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Educators concerned with social justice are working in very different social and legal contexts than when they first began to take up the issue of lesbian, gay, bisexual, trans, queer and questioning (LGBTQ) lives in the school and the curriculum. The growing number of countries that have legalized same-sex marriage, the recent US Supreme Court decision requiring that same-sex couples be allowed to marry wherever they live in the US, and the passage of local and state anti-bullying legislation--all encourage educators to reinvigorate and refocus the conversation around queer curriculum and pedagogy. Rather than assuming that gayness has been "normalized," this issue of the Occasional Paper series takes as its premise that the full inclusion and engagement of LGBTQ youth and families is dependent on work still to come. It will open a new discourse on queer issues. Much of the recent attention on LGBTQ issues in educational settings has focused on the safety of bodies (queer or trans) in schools. Progress has been made for increased safety and inclusion of LGBTQ students in public schools in the United States and in many other countries. These changes include anti-bullying legislation and policies, activism on the part of gay-straight-trans alliances, advocacy by LGBTQ and ally teachers, and legal cases brought by students and parents. Following an "Introduction" by Darla Linville, this issue contains the following essays: (1) The Gift of Hindsight: A Parent Learns About Educating Trans Youth (Denise Snyder); (2) Changing the Shape of the Landscape: Sexual Diversity Frameworks and the Promise of Queer Literacy Pedagogy in the Elementary Classroom (Cammie Kim Lin); (3) Missing Persons' Report! Where are the Transgender Characters in Children's Picture Books? (Ashley Lauren Sullivan and Laurie Lynne Urraro); (4) An Embodied Education: Questioning Hospitality to the Queer (Clio Stearns); (5) Teaching Trans*: Transparent as a Strategy in ELA Classrooms (Joseph D. Sweet and David Lee Carlson); (6) "It's Nonexistent": Haunting in Trans Youth Narratives about Naming (Julia Sinclair-Palm); (7) "White people are gay, but so are some of my kids": Examining the intersections of race, sexuality, and gender (Stephanie Shelton); and (8) Gracefully Unexpected, Deeply Present, and Positively Disruptive: Love and Queerness in Classroom Community (benjamin lee hicks). (Individual papers contain references.)

These briefing papers focus on key roles and issues postsecondary education will face in the 21st century. Together they are intended to stimulate debate and discussion and to encourage alternative perspectives and thoughtful actions. This collection is meant to be the opening of a necessary public conversation. The papers are: (1) "Help Wanted: Advanced Education and the Changing Workforce" (Anthony P. Carnevale); (2) "Postsecondary Education's Roles in Social Mobility and Social Justice" (William G. Bowen); (3) "The School-College Connection" (Arthur Levine); (4) "Changing Demands on Teacher Education and Professional Development" (James B. Hunt, Jr. and Molly Corbett Broad); (5) "Education Uses of Information Technology: A View for State Leaders" (Margaret A. Miller and Steven W. Gilbert); (6) "Higher Education for the Next Century: Changing State Needs and Roles" (Patrick M. Callan and Gordon K. Davies"; and (7) "Convergence and Competition: Transforming Postsecondary Education - An International Perspective" (Alan Wagner). (Contains 5 figures, 1 table, 8 endnotes, and 16 references.) (SLD)

This collection of papers examines the role of adult education in encouraging active citizenship throughout Europe. "Introduction: The Project" (John Field) discusses the context in which the other papers were written and briefly discusses citizenship education and research in Great Britain. "Learning, Education, Citizenship: What Connections?" (Chris Duke) discusses the relationships between education and citizenship, the British experience in citizenship education, and possible strategies for adult educators to use to help produce competent citizens. "The Future as a Challenge and the Role of Adult Education--The Example of Poland" (Mieczyslaw Malewski) discusses the relationship between citizenship education and the consciousness of Polish society. The historical development of citizenship education in Sweden, current practices in adult education programs, and a methodology and theory for further research are examined in "Education for Citizenship in Sweden" (Agnieska Bron-Wojciechowska). "Education: A Resource in Social Movements?" (John Field) outlines a resource mobilization theory, discusses the concept of education as a resource, and presents a case study of the use and development of educational resources for purposes of citizenship education. (MN)

This document presents curriculum projects and papers written by U.S. teachers who traveled to countries in Southern Africa in the summer of 1991 as part of the Fulbright-Hays Summer Seminars Abroad Program. The included projects and papers are: "Through a Glass Darkly: The Enigmatic Educational System of Botswana" (Alan C. Howard); "Creating Student Experiences in International Management: The Botswana Experience" (Deborah Namm); "The Economics of African Literature: Cultural Disparity" (Claire N. Robin); "African and African-American Dance: An Unbroken Chain of Cultural Unity" (Cynthia S. West); "Curriculum Project Southern Africa: A Unit for Eighth Grade English and Social Studies" (Leslie J. Altman); "Politics and Economic Change in Southern Africa: A Contemporary Perspective" (Oscar T. Brookins); "Curriculum Project: 7th Grade World Cultures Course, S. Africa: Zimbabwe, Botswana and Malawi" (Joyce H. Millman); "Curriculum Project: Women and Traditional Southern Africa Art Forms" (Dorothy Ann Sauber); "The Challenges of Educational Change: Zimbabwe and Botswana" (Donald Schilling); "Literature form Botswana and Zimbabwe" (Curtis H. Smith); "Archaeology and African Nationalism: The Great Zimbabwe Ruins" (Donald L. Smith); "The Legal Status of Women in Botswana" (Sharon L. Tucker); "Impact of Economic and Social Development on the Roles of Women: Zimbabwe and Botswana" (Mary P. Van Hook); "Curriculum Project: Post-World War II African History Section" (Ralph Dix Van Inwagen); and "Rising Expectations: Perspectives on Challenges to Adult Education in Three Southern African Countries; Zimbabwe, Botswana and Malawi" (Ira J. Winn). (DB)

Four working papers from the 1992 Summer Institute of Linguistics, University of North Dakota session, are presented. The first, "English Borrowing in Thai as Reflected in Thai Journalistic Texts," by James Kapper, looks at patterns of the influence of the English language on Thai. It is concluded that English has permeated Thai culture and society deeper than the level of the specialized bilinguals who introduced many of the loan words. "Preposed and Postposed Adverbials in English," by Stephen H. Levinsohn, describes the differences in meaning resulting from placing adverbial clauses before or after the main verb in an English sentence. In "The Role of Language in the Dissolution of the Soviet Union," by David F. Marshall, the dynamics of multiple languages and cultures, ethnic mobilization, and the dissolution of the USSR are explored. It is proposed that government policy concerning multilingualism was less to blame for ethnic tensions than Russian ethnocentrism. "Tone in Komo," by John Paul Thomas, is an analysis of sound patterns in Komo, a sub-Bantu language, focusing on tonal patterns. Rules and processes for each of three strata of tonal processes is outlined. (MSE)

Designed to reach a wide audience of scholars and policymakers, the "Brookings-Wharton Papers on Urban Affairs" is an annual series that serves as a forum for cutting-edge, accessible research on urban policy. The editors seek to integrate broader research into the policy discussion by bringing urban studies scholars together with economists and researchers studying subjects with important urban implications. "Brookings-Wharton Papers on Urban Affairs" presents new research on urban economics to a broad audience of interested policy analysts and researchers. The papers and comments contained in this volume, the seventh in the series, were presented at a December 8-9, 2005, conference at the Brookings Institution. The papers treat a range of issues examined by contemporary urban economists, including the effects of population growth and changing income inequality on neighborhood segregation, the economic gains from creating express lanes and charging congestion prices on busy expressways, recent trends in the school achievement gap between white and black youngsters, the impact of neighborhood poverty on barriers to employment, the potential benefits of restructuring local property taxes, and the effects of land use restrictions and jurisdictional fragmentation on sprawl and the price of housing. In this issue, six papers on urban economics address a wide range of issues: (1) Metropolitan Growth, Inequality, and Neighborhood Segregation by Income (Tara Watson); (2) Differentiated Road Pricing, Express Lanes, and Carpools: Exploiting Heterogeneous Preferences in Policy Design (Kenneth A. Small, Clifford Winston, and KIA Yarn); (3) Understanding Trends in the Black-White Achievement Gaps during the First Years of School (Richard J. Mundane, John B. Willetta, Kristen L. Bub, and Kathleen McCartney); (4) Neighborhood Effects on Barriers to Employment: Results from a Randomized Housing Mobility Experiment in Baltimore (Kristin Tourney, Susan Clamped-Lundquist, Kathryn Edin, Jeffrey R. Kline, and Greg J. Duncan); (5) Effects of Property Taxation on Development Timing and Density: Policy Perspective (Richard Anett); and (6) Sprawl and Jurisdictional Fragmentation (Edwin S. Mills).

This volume resulted from an attempt to compile comprehensive and accurate data about the popular reaction to social change for a seminar attended by European and American social scientists. The volume contains eight papers which reflect the three objectives of the seminar: (1) a review of psychological indicators of social change; (2) an exploration of new areas of survey measurement of psychological phenomena; and (3) a mapping of research priorities. The first paper contrasts social indicators of the subjective type with the customary hard statistics and identifies areas for the development of indicators. The next paper stresses that quality implies value judgement and that experience is anchored in individual notions of adequacy. The relationship between subjective and objective indicators is the topic of the next paper, which points to the role of the social environment as a source of subjective welfare. Various measurement and methodological questions are dealt with, in particular the issues of scale development and causal modeling of satisfaction structures. A report on the substantive research in the area of economic welfare is followed by a caution against a straightforward interpretation of satisfaction measures as indicators of well-being. Finally, two papers deal with the interaction between the individual and society from two different perspectives. The volume concludes with a summary of the seminar proceedings. (Author/KSM)

Intended to assist Agency for International Development officers, advisors, and health officials in incorporating health planning into national plans for economic development, this tenth of ten volumes in the International Health Planning Methods series deals with the relationship between health and economic development. In an introduction, W. Boyd Littrell discusses the three articles which make up this volume. Health, Income Distribution, and Source of Health Expenditures in Developing Countries, by Milton I. Roemer, addresses the issues of income and health spending. To improve the general health of the population, he suggests increased public sector spending for health services. In A Systems Perspective on Health and Development, Paul O. Wooley, Jr. (1) summarizes the issues associated with the definition and measurement of health and (2) describes the uses and limitations of various methods, particularly as related to less developed countries (LDCs). Theodore D. Woolsey's paper, Needed Development Research for Measuring the Health of Populations in the LDCs, first sets out eight principles clarifying the meaning and importance of "health." He then summarizes key issues in the health and development dilemma before discussing the effects of improved health upon socioeconomic development. To bring the needed clarity to this matter of health and development, he recommends systems analysis. (YLB)

The paper presents an overview of moral/citizenship education (MCE) in public schools and suggests alternative approaches to MCE. The paper is presented in five major sections. Section I explains that MCE comprises moral education, moral training, citizenship education, and citizenship training. The author hypothesizes that current interest in MCE is an aftermath of Watergate and counterculture activism in the 1960s. Section II outlines conditions governing MCE programs in public schools. Limitations to program development include heterogeneity of values and life styles, discrepancy between classroom teaching and informal learning, and discrepancy between educational objectives and community-accepted behavior. Section III suggests conditions which would make MCE programs acceptable in the community and in educational circles. For an MCE program to be generally acceptable, it should include a minimum of arbitrary content, practice in moral problem-solving, and instruction about values. Section IV explains how to develop and evaluate MCE curriculum. The final section briefly considers two other approaches to MCE. The first approach combines elements of values clarification, moral decision-making, and group interaction; the second approach encourages each school to select the program that best meets its educational and community needs. (DB)

This document is one of three related volumes. They present the rationale, background, and framework for a comprehensive monitoring system being developed for the National Science Foundation. The system is being designed to gather information about the effects of national, state, and local policy actions designed to change the teaching and learning of mathematics in the schools of America. The papers included were produced by project staff, commissioned, or reprinted from previous works. Expert reviews and critiques of sets of papers are included. Volume 1 addresses the need for a monitoring center and the new world view of what is now considered fundamental for students to know about mathematics. Specifically, part 1 outlines the issues and concerns which need to be addressed in order to develop a reasonable monitoring system. Part 2 provides support and rationale for the notion that all students should learn more and somewhat different mathematics than is in the current curriculum. (PK)

The five papers presented in this monograph deal with the implications of the criticisms of education and the calls for excellence now evident in a number of industrialized nations. While the issues discussed vary, there is a common concern to understand how current changes in educational policy may affect educational practice. "Women, Educational Reform, and the Process of Change" (Rosemary Deem) considers some of the attempts that have been made in Britain to reduce the amount of sexism in education, to offer better and fairer educational routes and experiences for girls, and to decrease gender inequalities within schools. "In/Forming Schooling: Space/Time/Textuality in Cumpulsory State Provided 'Mass' Schooling Systems" (Phillip Corrigan) raises questions against certain dominant forms of theorizing, investigating, and explaining schooling. "The Political Economy of Text Publishing" (Michael Apple) analyzes the production of curricular materials from the perspective of cultural commodities production and consumption. "Parents, Children, and the State" (Miriam E. David) argues that the New Right government in Britain, much like that of the United States, is subtly constructing public economic, social, and educational policies that will radically alter the place of family in the socio-economic system. "Public Education and the Discourse of Crisis, Power, and Vision" (Henry Giroux) argues that public education in the United States faces a dual crisis: a neo-conservative threat to all public spheres and a failure of radical educational discourse to either illuminate the nature of the existing failures of American education or to provide a theoretical discourse for educational reform. (LP)

This seminar paper explores the role that historians of technology can play in the reevaluation of the relationship between technical and social change. Historians of technology need to ask questions about the nontechnological aspects of society which have influenced technical change in the past. In the realm of ideas, historians should check whether the main normative and descriptive assumptions used by innovators were, in fact, dominant ideas in the societies in which they lived. In short, historians need to write a social history of the ideas that encouraged investigations of techniques, made the discovery of new techniques possible, and guided the uses of these techniques. As an example, the story of the relationship between the chemist Joseph Black and James Watt, inventor of the separate condenser for the steam engine, is presented. The story shows the integration of technology, society, and culture. The relationship between the men is examined for scientific discoveries that were transmitted between them, the general character of the society supporting their activities, and common areas of understanding and knowledge. In this case, an important technical innovation depended upon a close and friendly relationship between the men. (Author/ND)

This seminar paper explores the relationship between technology and society, based on the position that man has not developed a social system that gives adequate guidance to technology. The hypothesis is that if technology has no priority, then it has no purpose. Talcott Parsons' concepts of functional imperatives and pattern variables are discussed to illustrate the relationship of technology to society. From Parsons' framework, it is determined that the United States is an adaptive society with nondirected technology and that technology is not functioning correctly in the United States. Its dysfunction is exhibited in the current incompatibility of energy conservation and technological exploitation. A new look at national purpose is needed for guiding U.S. technology at correct intensity levels. Technology should be made a societal concern and this concern should be internalized in individuals. Thus, the United States must change to another type of society which will rank technology so that it functions within the society. If this interpretation is true, then (1) the United States inevitably will change from an adaptive society to a goal-attainment society concerned with means-manipulation, and (2) there will be greater tolerance of deviance and accelerated recognition of the "common good." (ND)

This paper highlights the developments in teaching methods in China in the era of the post-Cultural Revolution, and explains how these methods grew out of educational experimentation during the Yenan period. The Yenan period followed the historic "long march, "when Mao Tse-tung and the People's Liberation Army (PLA) established their base in Shensi province. At that time, a school was established characterized by political education, firm leadership, integration of theory with practice, and simplified curriculum. The basic method of teaching was the enlightenment method, an inquiry process involving initial questions and group discussion to develop answers. Many of these practices are now prevalent in Chinese schools. Political education stressing Maoist teachings is of primary importance and begins in the fourth grade. Schools are run by workers, revolutionary cadres, and local PLA Units. Curriculum is related to needs of individual communities. Productive labor is emphasized as well as book learning, a concept which helps produce a classless society. The teacher's authority is not absolute; traditional respect for teachers' intellectual superiority is no longer acceptable. This has created a need to re-educate teachers to have an ideological outlook consistent with Maoist tenets. Problems arising from this change include class discipline and blending Maoist thought into all lesson content. (Author/AV)

This paper, one in a series of occasional publications, discusses population growth and trends in the African Republic of Zaire. The series is intended to increase understanding of the interrelationships between population growth and socioeconomic and cultural patterns throughout the world, and to communicate this understanding to scholars and policy makers. This publication includes a discussion of the following: (1) General Characteristics of Black Africa, (2) African Attitudes toward Population, (3) Demographic Trends in the Zaire, and (4) Urban Trends and Internal Migration. (Author/RM)

The philosophy, strategy, and program of the Institute for the Study of Civic Values are presented in this collection of articles. Intended as a means of disseminating the institute's work and ideas to a general audience, the booklet is presented in four sections. Each section offers a theoretical article, an outline or a summary of an educational program, and an article or news clipping that shows the impact of the institute's efforts. The first section examines civic idealism in modern society and describes goals of the institute in research, dialogue, and teaching about civic ideals. The gap between ideals and practice in American political parties, schools, and churches is examined. The second section defines dignity as a primary concern in the labor movement and compares union, industry, and political attempts at labor reform. Theoretical, political, and grass root suggestions for community development are presented in the third section, followed by suggestions for improving political leadership and promoting public participation in the fourth section. Additional readings for each section are listed. An outline for organizing neighborhood and community organizations, adopted from a 1975 institute conference, is provided. (Author/DB)

New educational opportunities for women around the world are traced. An introductory section provides an overview and discussion on the implications of equal education for women. Other sections discuss the historical background of equal education for women, women's literacy, the primary school experience, secondary education, technical skills, university education, careers as educators, and full sexual equality in education. History has shown that the changing role and characteristics of womanhood are expressed in the educational arena by women's choice of schools, courses, and preprofessional qualifications. Changes in female access to education both express social transformations and provide an index of future alterations in fertility patterns, family status, marital behavior, and support for ideals of sexual equality. Women's literacy is affected by prejudice, cultural imperatives, and the absence of relevant role models for women at higher stages of academic life which discourage women from making full use of their intellectual talents. Also, educational expectations for men and women remain unequal largely because marriage is regarded as the ideal career for women while the necessity of earning a living is drummed into males from an early age. The educational prospect for women is rapidly changing, though, as shown by the crumbling of the educational double standard in some countries and by United Nations statistical projections that the situation of girls attending schools is improving rapidly. (Author/ND)

We are now at a stage in human global development in which the continuous review and assessment of the long-range future implications of our past and present actions becomes crucially important for the survival of human society. This report includes a synoptic view of world trends and alternative futures. The first and major portion of the publication discusses world trends including both long-term and short-term changes: (1) Evolutionary Intervention; (2) Physical Extension; (3) Conceptual and Social Expansion; (4) Major Technological Change Events; (5) Population; (6) Urban Growth; (7) Energy; (8) Industrial Development and Natural Resources; (9) Food; (10) Material Disparity between Advanced and Lesser Developed Nations; (11) The World Economy; and (12) the Political Climate. The second part of the document discusses aspects of alternative futures in terms of what we ought to do. (Author/RM)

The traditional European university is now extinct. The conditions in higher education that have succeeded it are highly unstable and therefore transitory, and its eventual replacement is now dimly perceptible on the horizon. The European university is of course an abstraction, meant to approximate the attributes of higher education in Germany, France, Italy, Scandinavia, and the Low Countries. The system in each of these countries is largely controlled by public authorities, and in every crucial area the future of the universities depends on actions that will or will not be taken by the state. In the not too distant past they were professors' universities with respect to their internal affairs, and elite in their relationship to society. All of them have passed through fundamentally similar transformations since World War II, and now the questions of access to higher education (recruitment and selection) are vital to the universities' individual and collective futures. (Author/MSE)

This volume contains speeches and papers given at the International Conference on Academic Freedom and University Autonomy held in Sinaia, Romania, May 5-7, 1992. Section 1 contains introductory addresses by Federico Mayor, Maitland Stobart, Hinrich Seidel,and Walter Kamba. Section 2 contains 18 papers that address connotations and challenges of academic freedom and university autonomy. Among topics discussed in this context are human rights and academic freedom, the development of international standards concerning the status of higher education teaching personnel, continuing education, leadership, the advancement of knowledge, accountability in multi-university national systems, tensions between public universities and state governments, and academic freedom in the United States. Section 3 contains nine case studies involving the following nations: Hungary, Poland, Russia, Turkey, the United States, Spain, Serbia, and Macedonia. This section also includes three papers on market mechanisms in higher education in the nations of Norway, Poland, and the United States. Also in Section 3 are four papers on the social responsibilities of higher education. Section 4 contains the conference's closing address by Marco Antonio R. Dias. (Some papers contain references.) (JB)

In connection with plans for the publication of an annual series of reports on the "Future State of the Union," conceptual problems of such an undertaking are explored and some of the features to be included are examined. Philosophical prerequisites discussed include a model of change; a cybernetic model; some social indicators for change; and values, preferences and goals. Potential features of the proposed yearbooks explored include technological and environmental forecasts, discussions of highly predictive societal development, and surveys of critical situations and needs, and societal options. (SK)

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate). This is the Volume 1 of the book titled Education and New Developments 2024, that showcases the outcomes of dedicated research and developments undertaken by authors who are driven by their passion to enhance research methods that directly relate to teaching, learning, and the practical applications of education in the present day. Within its pages, you will find a diverse array of contributors and presenters who expand our perspectives by delving into various educational matters. This first volume focuses on the main areas of TEACHERS AND STUDENTS and TEACHING AND LEARNING.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate). This is the Volume 2 of the book titled Education and New Developments 2024, that showcases the outcomes of dedicated research and developments undertaken by authors who are driven by their passion to enhance research methods that directly relate to teaching, learning, and the practical applications of education in the present day. Within its pages, you will find a diverse array of contributors and presenters who expand our perspectives by delving into various educational matters. This second volume focuses on the main areas of PROJECTS AND TRENDS and ORGANIZATIONAL ISSUES.

This document, which is intended as a primer for adult continuing education, contains 11 chapters examining the philosophical foundations of adult and continuing education. The chapter titles and authors are as follows: "Progressivism and Adult Continuing Education" (Michael Day); "Progressivism: An Anthology" (Andrea Reeve); "Progressivism; Instructional Models" (Donna L. Whitson); "Behaviorism" (Roy A Moxley); "Rediscovering the Value of Continuing Liberal Education for Practitioners" (William H. Young and Keith W. Krasemann); "Liberal Philosophies of Adult Continuing Education--An Anthology Overview" (J. Stephen Guffey and Lary C. Rampp); "Radical Philosophy: Social Vision and Social Change" (J. Randall Koetting and Martha W. Combs); "A Challenge for Women: Equal Power--A Response to 'Feminism and Adult Learning: Power, Pedagogy, and Praxis' by Elizabeth J. Tisdell" (Dorothy Trusock); "Feminism and Adult Learning: Power, Pedagogy, and Praxis (Elizabeth J. Tisdell); "Emerging Perspectives: Transformational Education--Instructional Methods" (Margaret Tobin and Dorothy Becker); "Through Chaos to Transformation: An Emerging Perspective for Adult Continuing Education" (Irene Karpiak); and "Emerging Philosophies and Orientations in Adult and Continuing Education" (Irene Karpiak). (Most papers contain extensive references.) (MN)

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2022 received 790 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 263 submissions (33% acceptance rate), from which, 233 submissions are published in full text in these volumes. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This is the Volume 2 of the book Education and New Developments 2022 and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This second volume focus in the main areas of Projects and Trends and Organizational Issues. [For Volume 1, see ED622189. This document contains the proceedings of END 2022: International Conference on Education and New Developments (Madeira, Portugal, June 18-20, 2022).]

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2022 received 790 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 263 submissions (33% acceptance rate), from which, 233 submissions are published in full text in these volumes. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This is the Volume 1 of the book Education and New Developments 2022 and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This first volume focus in the main areas of Teachers and Students and Teaching and Learning. [For Volume 2, see ED622190. This document contains the proceedings of END 2022: International Conference on Education and New Developments (Madeira, Portugal, June 18-20, 2022).]

Ten papers discuss the relationship between cultural awareness and literature, with specific references to cultural resonances between East and West and between developed and developing nations. The papers represent seminar presentations of the Contact Literature Project in Honolulu in 1981. Contact literature refers to the study of literary expressions (e.g., novels, poetry, films) of the encounter between people of different cultural traditions. Subjects cover a wide range of cultures such as India, Sri Lanka, Malaysia, Indonesia, Tibet, Korea, and Vietnam. Specific topics include the role of women in modern Korean drama, the problems of how literature is related to a society and what kind of truth it reveals, the modernization of the poetic tradition in Sinhalese poetry, sociocultural aspects of two South Indian novels, U.S. films on the international scene, and some literary responses to America and Vietnam. (KC)

This volume includes three sections of the 2022 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; and (3) Sociology and Healthcare. Education and Educational Research includes 7 papers covering a full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. The category covers also pedagogy and special education. Language and Linguistics includes 3 papers related to theoretical, literary and historical linguistics as well as stylistics and philology. Sociology and Healthcare includes 11 papers related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]

The paper examines crime from a spatial perspective and provides an introduction to social ecology theory. The document is part of 8 series of resource papers intended to supplement college level geography textbooks. The geography of crime is defined as the spatial manifestation of criminal acts. The social ecological approach interprets crime as a function of the social change that accompanies environmental change. The document is presented in six chapters. Chapters I and II introduce the crime problem and compare geographic and social ecological approaches to crime and violence. Chapter III applies ecological principles to spatial analysis of crime. Topics include human ecology, symbiosis, community and society, delinquency rates, ghettos, and statistical analysis. Chapter IV identifies crime data sources and outlines a format for geographic analysis of crime. Chapter V explains that the major objective of the geography of crime is to relate the spatial pattern of crime to social, environmental, historical, economic, and psychological variables. The final chapter provides an exercise in applying statistical methods to crime. An appendix and a bibliography conclude the document. (Author/DB)

Included in this package are: a copy of a learning contract between two students; an abstract fulfilling part of the contract objectives; and six papers on the topic of contract education. The goal of the learning contract was to edit and prepare for publication "Working Papers on Contract Education". The credential awarded for satisfactory completion of the contract objectives was to include the student as co-author of the six papers. The concept of contract education is viewed as a process of developing a strategy of social mobility to achieve a higher level of status. Once the strategy is developed, it is used repeatedly throughout the lifetime to achieve higher status. In the process of providing a valued service to the consumer, the student transcends the role or status of student and achieves the status of service provider. Thus, the student rises in status from dependent consumer relationship (passive or reactive learning) to market independent relationship (proactive and initiative learning). Credentials rather than monetary awards are awarded because credentials strengthen self esteem and self actualization. By changing the process of education to a proactive type of institution, social change may take place. (Author/FG)

Selected papers on higher education and development that were presented to the Golden Jubilee Celebrations of the Association of Indian Universities are presented. Topics include development and underdevelopment, recent trends in development strategy, and India in the 1980's and 1990's. Contents include the following: "Development and Underdevelopment: Kerala and Uttar Pradesh," by B. K. Nayar; "Higher Education and Development," by A. B. Shah; "Development and Underdevelopment," by Durgadas Roy; "Notes on Some Aspects of the Strategy of Economic Development in India," by Ranjit Sau; "Anti-Development on a World Scale," by Narindar Singh; "Transfer of Technology, Development, and Underdevelopment," by P. V. Indiresan; "Higher Education and National Development," by J. N. Kapur;"Education and Development Strategy," by S.C. Goel; "Higher Education and Development Changing Strategies in the Indian Context," by J. Veeraraghavan; "Some Reflections on the Strategy of Human Resource Development in Developing Economies," by P. D. Shrimali; "Education and Social Change," by B. V. Shah; "Recent Trends in the Strategy of Educational Development," by Satish Chandra; "Agricultural Sciences and Higher Education in India," by G. Rangaswami; "Education and Dynamics of Development," by Gunvant B. Shah; "The Indian University in the 80's and 90's," by Amrik Singh; "India in the 80's and 90's," by P. G. Deo; "Higher Education in 1980's and 90's in India," by N. V. Subba Rao; and "India in 1980's and Relation to Higher Education," by G. R. Mhaisekar. (SW)

Geography of health care entails the application of location and transportation theories and of systems methods to the demand for and supply of health care. An analysis is presented of the new geography approach and the current research involved. Chapter one provides a review and summary of the Chicago Regional Hospital Study (CRHS), a major effort promoting this expanded concept of medical geography. More than one hundred working papers produced by the CRHS are reviewed. Three themes are developed in the second chapter: the foundation in geographic theory of the medical geographic research, the contemporary social relevance of the research, and policy implications of the findings of social sciences. In Chapter three the sixty-year campaign for national health insurance is traced. In the fourth chapter, a contrast is made of the Congressional legislation and the rhetoric in the area of health care delivery. An analysis of the Health Maintenance Organizations (HMO) is included, which indicates that most community-based HMO grants in large urban areas are doomed to failure. The final chapter analyzes the widening gap between doctor-rich and doctor-poor areas in which large urban areas such as Chicago are fast losing ground in the competition to retain and attract doctors. Several appendices conclude the document. This resource paper is part of a series designed to supplement undergraduate geography materials. (Author/JR)

This resource paper is concerned with the trend toward concentration of economic power in the hands of major job-providing organizations and the trend of occupational shifts occurring within the structure of advanced economies. It is part of a series designed to supplement existing texts and to fill a gap between research and accessible materials in geography. Topics of the five chapters include the general characteristics of major job-providing organizations, patterns of organizational headquarters and location, major job-providing organizations and interdependence within systems of cities, major job-providing organizations and the growth and development of advanced systems of cities, and problems of urban and regional development in relation to major job-providing organizations. A bibliography is included. (Author/KSM)

The paper examines interpretations of educational development in western Europe since the 1960s and suggests that equality of opportunity has been the most pervasive theme underlying educational policy and development. Most often used to describe educational development are (1) demographic and economic data, (2) analyses of structural changes in the educational system, and (3) evaluation of the changing role of education vis-a-vis the social system generally. None of the descriptions has the historical perspective to convey the extent or the true nature of educational change which has resulted from the substitution of public education for the church as the principal transmitter of values and beliefs. A better measure of educational development is the value change reflected in public policy. A major result of the policy shift toward public education rather than religious education has been an increase in equality of opportunity. Three interpretations of equality of opportunity presently prevail in European nations: (1) predestinative (division of secondary schools into vocational and college preparatory); (2) redemptive (equal life chances for all students, regardless of academic ability); and (3) dissenting (alternative schools, lifelong education, and individual curriculum). The conclusion is that educational development must be understood as a combination of past and present values and that educational systems must cease to be, or to be considered, purveyors of a particular orthodoxy. (Author/DB)

The monograph examines objectives and preparation of environmental impact statements (EISs) and assesses the degree to which these documents are successful in monitoring the environmental impact of development in the United States. The document is part of a series of resource papers developed to supplement college-level geography textbooks. The document is presented in eight chapters. Chapter I defines an EIS as a mechanism to ensure that the implications of projects are carefully considered before the projects are undertaken. Chapters II and III address preparation and review of an EIS at the federal level. Chapter IV explains how EIS requirements interact with other laws and regulations. Chapter V presents basic topics to be included in any EIS. Chapter VI identifies problems related to the EIS process. Chapter VII suggests resources for additional information, and the final chapter discusses the geographer's role in the EIS process. The document concludes with a bibliography and a listing of EIS-related legal cases. (DB)

The position taken by Stephen White, of the Alfred P. Sloan Foundation (New York, New York), in the title article of this collection, states that the programs of many liberal arts colleges are moving toward incorporating applied mathematics and technological literacy into the curriculum. White also states that colleges should be adjusting their curriculum according to the demands of an increasingly computerized era. He suggests that a program to support this development be studied at the Alfred P. Sloan Foundation. Responses to this position were solicited from the following educators and deans: (1) Elting E. Morison, Massachusetts Institute of Technology; (2) Gaines Post, Jr., University of Texas, Austin; (3) James L. Adams, Stanford University; (4) George A. Drake, Grinnell College; (5) Dick Netzer, New York University; (6) Jacques Barzun, Columbia University; (7) Peter Caws, City University of New York; (8) Donald L. Kreider, Dartmouth College; (9) Frederick Rudolph, Williams College; and (10) Richard Warch, Lawrence University. The responses deal with analytical thinking, the role of colleges and social change, the appropriateness of the title of the essay, and computers and mathematics in liberal arts programs. In a brief afterword, White reviews and discusses several points made in the responses, noting that four contributed positive suggestions and that many criticisms were baffling or irrelevant. (FG)

These five papers represent original research on various issues important to the field of adult education that draws on Syracuse University's collection of adult education materials. "Back to the Future with C. Wright Mills and the Center for the Study of Liberal Education for Adults" (Ollie Owen) provides background on Mills, the Center, and the situation in which they interacted. "Adult Education and Feminist Theory: Radical Thinking in Adult Education" (Jane Hugo) traces Hugo's personal history of involvement in feminist thought, outlines feminist theory, and explores the problems of implementing that theory in adult education work and in the graduate study of the field. "On the Idea of an Emancipatory Pedagogy" (Brent Snow) examines feminist theory, the approaches of Freireans, and the approaches of human potential activists. "Eva vom Baur Hansl: Brain-Ideas vs. Life-Ideas" (Bernita Bowen) discusses the extensive materials in the Hansl collection that provide primary source material for anyone interested in tracing the dilemma of women in the shifting roles, ideologies, and attitudes of the 20th century. "The Just Demands of the Other: An Introduction to Samuel Joseph May" (Irene Baros-Johnson) presents the life of the 19th-century Unitarian minister who was seminally active in civil rights, women's rights, and peace. (YLB)

Theoretical concepts of spatial organization appropriate to bringing about humanizing social change are identified. This resource paper is part of a series designed to supplement existing texts and to fill a gap between research and accessible materials in geography. Part 1, societies and cities, introduces three basic forms of society: egalitarian, with an economy characterized by reciprocity; rank societies, characterized by redistribution; and stratefied societies, characterized by market exchange. Two basic points are that the form of a mode of economic integration may vary substantially and that the balance of influence between reciprocity, redistribution, and market exchange prevails. The reliance of urbanism on the production and appropriation of a social surplus product is the topic which concludes Part 1 in an analysis of urban space economy. Part 2, concerned with the contemporary city as a system within which the surplus is generated and appropriated, examines how the general concepts formulated in Part 1 can be used to dissect the workings of the contemporary American city. Part 2 also looks at the place of residence in relation to the location of job opportunities within a transportation network, to the location of services and facilities, and to territorial distribution of wealth, as well as at the use and exchange value of the place of residence. A concluding summary is followed by notes and bibliography. (KSM)

Long term trends in non-Maori family formation, growth, and dissolution in New Zealand were investigated with data mainly derived from the statistical reports of government departments. Sources included census reports; vital, justice, medical, and migration statistics; life tables; and official yearbooks. To augment official statistical data, an interview survey was carried out in 1967. This survey was designed to collect information on the family formation patterns of various social subgroupings. Occupational status and fertility level were chosen as bases for differentiating subgroupings. After an introductory chapter describing the study, its setting, and the data and methods used, chapter 2 describes and analyzes trends in marriage patterns. Chapters 3 through 5 focus on aspects of family size, including a description of differential trends within population subgroupings and a comparison of differentials in the United States, Great Britain, and Australia. Chapter 6 provides information about birth timing, birth spacing, and household units. Divorce and mortality trends are described in chapter 7. The concluding chapter describes changes in family structure and discusses social and demographic influences on family formation patterns. Appended are survey questions, coding guidelines, and technical notes on statistical calculations. (RH)

To identify the distribution of benefits that accrue from introducing communications technology in developing societies, two case studies were undertaken. The first case looks at telecommunications development in Algeria where telecommunications systems are being rapidly introduced to speed up industrialization and where a satellite system is in use to promote regional development. The second case study is of educational television in El Salvador. In both cases, it was found that the government was the primary beneficiary. The introduction of new technology led to a greater concentration of power, increased centralization, and a growing technocratic elite, but in neither case did the technology have a salutary effect on the problems of undereducation, underproduction, or national strife. (EMH)

A selection of extracts of studies compiled to document the UNESCO report, "Learning to Be," illustrates different aspects of the problems of education throughout the world. The studies for the report are intended to assist governments in formulating national strategies for educational development. They are written by people well known in their own fields and representing different parts of the world and different political and cultural viewpoints. The 106 extracts are grouped under the headings of Part 1: Putting Education to the Test, and Part 2: The Time of Innovation. Part 1 is subdivided into eight topics, including the changing world, education and the development of societies, relations between education and the economy, crises and debates, the complete man, lifelong education, the learning society, and international cooperation. Part 2 contains extracts on the topics of the necessity of innovation, strategy approaches, indicative reforms, the future of the teaching profession, the importance of preschool education, adult education, and the contribution of modern technology. Appended are a list of the documents prepared for the report and a list of the authors, with biographical notes. (KSM)

The work of the adult educators, Moses Coady in Novia Scotia (1920s and 1930s) and Paulo Freire in Brazil (1950s and 1960s) can be examined comparatively. Both men viewed adult education as a tool for social change. Both responded to endemic poverty, dysfunctional outside control, and lack of cooperative initiative from within. They would agree that the chronically poor see themselves as having the problem and do not attempt to find in themselves the solution. Both concluded that only the poor could effect meaningful change for themselves. The two men saw education as a process to examine what has gone wrong and what needs to be done. In the Coadian and Freierian philosophies, the learner's position is central, but not separate from the general community. The first goal in bringing about social change is to develop critical awareness on the part of the poor. Literacy education forms the contextual focus of Freire's efforts to promote the poor's active awareness; Coady's participants learn skills of economic cooperation to achieve active social awareness. Leadership for Freire and Coady is more a matter of being a change agent than a teacher. The differences between the two seem to be ones of degree, not of kind. (CSS)