The Integrated Process of Engagement in Adult Learning

This paper explores the role of engagement in adult learning based on Illeris’ three dimensional model of learning and Yang’s holistic theory of knowledge and learning. Engagement and learning are integrated processes by which adult learners gain a deeper understanding and make meaning of the activities he or she is exposed to in a given learning environment

Syngas and HDS catalysts derived from sulphido bimetallic clusters

The clusters, CP2'Mo2Fe2S2(CO)8 (MoFeS) and Cp2'Mo2CO2S3(CO)4 (MoCoS) (Cp' = [eta]-C5H4Me) have been supported on the refractory oxides, Al2O3, SiO2, TiO2, and MgO, and subjected to temperature programmed decomposition (TPDE) under flowing H2. Typically, CO evolution commences near 100[deg]C, followed by evolution of 1-2 Cp-ligands from 180 to 400[deg]C along with small amounts of CO2, CH4, and H2S or Me2S. The resulting compositions are shown to be active catalysts for CO hydrogenation and hydrodesulphurization (HDS) of thiophene. Methane is the principal hydrocarbon product from CO hydrogenation except for MoFeS/MgO where high selectivity for C2 products was observed. The activity and selectivity of MoCoS/Al2O3 for thiophene HDS closely resembles those of conventionally prepared "cobalt molybdate" catalysts. The cluster derived catalysts have been characterized by Mossbauer and X-ray absorption (XANES) and EXAFS) spectroscopies. It is concluded that the clusters undergo oxidation by the surface upon loss of organic ligands.AbstractThe results obtained to date show that sulphido bimetallic clusters are excellent precursors for the formation of uniform catalytic surfaces. The uniformity of the surface species facilitates physical characterization of the active site(s). Our results show that the supported clusters are transformed to surface oxo-ensembles which are active for CO hydrogenation and HDS of organic sulphur compounds.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/27613/1/0000657.pd

33 The Integrated Process of Engagement in Adult Learning

Abstract: This paper explores the role of engagement in adult learning based on Illeris ’ three dimensional model of learning and Yang’s holistic theory of knowledge and learning. Engagement and learning are integrated processes by which adult learners gain a deeper understanding and make meaning of the activities he or she is exposed to in a given learning environment. In today’s fast-paced environment, highly demanding jobs and personal responsibilities force adults to compress learning into their lives (Merriam, Caffarella, & Baumgartner, 2007). Learning is an integrated process that merges the cognitive, emotional, and social dimensions of being (Illeris, 2002). The ability of an individual to learn is an integral part of human life. Learning includes many activities, particularly for the adult learners, that both involve change, and are primarily concerned with the acquisition of habits, knowledge, and attitudes (Knowles, 1973). Learning is the interaction that occurs between the learner and their environment to help the learner become more capable of dealing adequately with their environment (Goffman, 1959). Engagement is defined as a cognitive, emotional, and behavioral state directed toward identified outcomes (Shuck & Wollard, 2009). Adults who are engaged become emotionall

Infant-directed language following a brief behavioral parenting intervention: The importance of language quality

Behavioral parenting interventions decrease early childhood behavior problems and increase positive parenting skills. However, few studies have examined the impact of low intensity interventions for infants at risk for behavior problems on changes in parent language. This study examined the effect of a brief parenting intervention, the Infant Behavior Program, on changes in parent linguistic input and its influence on infant language. Participants were 58 mothers and their12- to 15-month-olds, with elevated levels of behavioral problems. Mothers and their infants were from primarily Hispanic and low-income backgrounds. Mother-infant dyads were randomly assigned to receive the Infant Behavior Program or standard pediatric primary care. Mothers receiving the Infant Behavior Program provided more linguistic input, which indirectly influenced infant language, and suggest targeting infants at risk for behavior problems can have a broader impact on language development