an IFLA/FID/ICA joint workshop on the above topic was held in Vienna. Support was given by the Bundesministerium fur Wissenschaft und Forschung and the Kammer fur Arbeiter und Angestellte fur Wien.The draft programme and budget for 1984-85 included planning and harmonization of activities in the field of education and training for information personnel. Promoting the education and training of skilled organizers has also been given priority in Unesco's Second Medium-Term Plan 1984-89. Main emphasis is placed on identifying common ground in the preparation of workers in different branches of the information field as well as on the subject of guidelines for curriculum development in information studies. IFLA pre-session seminars had been organized in Frankfurt (1981), Manila (1980) and Montreal ( 1982). The topics for the Vienna Seminar were divided into two groups: major subject areas or themes (management, technology and communication) and listing issues or problems in education and training (professional/non-professional education or training, same school or different schools, developed or developing countries, regional or national teaching materials, equipment, continual or formal education, on the job training, teacher training, legislative questions, financial restraints, role of professional qualifications and research). A further aspect was restoration and preservation. Separate papers were prepared by specialists from various professional streams and from the developing countries.The participants at the workshop believed that FID/ICA/IFLA should join forces in working towards an integrated approach to education and training and make a united effort in making their communities aware of the important role of information resources. It was decided that management for the information professions was concerned with the following topics, identified on the basis of their treatment in current management textbooks. The topics should also be adapted to the local cultural, political and institutional setting of a given country or region, its educational system, the requirements of the parent institution and need for programmes at different levels.
Welke bijdrage is er door buitenlanders in de laatste honderd jaar geleverd aan de historiografie over de Nederlandse economische ontwikkeling in de negentiende eeuw? Alvorens deze vraag te beantwoorden is het zinvol de begrippen 'buitenlandse bijdrage' en 'economische ontwikkeling' nader aan te duiden. Wat het eerste punt betreft merken wij op dat bijdragen van buitenlanders op een directe en op een indirecte wijze het geschiedbeeld kunnen beïnvloeden. Direct, indien publikaties van buitenlanders aspecten van het hierboven omschreven onderwerp behandelen; indirect, als buitenlandse bijdragen-die op zich niets met het onderwerp van doen hoeven te hebben-theorieën ontvouwen, methoden ontwikkelen of begrippen introduceren die een duidelijk aanwijsbaar effect hebben gehad op 'Nederlands' onderzoek. Wat het tweede punt betreft, de economische ontwikkeling, valt ons op dat aan dit begrip in de literatuur zeer uiteenlopende betekenissen worden gegeven. Wij zullen het begrip economische ontwikkeling in zeer ruime en neutrale zin interpreteren en daaronder verstaan de veranderingen die zich voordeden a) binnen de verschillende sectoren van voortbrenging en b) in de onderlinge verhouding tussen de sectoren 1. 1. Vergelijk E.J. Fischer, 'De geschiedschrijving over de Nederlandse industrialisatie', in: W.W. Mijnhardt, ed., Kantelend geschiedbeeld. De Nederlandse historiografie na 1945 (Utrecht-Antwerpen, 1983). Als indicatoren zouden kunnen worden gebruikt de bijdrage die de diverse sectoren leverden aan het Nationaal Inkomen of het aantal beroepsbeoefenaren dat in de verschillende sectoren werkzaam was.
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