THE EUROPEAN COIIMUNITY AND EAST-WEST COOPERATION. International Herald Tribune Conference, "The Soviet Union in the 1990s" Moscow, 8 June 1989

As the world's largest and most open trading partner, the European Community has a crucial role to play In the far reaching changes now occurring In the International system . This role has gained In Importance with the community's progress towards a sing le market without Internal frontiers, paving the way to Increasing economic and pol ltlcal unity. The great European market of 1992 means a giant step towards trade I lberal lsatlon, putting the Conmunlty In the front I lne of the battle against protectionism worldwide. In this battle, a~d In Its external re I at Ion, In general, the Community's Instruments of pol Icy are essentially pol ltlcal and economic, making I~ an attractive partner for al I who seek economic progress and peaceful change. This attraction Is particularly evident In the opening up of new opportunities for east-west cooperation

THE "POWER" OF TEXT PRODUCTION ACTIVITY IN COLLABORATIVE MODELING : NINE RECOMMENDATIONS TO MAKE A COMPUTER SUPPORTED SITUATION WORK

Language is not a direct translation of a speaker’s or writer’s knowledge or intentions. Various complex processes and strategies are involved in serving the needs of the audience: planning the message, describing some features of a model and not others, organizing an argument, adapting to the knowledge of the reader, meeting linguistic constraints, etc. As a consequence, when communicating about a model, or about knowledge, there is a complex interaction between knowledge and language. In this contribution, we address the question of the role of language in modeling, in the specific case of collaboration over a distance, via electronic exchange of written textual information. What are the problems/dimensions a language user has to deal with when communicating a (mental) model? What is the relationship between the nature of the knowledge to be communicated and linguistic production? What is the relationship between representations and produced text? In what sense can interactive learning systems serve as mediators or as obstacles to these processes