Characterization of a space orbited incoherent fiber optic bundle

The results of a study performed to determine the effects of adverse space environments on a bundle of over 1800 optical fibers orbited for 69 months are reported. Experimental results are presented on an incoherent fiber optic bundle oriented in low Earth orbit aboard the Long Duration Exposure Facility (LDEF) satellite as part of the Space Environment Effects Experiment (M0006). Measurements were performed to determine if space induced radiation effects changed the fiber bundle characteristics. Data demonstrating the success of light transmitting fibers to withstand the adverse space environment are presented

A Re-examination of Sovereign Tort Immunity in Virginia

In a hair splitting decision on June 5, 1980, the Virginia Supreme Court ruled in James v. Jane, that attending physicians at the University of Virginia Hospital are not immune from tort liability but affirmed that the state, interns and residents of state hospitals, and employees of the state still enjoy tort immunity. The court made a distinction between the sovereign Commonwealth of Virginia and its employees, and a governmental agency created by the Commonwealth and its employees. However, apparently not all state employees are immune; and not all employees of state agencies are subject to tort liability

Trasformazione del docente: una prospettiva di apprendimento trasformativo

Fostering teacher transformation, change in beliefs about teaching, is a significant challenge in the education of teachers. This paper explores teacher transformation, from the theory of transformative learning with a specific focus on growing interest in the practice of fostering transformative learning. In response to this interest this paper takes a critical perspective of fostering transformative exploring the role and implications of essential four constructs: critical reflection, experience, empathy and relationships and what they mean for the practice of fostering transformativelearning and teacher transformation.Supportare la trasformazione del docente e cambiare le credenze di insegnamento rappresentano una sfida significativa nella formazione dei docenti.Questo articolo esplora la trasformazione del docente secondo la prospettiva teorica dell'apprendimento trasformativo, con particolare riferimento alle pratiche che supportano l'apprendimento trasformativo. In risposta a questo interesse, l'articolo affronta una prospettiva critica sulla trasformzione, indagando ruolo e implicazioni di quattro costrutti essenziali: riflessione critica, esperienza, empatia e relazioni e cosa essi significhino per la pratica di supporto all'apprendimento trasformativo e alla trasformazione del docente

Are They Going to Stay? Attending to Emotions in Nonformal Settings

Emotions play a key role in teaching in nonformal educational settings. Understanding the nature of this relationship and developing an awareness of learner emotions while teaching in nonformal settings is an essential practice for the nonformal educator

Implicit memory and transformative learning theory: Unconscious cognition.

Recent research has found that the transformation of meaning structures (schemes and perspectives) can occur without critical reflection. This phenomenon seems to be explained by a concept called implicit memory -- the unconscious development of thoughts and actions. This paper involves a review of related literature on implicit memory from the fields of neurobiology and psychology and its implications for the theory and practice of transformative learnin

Teaching Beliefs of Graduate Students in Adult Education: A Longitudinal Perspective

This longitudinal study explores the influence on teaching beliefs from participating in a masters program in adult education. A group of practicing adult educators was interviewed over a two-year period while participating in graduate study. Findings reveal that graduate school had little impact on their prior teaching beliefs. Implications for graduate schools are discussed

A Critical Review of the Empirical Research of Transformative Learning (1999-2005)

This is a review of transformative learning (TL) since 1998 involving 40 empirical studies. Findings include trends of less emphasis on identifying transformative experiences in different setting, and more about fostering TL and better understanding the nature of critical reflection, relationships, a perspective transformation, and context. Also, research designs are becoming more sophisticated

A Content Analysis of Transformative Learning Theory

For over a couple of years an edited handbook of transformative learning theory (TL), inclusive of an array of well-known scholars, has been under development (Taylor & Cranton, 2012). Its purpose is to provide a comprehensive and critical review of more than three decades of theory development, research, and practice in TL. In addition, it is an effort to promote the study of TL and prevent a reification of the theory, whereby its basic premises about learning have often become unquestioned in adult and higher education. The Handbook had four primary focuses: a) an historical/interdisciplinary development of the field, b) an analysis of the theory‘s greater sophistication in the development other conceptions of TL beyond the seminal work of Mezirow (1990, 2000); c) the practice of fostering TL with an emphasis on extra-rational ways of knowing; and d) discussion of areas for future research. Although this handbook will not be in publication until this summer it does offer an opportunity to explore the current issues facing the study of TL theory. Through an in-depth content analysis of over thirty chapters this paper explores what the chapters begin to reveal collectively about the study of TL theory. More specifically, it meant asking is there greater/lesser congruency among scholars about the nature of TL, its purpose, core elements, and essential practices? What new insights have been gained from bringing together these varying views of TL? And is there a better understanding of where the study of TL is headed in the next decade

Exposing Medical Education’s Hidden Curriculum through an Exploration of Teacher-Learner Relationships

The purpose of this study was to explore third-year medical students’ perceptions of their teacher-learner relationships with their clinical educators