This book contains eight papers reporting research projects that were conducted by adult language, literacy, and numeracy practitioners with funding provided through one-time scholarships to Tasmanian students in the field of adult language and literacy. The following papers are included: "Foreword" (Ian Falk); "Preface" (Margaret Penson); "How Do Power Relationships, within an Adult Literacy Initial Assessment for CES (Commonwealth Employment Service)-Referred Clients, Influence the Assessment Discourse?" (Maree Watts); "Which Agenda? The Dilemma for ALBE (Adult Literacy and Basic Education) Program Planners" (Ann Brooks); "Institutional Language and Power: A Critical Analysis of Hospital Language" (Steve Holden); "Does Educational Kinesiology Provide Cognitive Outcomes--And Is It Accepted by Adult Literacy and Basic Education Students?" (Rees Campbell); "How Does the Government's Special Intervention Program for the Unemployed Differ from What Tutors Consider 'Best Practice' within Adult Literacy and Basic Education? A Philosophical Enquiry" (Fay Forbes); "What Are the Critical Components of a Workplace Literacy Program in a Community and Health Setting?" (Patsy Hall); "How Can Language Reshape the Mathematical Knowledge of the Adult Learning from the Informal to the Formal?" (Toni-Anne Carroll); and "Diagrams and Text: Report on Recent Research, 1994-1995" (Stephen Coull). Most papers include substantial bibliographies. (MN)