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Dates: 23–24 March 1994 Venue: Palais des Congrès, Porte Maillot, Paris The Fifth Microelectronics Salon (Hybrids, SMT, ASICs, Packaging) will take place on the above dates. This showcase for manufacturers, suppliers of products and equipment, and sub‐contractors to all sectors of these industries will be accompanied by a series of conferences.

The purpose of this paper is to explore effects of an intervention designed for teachers' learning. This study investigates the effectiveness of a three-session professional development (PD) program based on the lesson study methodology. Lesson study was chosen as an intervention, attempting to strengthen teachers' awareness of and readiness to teach for student diversity.

This study included 26 participants. The teachers took part in lesson study cycles during a period of four months. Effectiveness was measured using a pre-test/post-test within-subject design. The broad concept of inclusion and the characteristics of the research questions in this study demanded a mix of methods, a design in which qualitative and quantitative data are collected in parallel, analyzed separately and then merged.

Results show an increase of teachers' readiness from baseline to post measurement to adjust the learning environment for increased inclusivity. The largest increase (88%) was seen in the themes in teachers' responses regarding accommodations for a student with special needs. Regarding self-perceived ability, the average increase was 50%. Results show significant changes in teachers' adjustment awareness ability.

This study contributes to educational research, as the focus is PD for general teachers. PD opportunities with teaching strategies related to special needs (e.g. neurodevelopmental conditions, NDCs) are seldom offered to general education teachers. Support from teachers is a key strategy for accommodating students with special needs in mainstream classrooms. Furthermore, there is a lack of literature of interventions aiming to improve teachers' readiness and preparedness for students with NDCs in mainstream settings.

The purpose of this self‐reflective paper is to focus on practical efforts to combat inequality and foster intercultural dialogue in education. It introduces “knowledge alliances”, a type of social practice open for education technologies.

The paper is structured in a theoretical and an empirical part. The theoretical part ledge production is divided in two sections: the first one summarizes transdisciplinarity and Paulo Freire's dialogical pedagogy as two innovative approaches to knowledge sharing, production and appropriation. In the second section knowledge alliances are presented as innovative forms of lasting learning and research partnerships. The empirical part presents a case study and discusses the potential and limits of this specific knowledge alliance.

The paper demonstrates the importance of a partnership approach to combat inequality and discrimination. Knowledge alliance is a normative as well as an analytical concept to grasp the dynamics of lasting and transdisciplinary cooperation. For multicultural education, their implementation can be supported by learning technologies.

The paper is a self‐reflection on a lasting learning and research cooperation which offers deep insights into practical challenges. The limitations of these socially innovative practices are the lack of ex‐ante scientific rigor.

The paper argues in favour of lasting cooperation.

The paper shows the necessity to link practice and theory in knowledge alliances which last beyond the single project.

The paper introduces the term knowledge alliances and the related normative and analytical implications.

The purpose of this paper is to provide an overview of one of the most important and controversial areas of scholarly communication: Open Access publishing and dissemination of research outputs. It identifies and discusses recent trends and future challenges for various stakeholders in delivering Open Access (OA) to the scholarly literature.

The study is based on a number of interrelated strands of evidence which make up the current discourse on OA, comprising the peer-reviewed literature, grey literature and other forms of communication (including blogs and e-mail discussion lists). It uses a large-scale textual analysis of the peer-reviewed literature since 2010 (carried out using the VOSviewer tool) as a basis for discussion of issues raised in the OA discourse.

A number of key themes are identified, including the relationship between “Green” OA (deposit in repositories) and “Gold” OA (OA journal publication), the developing evidence base associated with OA, researcher attitudes and behaviours, policy directions, management of repositories, development of journals, institutional responses and issues around impact and scholarly communication futures. It suggests that current challenges now focus on how OA can be made to work in practice, having moved on from the discussion of whether it should happen at all.

The paper provides a structured evidence-based review of major issues in the OA field, and suggests key areas for future research and policy development.

A bibliographical review of the finite element methods (FEMs) applied for the linear and nonlinear, static and dynamic analyses of basic structural elements from the theoretical as well as practical points of view is given. The bibliography at the end of the paper contains 1,726 references to papers, conference proceedings and theses/dissertations dealing with the analysis of beams, columns, rods, bars, cables, discs, blades, shafts, membranes, plates and shells that were published in 1996‐1999.

The purpose of this paper is to scope potential and gaps in European cohort studies with focus on brain ageing and neurodegeneration.

Combined and augmented two scoping exercises conducted for European Union Joint Programme on Neurodegenerative Diseases (JPND) and the Alzheimer Society UK.

In total, 106 cohorts initially identified with a further 52 found on second sweep. Strengths include gender balance, diversity of measures and much detail on health and health behaviours, and lifecourse representation. Major gaps identified were the oldest old, non-Caucasians, people in Eastern Europe, migrant populations, rural residents and people in long-term care. Quality of life, psychosocial and environmental factors were limited. Relatively few cohorts are population representative. Analytical methods for combining studies and longitudinal analysis require careful consideration.

European studies and published information only.

Collaboration across disciplines and studies, greater dissemination of methods and findings will improve knowledge about cognitive and functional decline in current and future older populations.

Better understanding of brain ageing and the dementia syndrome will improve investment decisions for primary, secondary and tertiary prevention.

Building on the work of JPND and the Alzheimer Society is the first study of the scope and limitations of current cohorts in Europe. It is designed to help researchers and policy makers in their planning.