highlights the interest of Burton in the local archaeological and historical associations.

Chapter 5 of the book "Sexual Orientation and Gender Expression in Social Work Practice" is presented. It highlights people with gender-variant experiences found throughout the world including hijras and sádhins in India, travetís, bichas, and viados in Brazil, and mahus in Hawaii/Polynesia. It discusses the standardization of the language around transgender experiences, which tends to be complicated by various political, medical and personal agenda in academic literature.

The article relates on the author's experience during a field research in Villa Sã0 João, a neighborhood in downtown Porto Alegre in Brazil. Her research tackled on philanderers, cuckolds and willy women and gender relations in the place. The author says that in the neighborhood, male and female relationships are a favorite which run through gossips and comments which accuses directly at one's partner. She also emphasizes that geopolitical specificities and cultural change have much to do with what she observed in the place. Her conclusions was that her ethnographic research are also related to the epistemological slant she adopted to analyze the scenario. She hopes to contribute to the growing trend toward important and specific analyses of masculinity in Latin America.

Chapter 6 of the book "Orpheus and Power: The Movimento Negro of Rio de Janeiro and São Paulo, Brazil 1945-1988" by Michael George Hanchard is presented. It explores the dialectic between racial inequality and the myth of racial democracy which was manifested in the 1988 centennial celebration of Aboliç ão. It highlights this year-long event which brought forth several contradictions of racial politics in the country.

A letter is presented from Captain Frederic Ingham to his wife named Mary following his arrival and experiences in Bahai, Brazil on April 1, 1868.

This book offers 21 papers in three parts. After (1) "Introduction" (Jacques Maurais and Michael A. Morris), Part 1, "Global Communication Challenges," includes (2) "Towards a New Global Linguistic Order?" (Jacques Maurais); (3) "The Geostrategies of Interlingualism" (Mark Fettes); (4) "Language Policy and Linguistic Theory" (Douglas A Kibbee); (5) "Babel and the Market: Geostrategies for Minority Languages" (Jean LaPonce); and (6) "Forecasting the Fate of Languages" (William F. Mackey). Part 2, "Major Areas," includes (7) "Language Geostrategy in Eastern and Central Europe: Assessment and Perspectives" (Ferenc Fodor and Sandrine Peluau); (8) "Languages and Supranationality in Europe: The Linguistic Influence of the European Union" (Claude Truchot); (9) "Regional Blocs as a Barrier against English Hegemony? The Language Policy of Mercosur in South America" (Rainer Enrique Hamel); (10) "Effects of North American Integration on Linguistic Diversity" (Michael A Morris); (11) "Sociolinguistic Changes in Transformed Central Asian Societies" (Birgit N. Schlyter); (12) "Language and Script in Japan and Other East Asian Countries: Between Insularity and Technology" (Stefan Kaiser); (13) "Sub-Saharan Africa" (Roland J. L. Breton); and (14) "Australasia and the South Pacific" (Richard B. Baldauf, Jr. and Paulin G. Djite). Part 3, "Language of Wider Communication," includes (15) "The International Standing of the German Language" (Ulrich Ammon); (16) "Arabic and the New Technologies" (Foued Laroussi); (17) "Russian in the Modern World" (Vida Io. Mikhalchenko and Yulia Trushkova); (18) "Geolinguistics, Geopolitics, Geostrategy: The Case of French" (Robert Chaudenson); (19) "Towards a Scientific Geostrategy for English" (Grant D. McConnell); and (20) "On Brazilian Portuguese in Latin American Integration" (Maria Da Graca Krieger). The conclusion offers (21) "The Search for a Global Linguistic Strategy" (Humphrey Tonkin). (SM)

Predicated on the fact that most school and state curricula for upper grades include a study of other cultures and that one method for examining Latin American countries and their culture is through an in-depth study of one specific country, this report details a summer travel seminar for 18 U.S. elementary and secondary school teachers to Brazil, the largest country in South America and one with striking similarities to the United States. The report notes that the teachers were exposed to different aspects of Brazil in a way that was interactive and promoted understanding. In addition to acquiring content knowledge, the teachers learned and practiced the tools of research (how to choose a topic, how to find information at the library, how to take notes, how to conduct research on the computer, how to write a research paper, and how to edit). The report is divided into the following broad sections: (1) Program Agenda (outlines travel and activities throughout the country); (2) Participants (lists names, addresses, and school affiliation); and (3) Curriculum Projects (documents all the research projects, including illustrations). (BT)

This volume contains papers on regional and global trends that affect the political factors which are changing the context within which academic mobility occurs: (1) "Introduction" (by Peggy Blumenthal and others); (2) "Political Dimensions of Regionalism in a Changing World" (David Leyton-Brown); (3) "Economic Dimensions of Regionalism" (Gary Hufbauer and Anup Malani); (4) "Cultural Dimensions of Regionalization" (Robert Picht); (5) "International Education from the Perspective of Emergent World Regionalism: The Academic, Scientific and Technological Dimension" (Malcolm Skilbeck and Helen Connell); (6) "Developments in the Internationalization of Higher Education in Europe" (Gisela Baumgratz-Gangl); (7) "Regional Cooperation and Mobility in a Global Setting: The Example of the European Community:" (Alan Smith); (8) "Academic Mobility Programmes in a Regional Context: A German Viewpoint" (Karl Roeloffs); (9) "East-West Academic Mobility within Europe: Trends and Issues" (Ladislav Cerych); (10) "The Hungarian Experience of Academic Cooperation with North America and the European Community" (Tamas Lajos); (11) "Academic Mobility in Russia" (Stanislav Merkurlev); (12) "International Cooperation Activities of Canadian Universities: North American and Other Current Trends" (Eva Egron-Polak); (13) "The Future of Educational Exchange in North America: A View from the United States" (Stanley N. Katz); (14) "From Threat to Opportunity: A New Perspective for the Development of International Education in North America" (Sylvia B. Ortega Salazar); (15) "Academic Mobility and Exchange in Brazil" (Eunice Ribeuro Durham); (16) "Japan and International Academic Mobility in Asia and the Pacific" (Yoshiya Abe); (17) "Academic Mobility in South-East Asia and the Role of Thai Higher Education" (Wichit Srisa-An); (18) "International Education in Australia: Historical Trends, Current Developments and Challenges for the Future" (Elizabeth Anderson); (19) "International Academic Cooperation in the Arab Region: Past, Present and Future" (Salah Morsi); (20) "Regional Cooperation and Mobility in Higher Education: The Implications for Human Resource Development in Sub-Saharan Africa and the Relevance of Recent Initiatives to Europe" (Anthony Smallwood and T. L. Maliyamkono); (21) "Research on Academic Mobility and International Cooperation in Higher Education: An Agenda for the Future" (Ulrich Teichler); (22) "Academic Mobility in a Changing World: Concluding Reflections on the Issues at Stakes" (Crauford D. Goodwin); and (23) "Bibliography" (Albert Over). The bibliography contains about 1,500 references. (JB)