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The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These "Proceedings" contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]

A system was developed for automatic generation of problems and solutions for examinations in a university distance course in discrete mathematics and tested in a pilot experiment involving 200 students. Considering the success of such systems in the past, particularly including automatic assessment, it should not take long before such systems are widely used in higher mathematics education. The goal of this paper is to encourage such development by sharing some of the experience that was gained along the way in the implementation and application of such system. [For the full proceedings, see ED562127.]

This proceedings of the IATUL 1999 conference of the contains the following papers: "From Industry to Higher Education and Libraries: Building the Fast Response Library" (A. S. Apostolou & C. H. Skiadas); "Managing the Learning Agenda in a Converged Service Environment" (Richard Biddiscombe); "Management of Electronic Information" (Michael Breaks); "Challenging Technolust: The Educational Responsibility of Librarians" (Alan Bundy); "Sharing Metadata: Enabling Online Information Provision" (Jenny Darzentas); "Breaking through with Thin-Client Technologies: A Cost Effective Approach for Academic Libraries" (Sohair W. Elbaz & Christofer Stewart); "The Future of the Academic Library and the Academic Librarian--A Delphi Study" (Blazej Feret & Marzena Marcinek); "Information Literacy Courses in Engineering and Science--The Design and Implementation of the DEDICATE Courses" (Nancy Fjallbrant & Philippa Levy); "New Reference: Diversifying Service Delivery" (Imogen Garner); "A Key to the New Library" (Egbert Gerryts & Heila Pienaar); "The Innovation in Everyday Life of Libraries" (Anthi Katsirikou); "The Library of the University of South Africa's Marketing: Voyage of Discovery through Conventional Marketing Channels and the Internet" (Kathy Kunneke); "Beyond Re-Engineering: Developing Sustainable Success" (Annette McNicol); "Library Digitisation Project Management" (Michael Middleton); "Adaptable Network Cooperate Catalog for Complex Information Objects. From Single Library to a Consortium: Sharing the Management and Distribution of Information Resources" (Azriel Morag); "Is the Customer Always Right? End-User Services in a Networked Age" (Terry Morrow); "Information Literacy Courses at Graduate and Postgraduate Level: Some Experiments and Some Experience" (Paul Nieuwenhuysen); "Improving Opportunities for Research" (Irma Pasanen-Tuomainen); "Ahead of the Game: Developing Academic Library Staff for the 21st Century" (Alasdair Paterson); "User Studies, Library Response: Providing Improved Instructional Services" (Lynne M. Rudasill); "The Changing Role of the Library: Missions and Ethics" (David Russon); "Leading Life-Long Learning: The Library's Role" (Janine Schmidt & Gulcin Cribb); "The Role of Libraries in a Changing Academic Environment" (C. H. Skiadas); "Facing Future Users--The Challenge of Transforming a Traditional Online Database into a Web Service" (Eva Tolonen); "Greek Engineers and Libraries in the Coming Years: A (Human) Communication Model" (Katerina Toraki); "User-Focused Strategic Services for Technological University Libraries" (Charles T. Townley); "The Future of Academic Libraries and Changing User Needs: General Concepts and Concrete Developments" (Maarten Van Bentum & Johanneke Braaksma); "Educational Needs of Finnish Polytechnic Librarians" (Marjariitta Viiri); "Innovation and Change in Professional Practice: Meaning To Change and Changing the Meaning" (Vicki Williamson); "Marketing Strategies: Lessons for Libraries from Commercial Brand Management" (Ann J. Wolpert); "Opening Address" (Nancy Fjallbrant); "Re-Engineering Academic Library & Information Services: The Case of the Technical Knowledge Centre & Library of Denmark" (Lars Bjoernshauge); "Intelligent Access to Document Archives" (Luciana Bordoni); "Information Technology Infrastructures and Services for Creating a Library's Unified Information System" (Attilio Collagrossi); "The Changing Trends in National Data Purchasing" (Mike Johnson); "IEEE and Libraries: Joining Forces To Serve a Growing Community" (Barbara Lange); "User Education in Higher Education: Helping Academics Join the Learning Environment" (Gwyneth Price); and "International Library, Information and Analytical Center (ILIAC) as a New Form and Prospect for International Cooperation for Libraries and Universities" (Yakov Shraiberg). (MES)

This document consists of the 24 papers delivered at a conference that had five workshops examining various dimensions of the social and occupational transition of young people. The papers are arranged by workshop/session. A summary report precedes the other papers presented during a session. The papers in the session on perspectives on systems, institutions, and change are as follows: "Summary Report" (Karl Ulrich Mayer); "Understanding Change in Youth Labour Markets" (David Ashton); "Different Systems of Vocational Training and Transition from School to Career" (Hans-Peter Blossfeld); "Tracks and Pathways" (David Raffe); "On the Interest of Longitudinal Approaches in the Analysis of Vocational Transitions" (Jose Rose); and "Education and Training in Transition" (Karen Schober). Session 2 on labor market itineraries of secondary school leavers contains the following: "Summary Report" (Jose Rose); "Entry into Employment of Young People Who Have Successfully Completed Their Secondary Technical and Vocational Education in French-Speaking Brabant and Charleroi" (Simon Cabitsis, Adinda Vanheerswynghels); "Explaining the Differences in the Occupational Insertion of Educationally Lesser Qualified Young People" (Didier Demaziere, Brigitte Monfroy); "Transition to the Labour Market of Vocational and Technical Secondary School Leavers" (Jan Denys); "Complex Training Routes and the Results of Insertion among Young People" (Jordi Planas); "Time Spent in Education and Lack of Job Security" (Simon Cabitsis, Nouria Ouali, Andrea Rea); and "Analysis of the Use of Government Integration Measures Made by Young People Leaving Secondary Education" (Thomas Couppie, Patrick Werquin). The session on transitions in youth--social and household dimensions--includes these papers: "Summary Report" (Alessandro Cavalli); "Transition Behaviour and Career Outcomes in England and Germany" (Walter R. Heinz); "French Women Entering the Labour Process and Setting Up Households in the 1980's" (Annick Kieffer, Catherine Marry); "From Youth to Adulthood Project" (Matti Vesa Volanen); and "Main Features of the Structure of the Working Population" (Luis M. Larringa, Ascen M. F. de Landa). Session 4 on the process and consequences of education differentiation contains the following: "Summary Report" (Walter Mueller); "Transition from Education to the Labour Market for Young People in Sweden" (Karin Arvemo-Notstrand, Ingegerd Berggren); "Secondary Technical Education Qualifications" (Marcelo Ossandon, Pol Dupont); "Transition from School to Work" (Wim Groot, Hans Rutjes); "Returns to Education" (Richard Breen, Damian F. Hannan); and "Competition on the Labour Market" (Rolf van der Velden, Lex Borghans). Session 5 on labor market itineraries of higher education graduates consists of the following: "Summary Report" (Francois Pottier); "'How Does a Changing Labour Market Affect the Transition from Higher Education to Work?'" (Clara Aase Arnesen, Jane Baekken, Terje Naess); "Training and Employment in Hospitals" (Mateo Alaluf, Adinda Vanheerswynghels); "Family Social Status and Paths of Youths in the Systems of Education and on the Labour Market" (Lea Battistoni); and"Training and Occupational Routes of New University Graduates in Catalonia" (Josep M. Masjuan, Helena Troiano, Jesus Vivas, Miguel Zaldivar). (YLB)

This collection of 27 brief essays focuses on universal aspects of childhood and early childhood education, education for peace, model early childhood programs, and the development of children's thinking and creativity skills. The essays are: (1) "The Universal and the National in Preschool Education (Goutard); (2) "Preschool Childhood: Cultural and Historical Aspects" (Kudreyavtsev); (3) "The Role of National Literature in Children's Artistic-Verbal Development" (Chemortan); (4) "From Teacher Training to Teaching Children: Television as an Aid to Contextualization" (Irisarri); (5) "Empathic Sensitivity in Preschool Children" (Sochaczewska); (6) "Verbal Communication of Deaf Children: The Foundation of a Normal Life" (Leongard); (7) "The Subculture of Preschool Children and Make-Believe Play" (Mikhailenko); (8) "The Role of Adults in Children's Play" (Misurcova); (9) "The Individual, Ethnic, and Universal in the Psychological Content of Traditional (Folk) Games and Toys" (Novosyolova); (10) "Tradition and the Child: How Polish Village Children Used to Play" (Kielar-Turska); (11) "Theoretical Underpinnings of the National Kindergarten in the Ukraine" (Artyomova); (12) "A Multi-Disciplinary Approach to a Kindergarten of the Future: The Experience of the Finnish-Russian 'Kalinka'" (Protassova); (13) "Bringing Up Preschool Children in the Spirit of Peace" (Dunin-Wasowicz); (14) "Education for Peace and International Understanding in Early Childhood" (Sund); (15) "Educating Young Children for Peace and World Citizenship" (Tsuchiyama); (16) "Principles Underpinning Preschool Education Programmes" (Poddyakov); (17) "Psychological Principles of the New Model of Public Preschool Education" (Kravtsov); (18) "Which [Preschool] Programme?" (Branska); (19) "Programmes for Kindergartens" (Martin); (20) "'Landmarks'--A Programme for Preschool Education" (Grazhene); (21) "The Importance of Professional Self-Appraisal in Developing the Skills of Kindergarten Teachers" (Pan'ko); (22) "Construction as a Means of Developing Thinking and Creative Imagination in Preschool Children" (Paramonova); (23) "Psycho-Pedagogical Approaches in Studying and Stimulating the Child's Creative Activity" (Roussinova-Bahoudaila); (24) "The Development of Creativity in Infant School" (Castillo); (25) "To Be Six Years Old in Sweden in the 1990s" (Pramling); (26)"Development of Cognitive Faculties: One of the Main Objects of Preschool Education" (Venger); and (27) "Interactive Curriculum--Interactive Pedagogy" (Pesic). Also contains summaries of eight other papers. (MDM)

This report focuses on social protections of teachers in Europe, synthesizes responses to a questionnaire by 18 European members of the World Confederation of Organizations of the Teaching Profession (WCOTP), and provides an overview of a variety of situations in European countries. The report includes a list of organizations/countries which replied to the questionnaire and information provided by each country. Eight topics are examined as follows: (1) health insurance contributions, reimbursement, sick leave, and legislation; (2) maternity insurance, leave, adoption, paternity, and work conditions; (3) family allowances and what assistance is for; (4) handicapped in the profession; (5) pensions; (6) unemployment protection; (7) death rights and benefits to beneficiaries; and (8) the position of trade union policy in relation to existing social systems, and persons in charge of social protection. Also included are: a draft recommendation on the social protection of teachers; reports on "The Social Protection Role and Economy" in Denmark, France, and Hungary; "Social Protection from a State Perspective" (Norway); "The Right of Teachers" (Poland); and reports on "The Social Protection of Teachers" in Russia, Sweden, and Turkey. (LL)

Selected papers from the 1980 World Congress of Rehabilitation International Meeting on the participation of disabled people are presented. The papers address the rights of the disabled, the organization and functions of consumer groups, the impact of consumer involvement on rehabilitation and related services, social implications of the consumer participation movement, and the coming together of the disabled throughout the world. Titles and authors include the following: "Self-Determination of Handicapped People" (M. Fritsch); "The Right to All Types of Information" (K. Karlsson); "The Right to Work: A Political Issue" (B. Lindqvist); "Consumer Groups: Their Organization and Function" (A. Simpson); "Organizing an Action Group" (J. Simkins); "Trade Union Participation" (L. Maguire); "Handicap Councils: A Swedish Experiment" (L. Gardestrom); "Participation of Handicapped People in the Planning, Implementation and Management of Rehabilitation Services" (P. Blommestijn); "Policy Issues in Independent Living Rehabilitation" (D. Galvin); "Higher Education Opportunities" (K. Konkkola); "The Disabled Consumer Movement: Policy Implications for Rehabilitation Service Provision" (J. Derksen); "Towards Full Political Participation" (B. Carlsson); and "Disability Rights Issues: The Role of Advocacy in Government (E. Fiorito). (SW)

The 21 papers in this collection were presented at the meetings of two sections and three round tables of the Division of Education and Research: (1) "Library and Information Services in Culturally Diverse Communities" (Cheryl Metoyer-Duran); (2) "Library Education in a Pluralistic Society" (Shmuel Sever); (3) "Each One an Individual: International Students in United States Library and Information Science Programs" (Julie Tallman); (4) "Instructing the User or Improving the System: Research and User Feedback for Interactive Library Catalogues" (Micheline Hancock-Beaulieu); (5) "La investigacion bibliotecologia en Mexico: por que, y para que" (Librarianship Research in Mexico: The Why and the What For) (Estela Morales); (6) "Scholars Seek Information: Information Seeking Behaviour and Information Needs of Humanities Scholars" (Harriet Lonnqvist); (7) "Bringing Rural Librarianship to Canada in the 1930s" (Maxine K. Rochester); (8) "Literacy and Reading in Iceland" (Darlene E. Weingand): (9) "Development in Reading in Yugoslavia" (Durda Mesic); (10) "The Possibility of Comparative Study on Children's and Young People's Reading Habits" (Jadwiga Hildengarda Kolodziejska); (11) "The Serial 'Librarianship and Bibliography Abroad' within the Professional Library Press System in the USSR" (Olga A. Diakonova and Olga V. Timokhina); (12) "The Study Circle Library in a Historical Perspective" (Lars Arvidson); (13) "In Search of the Informed Citizen: Study Circles as Bridges between Libraries and Learning" (Kenneth Abrahamsson); (14) "Need and Priority Areas for Continuing Education for Sub and Professional Information, Library and Archives Personnel in Tanzania" (Julita Nawe); (15) "The Continuum of Library Education: Maintaining Competence through the Professional Worklife" (Darlene E. Weingand); (16) "Continuing Education: An Australian Perspective" (Fay Nicholson and Angela Bridgland); (17) "Distance Education in Library and Information Science Education" (Fred W. Roper); (18) "Open and Distance Learning in Continuing Education" (Borje Holmberg); (19) "CPE (Continuing Professional Education) on the Management of Change in Academic and Research Libraries" (Riitta Makinen); (20) "U.S. Government Support for Continuing Professional Education for Librarians" (Anne J. Mathews and Thomas C. Phelps); and (21) "Adult Learning in Study Circles" (Henry Blid). (MAB)

These papers address the central objective of the conference: to create a better understanding of the societal determinants and educational response to increased demands from adults for greater access to education. The following papers in Part 1 outline some international trends relating to adults in higher education: "The New Policy Arena of Adult and Higher Education: Background to the Conference" (Maria Slowey); "The Context of Adult Participation in Higher Education: An Overview of the CERI/OECD--Centre for Educational Research and Innovation/Organisation for Economic Cooperation and Development--Project" (Hans Schutze); "The Changing Role of Higher Education in the United States" (Patricia Cross); and "Adults into Higher Education: Trends and Issues in the United Kingdom" (Chris Duke). Part 2 focuses on the organizational and structural change in the educational context by the "de-framing" of walls between formal and nonformal learning. The presentations include "An Industrialist's Perspective on Learning in a Changing Economy" (Oyvind Skard); "The Open University of the Netherlands" (G. van Enckevort, G. J. Leibbrandt); "Open Learning Networks--A Case Example" (Glen Farrell); and "The Assessment of Prior Experiential Learning and Higher Education--Some Anglo-American Comparisons" (Norman Evans). Part 3 discusses the tension between planning initiatives and market forces in the increasing demand of adults in higher education. Papers are "Continuing Education--An Analysis of Market Forces and Latent Functions" (Martin Trow); "The Educational Planning Paradox: Organizational Structures vs. Genuine Learning Settings" (Urban Dahllof); and "Adult Demand and Educational Policies. Concluding Comments" (Kjell Rubenson). (YLB)

Bilingual education programs and policies in three countries with sizable minorities, Sweden, Australia, and the Federal Republic of Germany, are examined in order to gauge both the extent to which children with limited proficiency in the dominant language are in integrated classrooms and the degree of their social integration. First, the acceptance of foreign nationals into the Swedish labor force and communities and the elaboration of social policies toward those persons are outlined. The assumptions underlying bilingual education in Sweden are discussed along with four alternative forms of classroom organization that are being tried and the level of social integration of immigrant groups. Second, bicultural education in Australia is considered in terms of Aborigine education; education about the Aborigines; the induction of immigrants; ESL instruction; supplementary bilingual education programs; social studies and foreign language education; the response of education departments to the need for teacher training; and the debate over multiculturalism versus social integration. Third, the following dimensions to bilingual education in the Federal Republic of Germany are reviewed: policies toward guestworkers, political refugees, and European Economic Community nationals; the change from segregationist to integrationist approaches to the education of guestworkers' children; difficulties in integrating foreign students academically and socially; the problems of inner city enclaves of immigrants; and the question of repatriation. (RDN)

In September 1984, the Chinese government asked the Economic Development Institute of the World Bank to assist the officials of the Chinese Ministry of Education in thinking through some policy options for examinations and standardized testing. This document summarizes the descriptions of testing programs and advice provided to these Chinese officials at a meeting held in April 1985. In addition to an introduction by S. P. Heyneman and I. Fagerlind, the following papers are provided: (1) "Admission to Higher Education in Japan" (T. Hidano); (2) "Examinations for University Selection in England" (J. L. Reddaway); (3) "Admission to Higher Education in the United States: The Role of the Educational Testing Service" (R. J. Solomon); (4) "Public Examinations in Australia" (J. P. Keeves); (5) "Education in Sweden: Assessment of Student Achievement and Selection for Higher Education" (S. Marklund); (6) "A Brief Introduction to the System of Higher School Enrollment Examinations in China" (L. Zhen); (7) "Designing the English Language Proficiency Test in China" (G. Shichun); (8) "Assessing the Quality of Education over Time: The Role of the National Assessment of Educational Progress (NAEP)" (A. E. LaPointe); (9) "Cross-National Comparisons in Educational Achievement: The Role of the International Association for the Evaluation of Educational Achievement (IEA)" (J. P. Keeves); (10) "Examinations as an Instrument To Improve Pedagogy" (A. Somerset); and (11) "Improving University Selection, Educational Research, and Educational Management in Developing Countries: The Role of Examinations and Standardized Testing" (S. P. Heyneman). Collectively, the papers contain 31 tables and 13 figures. (SLD)

The two volumes of these working papers include articles by linguists from Scandinavia and other parts of the world. Under the heading, "The Use of IT in Grammatical Analysis/Parsing" are five articles: "Creating Inflecting Electronic Thesauri"; "Tagging Speech Data--Constraint Grammar Analysis of Spoken Portuguese"; "A Constraint-Based Tagger for Norwegian"; "Swedish Constraint Grammar"; and "Two Two-Level Models of Norwegian." Under the heading "Functional/Cognitive Linguistics" are 12 articles: "The Subject is Nominative! On Obsolete Axioms and Their Deep Rootedness"; "Negation: A Cognitive Hurdle in Interpreting"; "Inflection Classes, Norwegian Verbs, and Cognitive Grammar"; "Conditionals in Institutional Settings"; "Different Competencies? A Comparison of the Productive and Receptive Languages of a Danish Agrammatic Patient"; "Some Reflections on Syntactic Structure and the Acquisition Process"; "Placement and Scope of Mainland Scandinavian Modal Adverbs"; "On Grammaticalization of Body-Part Nouns: 'Hand' in Finnish and Estonian"; "Some Pragmatic Properties of French Cleft Constructions"; "The Construal of the Scene: Selected Existential Constructions"; and one article each in German and Danish. Under the heading "Language in Interaction" are eight articles: "Overlap Management and Interactional Competence"; "Stereotypes in Action"; "Danish in Greenland -- a new Dialect? Preliminary Results From a Pilot Project"; "Meanings of the Word 'Work' in a Danish Unemployment Office"; "Codeswitching between Persian and Swedish"; and three articles in Danish. Under the heading "Endangered languages" are four articles: "How Fast Will a Language Die When It Is Officially No Longer Spoken?"; "Komi, an Endangered Language?"; "Phonetic Salience and Language Change: Verb Paradigms in Inari Sami"; and "Linguistic and Political Aspects of Alphabet-Making for a Threatened Language." All articles include a brief abstract in English. References appear throughout the articles. (KFT)

These 15 papers address the creation of second-chance routes for adults; patterns of study finance; experiences and life-studies of adult learners; and an evaluation of the reform of higher education in Sweden. Presentations include "To Put New Wine into Old Bottles: The Swedish Reform of Higher Education as a Modernized Form of University-Extension Movement" (Kenneth Abrahamsson); "The Identity of Municipal Adult Education" (Robert Hoeghielm); "The Assessment of Knowledge and Skills of Adults in Swedish Higher Education" (Ingemar Wedman, Lennart Linell); "Financial Study Assistance for Adults--Is That a Key Issue?" (Olof Lundquist); "Financial Aid and Higher Education" (Allan Svensson); "Some Figures and Comments on Study Assistance in Sweden" (Gabriella Hansson); "Swedish Educational Reforms--Women's Life Stories--What Can They Tell about a Rational Reform Era?" (Inga Elgqvist-Saltzman); "Who Cares about Adult Students in Swedish Higher Education?" (Mona Bessman); "Risk and Renewal in Academia--On the Challenge of Blue- and White-Collar Workers in Higher Education" (Mona Bessman, Jan Holmer); "Recurrent Education and the Occupational Career" (Albert Tuijnman); "Recurrent Education in Sweden--Obsolete Policy Concept or Guideline for the Future?" (Kenneth Abrahamsson, Mats Myrberg, Kjell Rubenson); "Evaluating the Reform of Higher Education in a Regional Context--The View from a Rector's Desk" (Ola Roman); "Corporate Classrooms or Free Academies?--A Look at Future Adult Higher Education in Sweden" (Kenneth Abrahamsson); "Adult and Higher Education in Transition--Some Reflections on Policies, Problems, and Practices" (Kenneth Abrahamsson); and "Some Statistics on Adult Studies and Recurrent Education Patterns in Swedish Post-Compulsory Education" (Kenneth Abrahamsson). (YLB)

Alternative methods of redistribution policy in mixed economies are compared in this paper. The paper deals with the objectives, methods, and problems in redistribution policy. The chief objective is to highlight principles and general problems, drawing heavily on the experiences of Sweden. This country is chosen as a case study since attempts to pursue an income redistribution policy have been made in this country since the early 1930's. Foci of the paper include strategic variables in distribution policy, distribution between the public and private sectors, distribution within the private sector, and the efficiency of distribution policy. Two discussants' comments are attached to the report. One takes a positive view of what can be accomplished by traditional measures to achieve greater equality and equality of opportunity. A comparison of Sweden and Great Britain in terms of distribution of consumption and wealth, the tax system, and the extent to which the provision of free services or goods such as health, school meals, or education achieves greater equality by removing those items from the area within which income differences find experession in spending, are addressed. The second paper remarks on Lindbeck's step by step procedures and how they call attention to the differences between income, consumption, and welfare. (Author/AM)

The first part of the paper presents theoretical arguments in favor of more student-centered approaches to the evaluation of progress in foreign language learning. It is argued that subective self-assessment procedures are not necessarily less reliable than objective tests and that the language student cannot assume full responsibility for the learning situation until self-assessment of progress in relation to personal goals has been taught. Problems in language testing are discussed. The second part reports on experiments which aimed at finding out to what degree adult learners are capable of making accurate judgments of their own proficiency in a foreign language. In most of the experiments, subjects were asked to assess their proficiency levels in relation to concrete performance objectives. Finally, the paper describes a formalized and objective method of measuring the four language skills. This is contrasted with evaluation techniques which make use of impressionistic self-assessment tools. It is argued that the learner should be given more responsibility for the evaluation of his/her own learning and that use of self-assessment techniques should be expanded. (Author)

Papers on children's services, which were presented at the 1983 International Federation of Library Associations (IFLA) conference, include: (1) "Education and Training of Children's Librarians: An Investigation" by Eva Glistrup (Denmark), which presents preliminary results from a 1982 survey of institutions in 30 countries (30% response rate) showing a general lack of adequate educational programs for children's librarianship; (2) "Annual Report of the Activities of the Section of Children's Libraries" by Genevieve Patte (France), which focuses on children's reading and library projects sponsored by IFLA in developing nations; (3) "Meet the Future with Video," in which A. M. Kylberg (Sweden) describes the widespread use of video recordings in Sweden and trial projects providing educational video programs for children and adults in public libraries; (4) "Informatique et Education avec le Langage LOGO (Information Technology and Education with the Computer Language LOGO)," in which Fatimata Sylla (Senegal) describes a pilot project conducted by the Senegalese Institute of Research in Mathematics and Applied Information Science to assess the psychological, pedagogical, sociological, and epistemological impact of LOGO and microcomputer usage on primary school children aged 8 to 11 years (paper in French); and (5) "Video and Youth Services in the Public Library," in which Emma Cohn (United States) discusses reasons for and methods of providing video services in public libraries and in educational systems, and describes specific examples from the United States and France. (ESR)

Papers on university and other research libraries, presented at the 1983 International Federation of Library Associations (IFLA) conference, include: (1) "The Impact of Technology on Users of Academic and Research Libraries," in which C. Lee Jones (United States) focuses on the impact of technical advances in computing and telecommunication technologies; (2) "The Introduction of Electronic Equipment in Libraries: Policies versus Attitudes in the Swedish Setting," in which Bjorn B. Tell (Sweden) describes staff attitudes, management practices, and Swedish government action related to the introduction of automation in cataloging, information retrieval, and other library activities (with an abstract of the paper in French); (3) "Impact of Automation on Funding Patterns in Academic Libraries: A Case Study," in which Peter Spyers-Duran (United States) describes funding and automation at California State University and asserts that the added expenditures of library automation will probably result in a reduction of positions; (4) "The Place of University Libraries in the Field of Information Supply," in which Klaus-Dieter Lehmann (West Germany) outlines possibilities for multi-faceted involvement by university libraries in computerized information and document supply services; and (5) "University Libraries and the Higher Studies: Suggestions for Improving Services," in which Abubaker M. El-Hush (Libya) reviews the development of university libraries in the Islamic and European traditions and the role and services of university libraries in Libya, with suggestions for improvement. (ESR)

Due to the educational reforms in Swedish schools following the Second World War, Latin became an elective course at the secondary level. Although it was agreed that a disproportionate amount of time was being spent on Latin, it was felt that a knowledge of Latin principles of word formation could still be useful. This paper describes a course devised to: (1) treat the parts of Latin and Greek which still function as everyday ingredients of Western languages in general vocabulary, scientific terminology, and proverbs and quotations; and (2) cultivate sensitivity for the functions of language and impart knowledge of the cultural-historical role of the classical languages. It is expected that students will learn to recognize significant Latin morphemes in English, French, German, Italian, and Swedish, and to analyze compounds into their constituent elements. The course curriculum includes a study of the history of the Latin alphabet, with transliteration of Greek and Cyrillic characters, and studies of language families, cognates, loan words and borrowings, word formation, and the historical role of Latin in the fields of geography, publishing, religion, and science. Textbooks for the course are discussed. (CLK)

Distance higher education for adults, media selection, and country profiles are considered in conference papers. Titles and authors are as follows: "Distance Education, Trends Worldwide" (Lord Perry of Walton); "Adults in Higher Education: Lowering the Barriers by Teaching and Learning at a Distance" (Hans G. Schutze); "Distance Education for Adults: Old and New Barriers for Participation" (Kjell Rubenson); "Distance Education for Adult Students: From Old to New Barriers for Participation?" (Ger van Enckevort); "Distance Education in OECD Member Countries"; "The Open University of the Netherlands"; "Background and Objectives" (Pierre Morin); "Basic Concepts" (Henk de Wolf); "The First Students" (G. van Enckevort); "The Open University of the United Kingdom" (Keith Harry); "The German Distance University: Its Main Features and Functions" (Jorn Bartels, Otto Peters); "The Instituto Portugues de Ensino a Distancia, Portugal" (Armando Rocha Trindade); "The Universidad Nacional de Educacion a Distancia, Spain" (Doina Popa-Lisseanu); "Distance Education in Yugoslavia" (Ana Kranjc); "Towards a Contextual Rationale in Distance Higher Education: The Small Scale Cases of Australia and Sweden" (Urban Dahllof); "Adult Learning and the Consequences for the Selection of Media: The Japanese Approach" (Yoshiya Abe); "Technology-Based Distance Education for Adults in the United States of America" (Marilyn Kressel); "Distance Education, a Critical View from Canada" (Ian Morrison); "The Impact on Higher Education of New Information and Telecommunication Technologies" (Pamela Christoffel); "Selection of Media at the Dutch Open University" (G. van Enckevort, Freek Gastkemper)"; "Development of Computer-Based Learning Materials" (Jef Moonen); and "Computer Communication: A New Tool for Distance Education" (Norman D. Kurland). (SW)

Papers on children's services presented at the 1984 IFLA general conference include: (1) "Children's Literature in Kenya: Staggering Problems, Limited Successes, and Some Signs of Hope" (Ellen Kitonga, Kenya), which identifies some basic problems with respect to children's literature in Africa and suggests possible courses of action; (2) "Public Libraries Are Fantastic: Promotion of Reading and Library Use in Cooperation with Authors, Unions, Schools, and Other Institutions" (Margareta Torngren, Sweden), which describes unconventional methods currently used in Sweden to reach new and inexperienced readers and suggests additional strategies; (3) "Promoting Children's Library Work and Reading Habits in Africa" (Gloria E. Dillsworth, Sierra Leone) which examines the library situation in many of the developing countries in Africa, identifies general problems, and discusses book exhibitions, seminars, and future plans; and (4) "Education and Training of Children's Librarians in Africa" (Virginia W. Dike, Nigeria) which surveys library services and types of personnel providing such services for children in Africa, and addresses the issue of education and training. (THC)

Papers on library network activities in Canada, the Third World, Japan, Malaysia, Brazil, and Sweden which were presented at the 1982 International Federation of Library Associations (IFLA) conference include: (1) "Canada: A Voluntary and Flexible Network," a review by Guy Sylvestre of the political, social, and economic structures affecting library network development; (2) "Regional and Sub-Regional Clearing Houses for Library Activities in the Third World," a discussion by S. P. C. N'Jie and J. A. Dosunmu of the benefits, functions, organization, and management of proposed clearinghouses for library activities in the developing countries; (3) "(The) Present Status and Problems of Library Service Networks in Japan," a description by Madoko Kon of Japanese public, school, academic, special and medical library network activities; (4) "A Preliminary Approach to Library Networking in Malaysia," a report by D. E. K. Wijasuriya and A. Leong on the communications infrastructure of Malaysia and its library network organization and services; (5) "Information in Brazil: Diagnosis" by Aristeu Goncalves de Melo, which discusses information as an instrument of development and describes information services in the Brazilian House of Representatives; and (6) "Library Associations on the Move: Some Ideas from the Swedish Library Association (SAB)" by Margareta Torngren, which proposes the formation of an IFLA Round Table for Library Associations. (ESR)

These seven papers from the section on children's libraries address such topics as library services for children, training of children's librarians, outreach programs for children, bibliographic instruction, and children's literature. Titles of the presentations are "Children's Libraries Information Services to Children, Adults and Institutions," by Alice Geradts, The Netherlands; "Children's Library Users--Are They Adults?" by Malin Koldenius, Sweden; "Information and Documentation on Children's and Youth Literature in the GDR," by Heinz Wegehaupt, East Germany; "Information Concepts and Skills for Schoolchildren: An International Study on Instructional Materials and Their Development," by Ann Irving, England; "Development of Children's Literature in Thailand," by M. L. Joy Nandhivajrin; "Information Services for Children, Adults, Institutions and Organizations in the Context of Library Work with Children in the German Democratic Republic," by Irmgard Dressler, East Germany; and "Education and Training of Children's Librarians," by Aase Bredsdorff, Denmark. (RBF)

Three papers on special book collections were presented at the 1986 IFLA general conference. They include: (1) "Far Eastern Collections in the United Kingdom" (B. C. Bloomfield, United Kingdom), which discusses the background of Eastern Studies in the United Kingdom (UK) and the coordination of library provision for Far Eastern materials, and provides a brief survey of the major Far Eastern library collections in the UK; (2) "Ostasiatiska Biblioteket--The Far Eastern Library of Sweden" (Lars E. Fredriksson, Sweden), which discusses the development of the Ostasiatiska Biblioteket collections, the first acquisitions of Far Eastern material and the development of Far Eastern Studies in Sweden, problems of institutions not devoted solely to Far Eastern material; problems of specialized libraries; and suggestions for the future, international library associations, and automation; and (3) "Far Eastern Collections in the Libraries of the Federal Republic of Germany" (Helga Dressler, West Germany), which describes current efforts to improve acquisition of and access to East Asian materials, including the compilation of a central catalog for East Asian materials and the improvement of book and periodical distribution at the national and international levels. (KM)

Papers included in this volume are: "The Muted Voice of Immigrant Workers;""The Situation of Foreign Workers in Sweden"; "Situation of Foreign Workers in the Federal Republic of Germany"; "Teaching German to Immigrant Children"; "Using Language Typology in Contrastive Studies"; "On Determining Developmental Stages in Natural Second Language Acquisition"; "Ordering Adult Learners According to Language Abilities"; "Some Remarks on Foreigner Talk"; "Some Minimal Requirements for the Teaching of Language to Foreign Workers"; "What Language Does the Immigrant Need?"; "What May Be the Use of Linguistics?"; "The Role of Phonetics in Language Teaching"; "Failure of a Language Transfer System Based on the Ideology and Models of Learning of the Country of Production"; "Teaching German to Turkish Migrants in West Berlin"; and "What Kind of Research Do We Need?" Other papers include "Semilingualism and the Education of Migrant Children as a Means of Reproducing the Caste of Assembly Line Workers"; "Verbal and Non-Verbal Communicative Behaviour of Turkish and Greek Workers"; "The Linguistic Development of Immigrant Children in Sweden"; "The Educational Problems of Finnish Immigrants in Sweden"; "What Foreign Workers Think About..."; and "What Kind of Research Do We Need? Some Remarks on Research Politics and Research Morals." (MSE)

The introduction, "Education and Local Development," provides a theme of rural education and development, with emphasis on widening the limits of programs and facilities to serve all age groups. International perspectives on rural education are infused into the 20 selected papers through the participation of several authorities from abroad. Four broad topics, with papers arranged from most general to specific are as follows: (1) "The Rural Situation in General" contains three papers that address quality, opportunity, and survival; (2) "The Community Situation" provides five papers dealing with community involvement, service centers, responsibilities, reorganisation and declining enrollments; (3) "The Financial Situation" offers four papers which provide a commonwealth perspective, a state perspective, and economic aspects or effectiveness; (4) "The In-School Situation" contains seven papers covering curriculum and staffing, pre-service teacher training, syllabus design, parental reaction, services and handicapped services. Conclusions provide suggestions for future efforts, emphasizing that they will need to be tractable and commensurate with specific needs of rural populations. Appendices provide the conference program and a description of the National Centre for Research on Rural Education. (AH)

The program for internationalizing undergraduate studies at Swedish universities and colleges is described, with attention to the background for program development, current methods to implement the program, and outcomes. In addition to using Sweden and Uppsala University as an example, suggestions for integrating internationalization in the undergraduate curriculum are offered for an international audience. In most fields, Swedish universities have a long tradition of international cooperation, and the country as a whole has played a significant role in establishing educational projects in developing countries. It is suggested that the goal of internationalization in higher education should be a goal to improve quality, to increase competitiveness, and to form a foundation for solidarity across political and cultural boundaries. The following components of the undergraduate internationalization program are discussed: funding, integrating international material throughout the curriculum, international studies and areas studies, study abroad and exchange programs, foreign language instruction and languages for specific purposes, using foreign students as resources, and faculty development. Also considered are the administrative organization of the international program and the role of administrators in promoting internationalization. (SW)

Presented in this symposium reader are nine papers, four of which deal with the theory and impact of the Rasch model on language testing and five of which discuss final examinations in secondary schools in both general and specific terms. The papers are: "Introduction to Rasch Measurement: Some Implications for Language Testing" (J. J. M. Theunissen); "Focusing in on a Latent Trait: An Attempt at Construct Validation by Means of the Rasch Model" (John H. A. L. de Jong); "Rasch and Reading" (Digna M. M. Samson); "Objective Based Tests for Reading Comprehension" (Willem M. M. van Roosmalen); "The Swedish System of Final Examinations in Modern Foreign Languages" (Torsten Lindblad); "Language Testing at About Age 16: Current Developments in England, Wales and Northern Ireland" (Robert H. Osborne); "Final Language Examinations in Secondary Education: The Dutch System" (Trude A. Maas); "Backwash Effect of Multiple Choice Language Tests: Myth or Reality?" (Hildo Wesdorp); and "Response Models for Examinations with Open-ended Questions" (Henk Kreeft, Piet Sanders). (MSE)

Three papers and a brief report on audiovisual services and the agencies providing them in three countries of western Europe include: (1) "National Service to Public Libraries in the Field of Audiovisual Media: The Situation in the Netherlands," by Ed Spruit, who discusses problems concerned with the inclusion of audiovisual media in public library collections and describes the role of the governing organization of Dutch public libraries in developing such collections; (2) "The International Association of Sound Archives (IASA)," by Rolf Schuursma, briefly describes the concerns of this group of nearly 300 institutional and individual members in western Europe and Australia; (3) "Central Service of Audiovisual Media in Sweden," by Jan Gumpert, describes the three types of audiovisual service provided, i.e., talking books, music, and various media of interest to libraries such as slides, smaller language courses, and music cassettes; and (4) "Audiovisual Aids in the Federal Republic of Germany," by Willi Wiemers, describes the types of audiovisual media supplied to libraries (including sound recordings, video, and slides and films), discusses difficulties caused by unauthorized copying of sound recordings, and describes centralized services available to public libraries. (LLS)

These proceedings contain the following 12 papers on comparative adult education: "Adult Education as Concept and Structure: An Agenda for Research" (Colin Titmus); "Report on the Context and State of Comparative Adult Education and on Four Publications" (Alexander N. Charters); "Comparative Adult Education Research: Methods and Materials" (Dilnawaz A. Siddiqui); "Adult Education and Social Change: A Comparison of Canada and Sweden" (Kjell Rubenson); "Comparative Study of Adult Education Institutions and Organizations between the United States and Japan by the Use of Characteristics Mirroring Analyses" (Alexander N. Charters and Seiichiro Miura); "Andragogy and China: Cross-Cultural Considerations" (Daniel D. Pratt); "Participatory Research: Are Adult Education Graduate Programs Ready for It?" (Beverly Benner Cassara); "A Comparative Analysis of Recent North American Research on Women and Minorities" (Jovita Martin Ross); "Agricultural Extension Worldwide: Socio-Political, Organizational and Programmatic Characteristics" (William M. Rivera); "A Comparative Study of Andragogy (Adult Education) as a Field of Academic Study in the World" (Claude Touchette); "The Adult Education Center in Germany as a Case of Social Change and Cross-Cultural Comparison" (Klaus Harney); and "Adult Education World-Wide--Revisited" (Jost Reischmann). (KC)

This paper presents a collaborative solution developed to enable people without prior Internet of Things (IoT) knowledge to ideate, conceptualise, role-play and prototype potential improvements to their work processes and environments. The solution, called the Karakuri IoT toolkit and method, was tested in two workshops with eight production leaders at a Swedish manufacturing company. Outcomes were analysed from the perspectives of materials interaction and instruments of inquiry. Results indicate the solution can help people conceive and prototype improvement ideas at early design stages. [ABSTRACT FROM AUTHOR]

The six articles in this journal deal with various aspects of early reading. The topics covered are: a preschool biliteracy project; early reading as language development; the techniques used in teaching children with normal hearing, hearing impaired children, and deaf children to read; preschool reading and speaking acquisition in two languages; and a working bibliography for research relating to early reading. (FL)

The fundamentally psychological orientation of educational research over the years is now changing. The educational phenomenon is part of the institutional setting and, therefore, organizational restrictions and influences are being studied. In addition, the organizational approach to educational research carries the implication of a more holistic view of educaton. Nine articles are included, the titles and authors of which follow: (1) "On Form and Function in Organizational Theory" (Abrahamsson, B.); (2) "The School in the Perspective of Organizational Theory: Some Implications for Planned Educational Change" (Ellstrom, P. E.); (3) "The Organization as a Didactical 'Frame Factor'" (Tjeldvoll, A.); (4) "Control Structure and Strategies for Change" (Berg, G.); (5) "Schools under Pressure: Considerations Concerning the Management of Change during Times of Large Scale Educational Renewal" (Knip, H., and van der Vegt, R.); (6) "How Schools Sustain Sex-Role Inequities: An Outline for a Program of Action Research" (Schmuck, P. A., and Schmuck, R. A.); (7) "Working Conditions and Participation in Education for Different Groups of Employees" (Forsberg, B.); (8) "The Development of Cooperative Efforts in the Care and Treatment of Addicts in Sodermanland County" (Stensmo, C.); and (9) "Organization Theory and the School: a Paradox" (Hoyle, E.). (SI)

As part of its mission, the International Association for the Evaluation of Educational Achievement (IEA) is committed to the development of the community of researchers who work in the area of assessment both nationally and internationally. The association also has a commitment to provide policymakers with the types of data and analyses that will further their understanding of student achievement and the antecedent factors that are implicated in student learning. As part of a larger strategy to achieve these broad goals, the IEA sponsors a research conference every two years as a means of providing opportunities for new researchers and more experienced scholars to meet, discuss, and present the findings of their work as it relates to the secondary analysis of IEA studies. The proceedings of the Second IEA International Research Conference, which was held in Washington DC, November 2006, and hosted by the Brookings Institution, are published in two volumes. Volume 2 brings together papers that focus on the Progress in International Reading Literacy Study (PIRLS), the Second Information on Technology in Education Study (SITES), and the Civic Education Study (CivEd). Contents include: (1) Foreword (Hans Wagemaker); (2) Civic knowledge of high-school students in Israel: Personal and contextual determinants (Orit Ichilov); (3) Factors that distinguish the most from the least effective schools in reading: A residual approach (Constantinos Papanastasiou); (4) Innovative pedagogical practices using technology: Diffusion patterns within schools (Alona Forkush-Baruch and Dorit Tubin); (5) Examining literacy, gender, and the home environment in PIRLS 2001 countries (Kathleen Trong and Ann Kennedy); (6) A comparison of fourth-graders' academic self-concept and attitudes toward reading, mathematics, and science in PIRLS and TIMSS countries (Ann Kennedy and Kathleen Trong); (7) Equating errors in international surveys in education (C. Monseur, H. Sibberns, and D. Hastedt); (8) Sociological perspectives on youth support for social movements (Oren Pizmony-Levy); (9) Online data collection in SITES 2006: Design and implementation (Ralph Carstens, Falk Brese, and Barbara N. Brecko); (10) Political attitudes and behaviors across adolescence and early adulthood: A comparison of IEA and European Social Survey findings (Marc Hooghe and Britt Wilkenfeld); (11) School climate for citizenship education: A comparison of England and the United States (Gary Homana and Carolyn Barber); (12) Home reading environments and children's reading performance: A comparative study of 25 countries (Hyunjoon Park); (13) Student government and voluntary organizations: A comparative study of Australia and the United States (Gary Homana and Jeff Greene); (14) Predicting the political involvement of European adolescents (Rainer H. Lehmann); (15) Reading achievements in urban and rural communities: A comparative analysis of equity in education (Aiste Elijio); (16) Secondary analysis of PIRLS 2001 Norwegian data (Victor H. P. van Daal, A. Charlotte Begnum, Ragnar Gees Solheim, and Herman J. Ader); (17) The effect of multilingual policies on performance and progression in reading literacy in South African primary schools (Sarah Howie, Elsie Venter, Surette van Staden, and Michelle van Gelder); (18) Equity of achievement: A matter of education structures? (Ariane Baye and Christian Monseur); (19) Characteristics of United States Grade 4 language minority students in an international context: Findings from PIRLS 2001 (Laurence T. Ogle, David C. Miller, and Lydia B. Malley); (20) Teachers' practices in relation to students' civic engagement in three countries (Carolyn Barber); (21) Relationships between parental factors and children's reading behaviors and attitudes: Results from the PIRLS 2005 field test in Taiwan (Chia-Hui Chiu and Hwa-Wei Ko); (22) Online data collection in SITES 2006: Paper survey versus web survey--do they provide comparable results? (Barbara Neza Brecko and Ralph Carstens); (23) Schools that exceed expectations: A cross-country comparison (Marjet Doupona Horvat and Alja Krevh); (24) Changes in reading variations and their relationship with socioeconomic status at school and individual levels in trend countries (Kajsa Yang-Hansen); (25) Analyzing trends in levels of reading literacy between 1970 and 2001 in Sweden (Monica Rosen); and (26) A cross-country comparison of direct and indirect effects of parents' level of education on students' reading achievement (Eva Myrberg and Monica Rosen). Individual papers figures, tables, footnotes and references. [For "The Second IEA International Research Conference: Proceedings of the IRC-2006 Volume 1", see ED510139.]

The information explosion and exponential development of information-accessing tools has had a disempowering effect on many people. A major challenge of the information-centered world is for students and teachers alike to learn how to assert responsibility and control over personal practice. Meeting this challenge may require personal reconceptualization of thinking, feeling, and acting with respect to the following aspects of teaching and learning: values and beliefs, intentions and purposes, and approaches and behavior. Selected long-term educational research projects in Australia, Denmark, and Sweden have yielded findings that have made it possible to develop a conceptualization of how teachers and students may operate to increase students' willingness and ability to take enhanced responsibility and control over their own learning. According to the conceptualization, teachers and students alike should take the following actions: acknowledge and accept their personal ignorance and the importance of active teaching and learning; seek and foster challenge in their own teaching and learning; and engage in a purposeful inquiry to generate enhanced metacognition. In addition, teachers should undertake collaborative action research, enact good teaching behavior, and set classroom teaching procedures that foster good learning behavior in students. Students should enact good learning behavior to overcome poor learning tendencies. (MN)

In forestry, as in other fields, technological advances have resulted in significant changes in work practices and skill requirements. Vocational training and improvement of forestry workers' skills through lifelong learning can help achieve sustainability in forestry. The objectives of lifelong learning are to integrate people into working life and participate in what goes on in society at large. In the field of forestry, lifelong learning can play a role in helping workers develop the skills and knowledge that are prerequisites for sustainable managed forests. Through lifelong learning, workers can also become educated about worker's rights. In addition to new skills and knowledge, workers responsible for implementing sustainable forestry must also be acquainted with and feel ownership of the total concept of sustainable forest management. Forestry workers must actively participate in the purchase and use of new technology, care of the forest, and environmental protection. They must be able to make new judgments and new types of decisions to ensure that their work is in line with the overall policy of sustainability. Educating and training apprentices to practice sustainable forestry is easier in countries where forestry work is considered skilled labor than in those countries where it is considered unskilled labor. (MN)

The article presents the author's reaction to the presentation of Alan Newell, which was delivered during the First International Society for Augmentative and Alternate Communication Symposium held in Stockholm, Sweden. The authors agree with Newell's concept and statement and expounds the implications of these concepts. Furthermore, they also talked about the speech market for people with disabilities.

The article presents the author's reaction to the presentation of Stephen von Tetzchner, which was delivered during the First International Society for Augmentative and Alternate Communication Symposium held in Stockholm, Sweden. The author focuses on a developmental perspective of the methodological approaches to augmentative and alternate communication and other technologies of communication.

The article presents the author's reaction to the presentation of Stephen von Tetzchner, which was delivered during the First International Society for Augmentative and Alternate Communication Symposium held in Stockholm, Sweden. The author amplifies some of the points from von Tetzchner and raises additional questions and concerns relative to augmentative and alternate communication research.

The article presents the author's reaction to the presentation of Iréne Johansson, which was delivered during the First International Society for Augmentative and Alternate Communication Symposium held in Stockholm, Sweden. In line with Johansson's views, the author expounds several views that she believes to be important. These include the fact that the population of individuals with cognitive disabilities is both similar and dissimilar to the nondisabled population, among others.

The article presents the author's reaction to the presentation of Iréne Johansson, which was delivered during the First International Society for Augmentative and Alternate Communication Symposium held in Stockholm, Sweden. The author agrees with Johansson's view on the function of impairments of mentally retarded persons and their communication. He believes that it is important to define the theoretical construct of cognitive impairment and its relations to other theoretical constructs.

The article presents the author's reaction to the presentation of Bob Remington, which was delivered during the First International Society for Augmentative and Alternate Communication Symposium held in Stockholm, Sweden on August 16 and 17, 1990. The author focused on the adaptability of single case designs to the characteristics of the children in need of augmentative and alternate communication.

The article presents the author's reaction to the presentation of Bob Remington, which was delivered during the First International Society for Augmentative and Alternate Communication Symposium held in Stockholm, Sweden on August 16 and 17, 1990. The author focused on the application of Single Subject Experimental Designs for doing research in communication interaction and discourse.