The Evangile de l'enfance. The Rediscovery of the Didot Manuscript

Boulton Maureen. The Evangile de l'enfance. The Rediscovery of the Didot Manuscript. In: Romania, tome 102 n°407, 1981. pp. 392-396

The «Evangile de l'Enfance» : Text and Illustration in Oxford, Bodleian Library, MS. Selden supra 38

Boulton Maureen. The «Evangile de l'Enfance» : Text and Illustration in Oxford, Bodleian Library, MS. Selden supra 38. In: Scriptorium, Tome 37 n°1, 1983. pp. 54-65

Issues in teaching and learning for older adults in Hong Kong and Australia

There has not been ample recent research on teaching older adults. However, as described below, there is mounting research in how and why older adults want to learn. This brief discussion is derived from work undertaken for a workshop in Hong Kong on issues in teaching older adults. It combines recent research on learning and teaching in higher education as it applies to older adults. The paper addresses: learning and ageing, learning choices, an information processing view of learning, deep and surface learning, teaching and learning approaches, formal, non-formal and informal learning, teaching roles, evaluation, and technology. Some sections are exemplified with information from teaching older adults in Australia and Hong Kon

Ageing, loss and learning: Hong Kong and Australian seniors

The discussion of loss and its relationship to learning in this paper is based on the analysis of interview data from 39 older adults in Hong Kong and 40 in Australia. The focus of the research was on ageing and learning. The phenomenon of life changes, specifically losses, and their relationship to learning was frequently mentioned and this theme is described here. Three different kinds of loss were identified in the data as motivators for organized or non-organized learning or for negatively affecting learning. These included loss of aspects of health, of job or of partner. The results are potentially useful to policy makers and learning providers, to encourage older adults to engage in learning as one way of coping with loss

Ageing and learning as conceptualized by senior adults in two cultures : Hong Kong and Australia

This paper is about a study aimed to understand what successful ageing and later life learning mean to older adults in two cultures: Hong Kong and Australia. Findings from the study were reported in this paper to shed light on:\ud \ud (1) the meaning of ageing and learning as conceptualized by elders in Hong Kong and Australia; \ud \ud (2) the reasons for participation in later life learning, as well as, barriers for non-participation; \ud \ud (3) their learning interests and instructional preferences, and finally \ud \ud (4) the correlation between learning and successful ageing, and between learning and other well-being variables, including health, happiness and satisfaction of elders in Hong Kong and Australia. \ud \ud Two large samples of elders from Hong Kong (n=519) and Queensland, Australia (n=421) participated in the study. Within group analysis of the data from the two locations indicated that there are more similarities, rather than differences, between elders in Hong Kong and Australia with respect to background characteristics, meanings of ageing and learning, reasons for participation, barriers for non-participation, learning interests and instructional preferences

Similarities and differences in views of ageing and learning in Hong Kong and Australia

This paper is an overview and summary of the findings from a General Research Fund project funded (2012 – 2014) by the Research Grants Council of the University Grants Committee of Hong Kong to investigate cross cultural understanding of ageing and learning by seniors in Hong Kong and Australia. Results have been published separately in Boulton-Lewis, & Buys (2015), Boulton-Lewis, Aird, & Buys (2016), Boulton-Lewis, Tam, Buys, & Chui (2016), Tam (2016), Tam & Chui (2016) and Tam, Aird, Boulton-Lewis & Buys (2016). These papers have dealt separately and variously with either a qualitative or quantitative analysis of learning choices in Australia, structural barriers to learning in Australia, a comparison of views of and ageing and learning in both cultures, Chinese views of later life learning, the meaning of ageing and learning to Chinese elders and an analysis and comparison of results in both places. The focus of this paper is a summative discussion based mainly on the quantitative and qualitative analyses of the main themes of ageing and learning. It intends to provide an overview of the findings in some of the publications above. Other details can be found in the publications listed

Ageing, Loss and learning: Hong Kong and Australian seniors

The discussion of loss and its relationship to learning in this paper is based on the analysis of interview data from 39 older adults in Hong Kong and 40 in Australia. The focus of the research was on ageing and learning. The phenomenon of life changes, specifically losses, and their relationship to learning was frequently mentioned and this theme is described here. Three different kinds of loss were identified in the data as motivators for organized or non-organized learning or for negatively affecting learning. These included loss of aspects of health, of job or of partner. The results are potentially useful to policy makers and learning providers, to encourage older adults to engage in learning as one way of coping with loss

Hong Kong and Australian seniors: Views of aging and learning

This paper reports on the findings of qualitative, semi-structured interviews conducted with 40 older Australian participants and 39 participants in Hong Kong who either did or did not engage in organized learning in the last six months. Phenomenology was used to guide the interviews and analysis to explore the experiences and perspectives of these older people. The meaning older people attribute to aging and learning and their possible relationship in their lives in both societies is described and compared