Spirituality in Adult Education: From the Voices of Educators and Learners

Three components of spirituality were identified by adult educators and learners: sense of connectedness, search for meaning, and awareness of a transcendent force. Integrating spirituality into practice focused on the belief that spirituality is present in each of us and adult education provides an opportunity to experience it

Mapping Cognitive Engagement in Adult Literacy Classrooms

Using exploratory factor analysis to examine self-reported survey data from adult learners, this study identified three factors of cognitive engagement in the adult literacy classroom: program involvement, focus, and independent effort. A model that demonstrates the impact of independent effort on gains in reading test scores was developed using multivariate analysis

The Ever Widening Gyre: Factors Affecting Change in Adult Education Graduate Programs

The purpose of this survey study was to understand the factors that have influenced recent changes in the size of adult education graduate programs. We found that integration has a significant effect on changes in student enrollment while leadership, innovation, and integration all significantly predict variance in faculty growth

The Role of Cognitive Engagement in Adult Literacy Learning

Research in adult literacy has often focused on what occurs outside of the classroom. Excellent research has been done exploring the lives of learners, their motivations to attend, and how they apply new learning. However, studies focusing on the actual process of learning in the classroom have been considered the domain of content specialists in reading and math, who pay little attention to the social context of the classroom or to the social-psychological realities of learning for marginalized adults

Facilitating Learning Online: Modeling the Skills for Reflective Practice

This study examined the interactions of facilitators in online reflective practice groups, focusing on the types of strategies used to convey these skills. Learners were found to use the skills modeled by the group facilitator, with the content of the interactions having a greater influence than facilitator style on learners’ use

Identifying, building and sustaining leadership capacity for communities of practice in higher education

Executive summary The Leadership project LE10-1734, ‘Identifying, building and sustaining leadership capacity for communities of practice in higher education’, used an iterative, reflective, action learning approach to identify and address the leadership needs and challenges for those facilitating learning and teaching communities of practice (CoPs). CoPs are increasingly established in higher education to provide opportunities for staff to form a peer learning community and to allocate dedicated time to build knowledge of learning and teaching and to share their practice, ultimately leading to improvement and innovation. An analysis of the academic literature identified confusion around the understanding of CoPs, a dearth of literature specifically on higher education, and a gap regarding the leadership role within CoPs. The leadership role within CoPs can be challenging as the CoP may have an uneasy fit within the context of higher education institutions. Often CoPs are not aligned with formal structures, and the leadership role/s within CoPs can differ significantly from those of the familiar ‘corporate’ roles of committee chair, department head or unit/course leader. Often CoP members will be from different disciplines and may include both professional and academic staff. The dynamics of collaboration within such diversity will require significant leadership skill to manage personalities and power dynamics, cultivate a supportive receptive context and provide outcomes useful for both members and institutions. Thus, for this project, the ‘leadership’ role in the CoP is designated the ‘facilitator.’ The project team’s action research methodology is detailed in Chapter 2 of this report. Data to inform a leadership needs analysis were obtained through a literature review, a broad quantitative survey of the higher education sector, as well as from in-depth qualitative investigation with key informants. The triangulation of these sources, plus input from the reference group and evaluator, provided a deep understanding of the leadership needs and challenges for those facilitating learning and teaching CoPs in higher education. Data identified most CoPs are situated within university faculties among practitioners and are, therefore, close to where student learning takes place. In evaluating how best to support and develop capability for facilitators of CoPs in the Australian context, the project team concluded that “[r]esearch … indicates that there is no one definitive set of ‘traits’ or ‘behaviours’ that characterises leaders” and there are many diverse types of successful leader with a range of qualities, skills and attributes (Jameson 2008, p. 9). Therefore, the project’s methodology highlighted a need to engage strongly with the target end users to identify their needs; this featured throughout the project. To facilitate this approach, early, continuous engagement with a stakeholder network of individuals in Australia and overseas known to facilitate or be interested in facilitating CoPs, ensured strong involvement in the project by stakeholders. Additionally, the project team developed linkages with a number of groups working in the same area overseas and with other OLT projects in Australia. Through the stakeholder network, and other interested groups, a targeted survey and in-depth interviews informed a needs analysis for CoP facilitators in the sector, which led into development of resources from the project. These resources were derived after a comprehensive literature review, survey and interviews, as depicted in Figure 2 below, as well as engagement with the stakeholder network. A rich set of Australian, higher education-specific resources designed explicitly for those who facilitate higher education communities of practice is the key outcome of the project. Based on feedback from the project survey, interviews and the stakeholder network, the resources were developed as a ’just in time, just for me‘ integrated online package aimed at disciplinary academics who were found to be the key facilitators of CoPs in the Australian setting. The resources are framed and constructed around the development phases through which CoPs typically move, as shown in Figure 3 below. Figure 2: Identifying CoP leadership needs for development and capacity building: A triangulated/iterative approach Figure 3: Phases of Communities of Practice The introductory explanations to the resources note that the need for particular skills may be more pronounced in some phases of the CoP than others and, also, that each facilitator has a separate development journey, and, thus, completes a self-audit to assess their development needs. For each phase of CoP development, there are key leadership skills, capabilities or competencies that are needed to contribute to successful leadership by the facilitator. The resources, therefore, cover a range of skills, capabilities and competencies, in each phase of CoP development. Each individual resource is constructed to be short and sharp and to stand alone, but sits within the overall framework outlined above. These resources have been tested and reviewed with target academics at Australian-based conferences and workshops and are available for free distribution via the project website . The independent evaluation of the project highlighted that the project team displayed significant strengths including a tight project design, joint leadership, a strong approach to working together that worked with the team’s strengths and the continuous engagement model through the stakeholder network. The evaluator concludes that these strengths ensured the project stayed on time and on budget to produce excellent outcomes. In particular, the project demonstrated clear value through the identification of and engagement with end users, its articulation of the strengths and use of the CoP approach in higher education, and ultimately, through its contribution to the development of CoP facilitators.

The Ursinus Weekly, March 21, 1974

U.C. hosts high schools at lively Model U.N. • Four soloists to be featured in Ursinus Easter performance of the “Messiah” by Handel • Annual science fair will be held over vacation • Chessmen dust pieces in preparation for tourney • Editorial: The free press beats cheap talk, Happy spring…and some parting remarks • Alumni corner: Shollenberger sabbatical; Stimulating situation • Alpha-Omega players to present “Diary” in April • The Zodiac: What is an Aquarian like? • Socratic Club is introduced to quiet Quaker faith • Poverty seen as the villain in mental subnormality, visiting psychologist says • Bearettes leave stuffy H.H. for the outdoors • Gymnastics team places first • Pi Nu Epsilon fraternity takes seventeen membershttps://digitalcommons.ursinus.edu/weekly/1013/thumbnail.jp

Propuesta en Supply Chain Management y Logística en la empresa Laboratorios Siegfried

Anexos con gráficas, formatos, encuestas.El presente documento contiene un estudio de caso aplicado en la empresa Laboratorios Siegfried en la ciudad de Bogotá, dedicada al desarrollo, producción y comercialización de productos farmacéuticos. Se busca identificar los procesos de abastecimiento, manufactura y distribución que utiliza la empresa, realizando un análisis sobre las posibles oportunidades de mejora mediante Supply Chain Management (SCM, por sus siglas en inglés).This document contains a case study applied in the Siegfried Laboratories company in the city of Bogotá, dedicated to the development, production and commercialization of pharmaceutical products. It seeks to identify the supply, manufacturing and distribution processes used by the company, conducting an analysis of possible opportunities for improvement through Supply Chain Management (SCM)

Well Water Arsenic Exposure, Arsenic Induced Skin-Lesions and Self-Reported Morbidity in Inner Mongolia

Residents of the Bayingnormen region of Inner Mongolia have been exposed to arsenic-contaminated well water for over 20 years, but relatively few studies have investigated health effects in this region. We surveyed one village to document exposure to arsenic and assess the prevalence of arsenic-associated skin lesions and self-reported morbidity. Five-percent (632) of the 12,334 residents surveyed had skin lesions characteristics of arsenic exposure. Skin lesions were strongly associated with well water arsenic and there was an elevated prevalence among residents with water arsenic exposures as low as 5 μg/L-10 μg/L. The presence of skin lesions was also associated with self-reported cardiovascular disease

I'm nobody's baby.

Gift of Dr. Mary Jane Esplen.Piano, guitar, voice. [instrumentation]G major [key]Moderately [tempo]Popular song [form/genre]Photography of Judy Garland and Mickey Rooney [illustration]Publisher's advertisement on front inside cover and back cover [note