Adult Education as Snake Oil under the Guise of Democracy

Based on initial content analysis research into the semiotics of advertising for online learning, this paper extends our understanding of the commodification of education via the web by carefully examining the implications of this marketing on the goals of democracy, the just distribution of education and knowledge as resources, and the consequent impact on social justice and equity

Dewey and Habermas: Re-reading Ethics for Adult Education

The relevance of Dewey and Habermas\u27s ethics for adult education is grounded in epistemology and learning, in particular delineating the centrality of ethics -- normative conceptions of right and wrong -- to how we come to know and understand the world, generate meaning, and hence, learn

Development and characterization of Powder Metallurgy (PM) 2XXX series Al alloy products and Metal Matrix Composite (MMC) 2XXX Al/SiC materials for high temperature aircraft structural applications

The results of a series of material studies performed by the Lockheed Aeronautical Systems Company over the time period from 1980 to 1991 are discussed. The technical objective of these evaluations was to develop and characterize advanced aluminum alloy materials with temperature capabilities extending to 350 F. An overview is given of the first five alloy development efforts under this contract. Prior work conducted during the first five modifications of the alloy development program are listed. Recent developments based on the addition of high Zr levels to an optimum Al-Cu-Mg alloy composition by powder metallurgy processing are discussed. Both reinforced and SiC or B4C ceramic reinforced alloys were explored to achieve specific target goals for high temperature aluminum alloy applications

Pragmatism, Postmodernism, and Adult Education: Structure and Agency in the 21st Century

This paper develops a theory that interprets the philosophical schools of American Pragmatism and Continental Postmodernism as important, complementary resources for understanding the effects of structure and agency on the possibilities for learning and meaning-making. This type of theory building can provide for practitioners and scholars a useful framework for negotiating the limited battle between self-determination and structural determination

Massive Open Online Courses and Educational Equality in China: A Qualitative Inquiry

Although Chinese governments are devoted to the improvement of education, considerable defects such as inequality in education and an increase in educational costs exist in the current education system of China. Massive Open Online Courses (MOOCs) assume the hope of resolving the educational inequality in China with the potential of empowering a diverse population with free, open access to prominent educational resources. This qualitative research project applies narrative inquiry to examine Chinese MOOCs learners’ perceptions of their lived experiences and how MOOCs attend to the problems in Chinese education. The inquiry includes triangulated data in the form of interviews, observations, and online posts. The research finds that MOOCs have limited influence on the issue of educational inequality in China. By identifying the perceptions that Chinese learners have towards MOOCs, this study provides significant implications for the adoption and diffusion of MOOCs in China

Development of powder metallurgy 2XXX series Al alloy plate and sheet materials for high temperature aircraft structural applications, FY 1983/1984

The objective of this investigation is to fabricate and evaluate PM 2124 Al alloy plate and sheet materials according to NASA program goals for damage tolerance and fatigue resistance. Previous research has indicated the outstanding strength-toughness relationship available with PM 2124 Al-Zr modified alloy compositions in extruded product forms. The range of processing conditions was explored in the fabrication of plate and sheet gage materials, as well as the resultant mechanical and metallurgical properties. The PM composition based on Al-3.70 Cu-1.85 Mg-0.20 Mn with 0.60 wt. pct. Zr was selected. Flat rolled material consisting of 0.250 in. thick plate was fabricated using selected thermal mechanical treatments (TMT). The schedule of TMT operations was designed to yield the extreme conditions of grain structure normally encountered in the fabrication of flat rolled products, specifically recrystallized and unrecrystallized. The PM Al alloy plate and sheet materials exhibited improved strength properties at thin gages compared to IM Al alloys, as a consequence of their enhanced ability to inhibit recrystallization and grain growth. In addition, the PM 2124 Al alloys offer much better combinations of strength and toughnessover equivalent IM Al. The alloy microstructures were examined by optical metallographic texture techniques in order to establish the metallurgical basis for these significant property improvements

Resisting the Pressures of Academia: The Importance of Including Care in Doctoral Study

This study examines the effects of caring relationships in doctoral study. An exploration of the experiences of first year female students showed care facilitated learning

Profound Learning and Living: An Exploratory Delphi Study

This study, using Delphi methodology conceptualizes the qualities of profound learning, the profound learner, and profound living

Adult Learning and Pragmatic Identity Theory

The interaction between identity and learning has been under theorized. American Pragmatism offers important insights into identity and learning. With new educational experiences, adults take on new identities. Pragmatic Identity Theory will be an analytical lens allowing us to better understand the identity negotiation within learning experiences

Izkušnje učiteljev v javnem šolstvu s prodornim učenjem

Teachers play a fundamental role in the democratic process by forming an educated populace. Of our many different expectations of teachers, teacher-as-lifelong-learner is among the most neglected. Our basic research questions are: what are teachers’ perceptions of profound learners and profound learning experiences. Through an in-depth focus group with public school teachers, the purpose of this study was to build our understanding of teachers-as-learners by exploring these two questions. Based on this research, the qualities of a profound learning experience include: growing, emotive, disruptive, real, irreversible, either positive or negative, social, opening, and surprising. Profound learners, according to themes which emerged: have depth of thought, are emotionally wise, take life seriously, are adventurous in thought and deed, are unbounded, and are humble. Through a constructivist lens, these qualities direct us to the following findings: profound learning is non-dualistic and holistic, is a cumulative process, and is integral to the complex role of structural identity.Učitelji so bistvenega pomena za demokratični proces, saj oblikujejo izobraženo prebivalstvo. Od številnih pričakovanj, ki jih imamo do učiteljev, je učitelj-kot-vseživljenjski-učenec med najbolj zapostavljenimi. Osrednji raziskovalni vprašanji tega prispevka sta, kako učitelji dojemajo učence in kako izkušnjo prodornega učenja. Namen študije je bil bolje razumeti učitelje-kot-učence, in sicer na podlagi podatkov ciljne skupine učiteljev v javnem šolstvu in osredotočenosti na zgornji dve vprašanji. Raziskava je pokazala, da izkušnjo prodornega učenja zaznamujejo naslednje značilnosti: rastoče, čustveno, pretresljivo, pristno, nespremenljivo, ali pozitivno ali negativno, družabno, odpirajoče in presenetljivo. Znotraj procesa prodornega učenja in glede na teme, ki se pojavijo, učenci kažejo globino misli in čustveno inteligenco, življenje jemljejo resno, so pustolovski v mislih in dejanjih, so neomejeni in skromni. S konstruktivističnega vidika nas te lastnosti usmerjajo k naslednjim ugotovitvam: prodorno učenje je nedualistično in holistično, je kumulativen proces in je osrednjega pomena z vidika kompleksne vloge strukturalne identitete