On the surface we specialize in high-quality, short-run printing on tight deadlines, but what we really do is take unusually good care of people. Most businesses spend a lot of time, money, and energy trying to convince people that they value their customers, but we just spend our time, money, and energy doing really great work in support of the people we serve. This approach seems to be working because we have wonderful, long-term relationships with the people we serve…and they believe so strongly in what we are doing that they invite us into their businesses and civic organizations to share our views on service, leadership, and gratitude with their people.
A husband, father, and accidental entrepreneur, Geoff loves sharing his irreverent perspectives on business, leadership, and gratitude with students and professionals across Fairbanks. Geoff serves on the board of directors for the Greater Fairbanks Chamber of Commerce, facilitates their Leadership Fairbanks program, plays drums once or twice a month at Friends Church and you can get some insight into what drives him by by watching his TEDx talk or reading his free eBook.
Wise beyond her years, Ashley is the kind of person that makes the people around her better. She is a dancer, a world-traveler, and a self-sufficient "Mrs. Fix-it," who is committed to encouraging and serving the customers and coworkers with whom she spends her days. Her technical skills are trumped only by her humanity, which makes her a perfect fit here.
From processing online jobs, to invoicing projects, to contacting customers with questions and estimates, Rhonda uses her impressive attention to detail and organizational skills to keep production at Date-Line running smoothly. Rhonda is a storyteller, animal lover, and self-professed "fan-girl" who is perpetually excited about a TV show, book, or something her cat did that morning.
Melinda never ceases to amaze us with the amount of contagious joy she is able to harness. A wife, mother, and former Marine, Melinda's optimism, work ethic, and desire to take unusually good care of people make her a delight to work with...even when she is humming Christmas music in June.
In addition to quietly lowering the average age of the team – by a lot – Andrew is known for taking initiative and never flinching away from hard work. His sense of humor and temperament make him a perfect complement to the cast of characters he works with each day. When he's not making things better around the shop he can often be found working on his vehicle or watching people mow their lawns on YouTube.


The Faldo Series will once again bring opportunity to young golfers in the Middle East when Sir Nick Faldo's global golf development programme returns to the Kingdom of Bahrain on March 23-24.
Winners of the third edition of the Middle East Championship, last staged in 2010, will qualify for the 2012 Faldo Series Europe Grand Final in Northern Ireland.
Talented golfers aged 12 to 21 will compete over 36 holes under strict tournament conditions in the third Faldo Series Middle East Championship. With the field divided into four age groups – two for boys and two for girls – the winner of each division will qualify for the sixteenth Europe Grand Final at Lough Erne Resort in Northern Ireland, a World Amateur Golf Ranking event hosted by the six-time Major Champion.
In a bid to further boost golf development in the Middle East, competitors will also receive expert advice from guest speakers during the tournament. Younger children from the local community will enjoy an introduction to golf through a fun 'Faldo Mini Series' event on the Royal Golf Club's par-three "Wee Monty" course.
Previously part of the Asia schedule, the Middle East Championship joins the Faldo Series Europe schedule in 2012. Supported by The R&A, the European Tour and Lough Erne Resort, eight UK Championships across England, Scotland and Wales have already been announced and dates are set to be published for events in Austria, Brazil, Chile, the Czech Republic, Germany, Greece, Ireland, Russia, Slovakia and The Netherlands.
Established in 1996, 37 Faldo Series tournaments now take place in 27 countries worldwide with more than 5,000 golfers participating each year. Past winners include Major winners Rory McIlroy and Yani Tseng.


text:
The Ultimate Guide to Japanese Pearls: Why They're So Popular
Japanese Pearls
Japan is famous for its exquisitely cultured pearls. These elegant, tender saltwater pearls are cultivated in the seas of Japan. Their high luster and beautiful surface make Japanese pearls incredibly attractive. The unique characteristics of these pearls, such as their smoothness, rich overtones and high luster, have earned them a place in the jewelry boxes of countless women around the world who appreciate authentic beauty. But why are they so popular? Let's discover more about Japanese Akoyas.
What are Japanese pearls?
Japanese pearls also known as Akoyas, are saltwater cultured pearls that are cultivated in the seas of Japan. They are popular because of their high luster and delicate surface. Akoyas are not only favored by women but also by men who appreciate their natural beauty. Cultured pearls are created in a controlled environment. Human intervention nucleates the Japanese pearl oyster to initiate the process of it making the actual pearls. Natural pearls for naturally without human intervention, however, these were over-harvested and no longer are available in trade. Pretty much all pearls you see today are cultured.
Why are Japanese pearls so popular?
Pure and delicate surface
Japanese pearls are cultivated in clear, clean waters. This gives them a smooth and beautiful surface that is suitable for delicate designs.
The high luster of these pearls is due to the way the nacre is formed, its symmetry and depth. The pearls are cultivated in a very clean environment with low bacteria. Out of the saltwater pearls, Japanese pearls stand out for their mirror-like luster.
Uniform shape and size
Akoyas culturing techniques and experience yield pearls with consistent shape, size, color, and luster. The pearls have a round shape with a consistent size, which is suitable for various designs. The pearls reach up to 10mm in diameter. This relatively small range allows women of all ages to feel comfortable wearing them.
Sentimental Value
Japanese pearls are very traditional with iconic designs. They are often handed down from generation to generation due to their timeless appeal. This imbues them with sentimental value and memories. They last for a very long time some say carry the memories from one generation to the next.
A classic, timeless strand of Japanese Akoya pearls, often passed down
How are they cultured?
Japanese Akoyas are cultivated in the ocean by inserting a bead (AKA Nucleus) into the oyster in a controlled environment. The pearls starts to form as the oyster naturally secretes nacre. The process takes between three and five years, where the oysters are carefully monitored and taken care after. The pearls are harvested by hand when they reach the desired size. After harvesting, the pearls are carefully washed and soaked and ultimately sold to companies such as ourselves. Akoya pearls in Japanese culture are an important factor, if you would like to read more about this then please read this post.
Japanese Pearl divers on in a pearl farm
Where can you source the pearl?
You can find authentic Japanese Akoya pearls at reputable jewelry stores and brands. However, you can get them directly from the source - us at pearls.jp! We buy our pearls directly from the farms and sell them at wholesale rates. As we have been in the industry for over 50 years, we have built our reputation as the best place to buy Japanese Pearls. We also string and craft our Japanese pearl jewelry the traditional Japanese way. This knowledge has been passed down from generation to generation in the company. The pearls are usually priced depending on their size, shape, and luster. Our pearl experts are always happy to provide input as to the best overtones for a specific skin tone. If you would like to learn more about Japanese cultured pearls price please read this blog post.
Gem quality Akoyas with diamonds
Japanese Sakura earrings
The Pros of buying a Japanese Akoya Pearl
The unique characteristics of Japanese Akoyas make them great for women of all ages. The pearls can be worn with both casual and formal attire, making them a great gift for any occasion. The pearls are available in a wide range of sizes that can match any character. We also carry a wide range of inventory, suitable for any budget. And since they are Saltwater pearls, they are considered gem-quality and last for life.
Final words: Should you buy a genuine Japanese pearl?
Japanese Akoyas are beautiful cultured pearls that can be worn by everyone. They are available in a wide range of overtones and qualities, making them suitable for every occasion. You can find Akoyas for any budget making them ideal gifts as well. The very high-quality Japanese Akoya pearls are fit for queens! In short, you cannot go wrong with them and we also provided where to buy pearls in Japan.

redpajama_set_name: RedPajamaCommonCrawl


text:
Central banker with too much gold wants Treasuries instead
By Evgenia Pismennaya and Anna Andrianova
With trade wars and sluggish growth making goldbugs of central bankers around the world, one country wants to buck the trend.
The central Asian nation of Uzbekistan is unwinding decades of isolation, opening its economy and modernizing its markets after the death in 2016 of Islam Karimov, the country's ruler for the previous quarter-century.
Glint Completes L5 Million Private Placement
and Welcomes Sprott as Strategic Investor
Glint Pay Inc. (glintpay.com), the first-mover company that enables physical gold to make instant payments using a debit Mastercard, today announced the completion of a private placement of L5 Million in London-based parent Glint Pay Ltd. The financing was led by Sprott, an alternative asset manager and a global leader in precious metal and real asset investments with approximately $8 billion in assets under management.
Founded in the United Kingdom in 2016, Glint established the first app-based account in February 2018 giving clients in Europe a low-cost way to buy, sell, and save physically allocated gold and for the first time instantly spend it via the Glint Mastercard anywhere Mastercard is accepted. Glint Pay then added multiple currency wallets, including U.S. dollars, British pounds, and euros in July 2018. The company is working on its launch into the United States. ...
... For the remainder of the announcement:
https://glintpay.com/en_us/glint-en_us/glint-completes-5-million-private... [1]
Currency controls have been rolled back, the government debuted eurobonds in February, and now central bank Governor Mamarizo Nurmuratov is looking to buy U.S. and Chinese sovereign debt as he diversifies the nation's $26 billion of international reserves away from the yellow metal.
"We want to buy U.S. paper and the debt of other countries, including China," Nurmuratov, 59, said in an interview in St. Petersburg, Russia. "The share of gold is near 50%, but in the future it can be lower." ...
https://www.bloomberg.com/news/articles/2019-07-11/central-banker-with-t... [2]
New Orleans Investment Conference
Hilton New Orleans Riverside Hotel
Friday-Monday, November 1-4, 2019
https://neworleansconference.com/ [3]
[1] https://glintpay.com/en_us/glint-en_us/glint-completes-5-million-private-placement-welcomes-sprott-strategic-investor/
[2] https://www.bloomberg.com/news/articles/2019-07-11/central-banker-with-too-much-gold-wants-treasuries-instead
[3] https://neworleansconference.com/


We Deal in all kinds of Hospital Furniture incl. Trolleys etc. Kindly let us know your requirements and we are in a position to fulfill all your requirements.
Tubular frame powder coated with two heavy S.S. shelves.Mounted as four castors 10cms.Protective railing on four sides on both shelves.
Size : 71W x 40D x 152H cm.
MEDICINE TROLLEY CR, ERW steel frame with six smooth running drawers. Mobile on 12.5 cm. swivel castors with I.V. rod, lamp, massage board, six hand out bins, cylinder cage. Fixed with buffer rails. Pretreated, Epoxy finish.
Height adjustable by foot operated hydraulic pump from 660 to 910 mm, X-ray permeable top with X-ray cassette holder, Telescope IV rod.
1) S.S. 304 Grade Tubular work. 2) Trolley mounted on 125 mm Dia Nonrusting Castor, Two with breacks & Two without Brakes. 3) Trolley supplied with S.S. bucket and S.S. bowl . 4) Complete S.S. in mat finish.
Hospital trolley Tubular frame powder coated with two heavy S.S. shelves.Mounted on four castors of 7.5cm. Protective railing on three sides on top shelf.
Three shelves, each with four side railings, two stainless steel drawers under the top shelf. With 4pcs 3inch castors, 2pcs with brake, 1pc S.S bucket, 1pc Bowl, Robust construction and durable.


text:
Q: Listbox formatting using DataTextField property I have a list box in my aspx page:
<asp:ListBox ID="lstTreatmentProvider" runat="server" SelectionMode="Multiple" Width="175px"
                                        Height="81" CssClass="SingleColumnlist" DataSourceID="dtsTreatmentProviders" DataTextField="FirstName" DataValueField="ServiceId"></asp:ListBox>

I am using this datasource for listbox:
<asp:ObjectDataSource ID="dtsTreatmentProviders" runat="server" SelectMethod="GetAllTreatmentProviders"
                        TypeName="Pc.PrecisionCare2.BLL.Administration.TreatmentProvider.TreatmentProviderBO"
                        SortParameterName="sortExpression"></asp:ObjectDataSource>

As you can see, I am using in list box, DataTextField="FirstName" because my datasource returns some data of treatment provider including first name, last name etc.
I want to have my list box as containing First Name + Last Name Can I do this somehow using DataTextField property?
PS: I do not want to do this in cs file. I want something in aspx.
Thanks in advance.

A: You can get the First Name + Last Name in your SQL query, if you don't want to do it in code behind. e.g...
Select ([First Name] + [Last Name]) as [First Name],... from TableName

A: You can try adding a Public property to your  TreatmentProviderBO like below
public String FullName
{
    get { return FirstName + " " + LastName ;}
}

You can set the DataTextField to FullName.
If you can't edit the BO, I think you can use Extension Methods, though I'm not very sure whether you can give a method name to DataTextField.  You may try.

A: Would this post be helpful for you?
Bind drop down list with Dictionary
I think you could use the anonymous type too.

A: If you don't want to change the query as you are sticking with LINQ try the following one
  var aa = (from Varible in Collection select new { name = Varible.FirstName + Varible.LastName }).ToList();

Now set the DataTextField Property to "name". Hope it helps.

redpajama_set_name: RedPajamaStackExchange


text:
You searched for subject:(adult learning). Showing records 1 – 23 of 23 total matches.
1. Fitzgerald, Martin. Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners.
Degree: PhD, University of Glamorgan, 2011, University of South Wales
► The current literature on critical thinking, critical reflection and critical action supports the view that higher education cannot be defined as such without the implicit… (more)
▼ The current literature on critical thinking, critical reflection and critical action supports the view that higher education cannot be defined as such without the implicit existence of all three elements in the curriculum. There are many who suggest that, given the changing profile of those now engaging in higher education, these features need to be made more explicit. This study attempts to illustrate how these elements can be made more explicit within a unique teaching and learning context and with a specific non traditional group of adult learners. Barnett (1997) goes further and suggests that these features, which he refers to collectively as the practice of critical being, are an essential requirement for those engaging in higher education. He does not give specifics on how this practice can be taught or how it might find expression in the lives or educational understanding and knowledge of participating students, which is one of the issues this research will attempt to address.
Subjects/Keywords: adult learning; adult college students; higher education; 373.007
Fitzgerald, M. (2011). Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners . (Doctoral Dissertation). University of South Wales. Retrieved from http://hdl.handle.net/10265/337
Fitzgerald, Martin. "Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners." 2011. Doctoral Dissertation, University of South Wales. Accessed July 17, 2019. http://hdl.handle.net/10265/337.
Fitzgerald, Martin. "Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners." 2011. Web. 17 Jul 2019.
Fitzgerald M. Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners. [Internet] [Doctoral dissertation]. University of South Wales; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10265/337.
Fitzgerald M. Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners. [Doctoral Dissertation]. University of South Wales; 2011. Available from: http://hdl.handle.net/10265/337
2. Fitzgerald, Martin. Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners.
Degree: PhD, 2009, University of South Wales
URL: https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html  ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220
Subjects/Keywords: 373.007; adult learning; adult college students; higher education
Fitzgerald, M. (2009). Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners . (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220
Fitzgerald, Martin. "Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners." 2009. Doctoral Dissertation, University of South Wales. Accessed July 17, 2019. https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220.
Fitzgerald, Martin. "Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners." 2009. Web. 17 Jul 2019.
Fitzgerald M. Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners. [Internet] [Doctoral dissertation]. University of South Wales; 2009. [cited 2019 Jul 17]. Available from: https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220.
Fitzgerald M. Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners. [Doctoral Dissertation]. University of South Wales; 2009. Available from: https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220
3. Lawton, Sally Margaret Rolfe. The effectiveness of educating community nurses by distance learning.
Degree: PhD, 1996, Robert Gordon University
► The purpose of this thesis is to examine the effectiveness of distance learning within post-registration community nurse education. In this context, 'effectiveness' is defined as… (more)
▼ The purpose of this thesis is to examine the effectiveness of distance learning within post-registration community nurse education. In this context, 'effectiveness' is defined as being useful to the student or 'fit for purpose' and it focuses on the educational experience. The study, which was designed in two stages, aimed to investigate whether learning support needs were similar for full-time adult students and distance learners. In the first stage, an original survey instrument was designed and posted to a group of nursing students who had undertaken a diploma-level course (n=169). A response rate of 69% was achieved. It aimed to determine whether the learning and educational support needs were similar between these two groups. The findings suggested that the learning and educational needs were alike and suggested the need for proactive support with adult learners, irrespective of their mode of study. In the second stage, a phenomenological approach was used to determine the experiences of the first cohort of graduates from a distance-learning degree course in community nursing (n=6); their community supervisors (n=9) and the academic staff involved with the course(n=7). Each group interpreted the meaning of 'effectiveness' in varying ways. The findings confirmed that distance learning is an effective mode of education, providing that the students' learning is facilitated and supported by regular contact with course tutors and other students. The significance of this study is in the model of supportive learning which was developed in light of the findings that will assist in the effectiveness of distance learning. The model has five elements within it, addressing 'student characteristics 1, 'tutor characteristics', 'student-student contact', 'course content' and the relationship between the student and tutor. It is proposed that this model could be used for the support of students, as a framework for staff development and for course evaluation.
Subjects/Keywords: 370; Adult learning
Lawton, S. M. R. (1996). The effectiveness of educating community nurses by distance learning . (Doctoral Dissertation). Robert Gordon University. Retrieved from http://hdl.handle.net/10059/534
Lawton, Sally Margaret Rolfe. "The effectiveness of educating community nurses by distance learning." 1996. Doctoral Dissertation, Robert Gordon University. Accessed July 17, 2019. http://hdl.handle.net/10059/534.
Lawton, Sally Margaret Rolfe. "The effectiveness of educating community nurses by distance learning." 1996. Web. 17 Jul 2019.
Lawton SMR. The effectiveness of educating community nurses by distance learning. [Internet] [Doctoral dissertation]. Robert Gordon University; 1996. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10059/534.
Lawton SMR. The effectiveness of educating community nurses by distance learning. [Doctoral Dissertation]. Robert Gordon University; 1996. Available from: http://hdl.handle.net/10059/534
4. Cook, Paul Alexander. Any curriculum will do : structure as a catalyst for adult transformation.
Degree: Thesis (EdD), 2013, University of Exeter
► This thesis employs phenomenological hermeneutic circle analysis, to investigate structure versus agency and adult identity change in lifelong learning. Achieving transformed agency and enhanced identity… (more)
▼ This thesis employs phenomenological hermeneutic circle analysis, to investigate structure versus agency and adult identity change in lifelong learning. Achieving transformed agency and enhanced identity is argued to be about other ways of doing and other ways of seeing (Mezirow 2000:21). It proceeds by exploring if curricula employed in education can provide structure and/or the catalyst which allows 'other' to be revealed, agency to be regained, and to explicate what contribution curricula might make in transforming adult identities. Drawing upon the disciplines of sociology and psychology it provides holistic interpretations of participant accounts in the contemporary competitive world and explores the interstices in the duality of tensions between the utilitarian, and pragmatic adult, who employs education as a developmental pathway of choice. Interviews with six participants tell individual stories to provide holistic data of their erudition and experiences of cognitive and social change. Data are then employed to essentialise similarities, differences, themes, and congruent essences, and to distil factors which exemplify growth in understanding and expectations of the self. Growth in self-assurance and identity change capability is then contrasted with the fragility of adult identity; whereupon, this thesis critically positions fragility causation amongst the instrumental policies and forces of lifelong learning. Mezirow contends that agency is achieved by elaborating existing frames, learning new frames, transforming habits, and transforming points of view. This thesis moves to discuss the connected nature of these developmental factors and 'glass ceilings', and how immanent personal potential is (re) revealed to the adult self. Employing an archaeological hermeneutic research tool which suggests reflection is a central and developing feature in adult's educational development the thesis finally contends that education is important in the personal delivery of agency over structure, and that curricula of any structurally legitimate form make a significant contribution to allowing persons to both flourish and confront a range of 'other' life circumstances and dilemmas.
Subjects/Keywords: 374.007; Adult Education Transformation Curriculum; transformative learning
Cook, P. A. (2013). Any curriculum will do : structure as a catalyst for adult transformation . (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/13972
Cook, Paul Alexander. "Any curriculum will do : structure as a catalyst for adult transformation." 2013. Doctoral Dissertation, University of Exeter. Accessed July 17, 2019. http://hdl.handle.net/10871/13972.
Cook, Paul Alexander. "Any curriculum will do : structure as a catalyst for adult transformation." 2013. Web. 17 Jul 2019.
Cook PA. Any curriculum will do : structure as a catalyst for adult transformation. [Internet] [Doctoral dissertation]. University of Exeter; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10871/13972.
Cook PA. Any curriculum will do : structure as a catalyst for adult transformation. [Doctoral Dissertation]. University of Exeter; 2013. Available from: http://hdl.handle.net/10871/13972
5. Cardona, Mario. The very process of living together 'educates' : learning 'in', 'from' and 'for' co-operative life in rural Malta.
Degree: PhD, 2016, University of Edinburgh
► This dissertation contributes to our knowledge about the development of Maltese cooperatives, placing the process in a wider historical and ideological perspective. More importantly it… (more)
▼ This dissertation contributes to our knowledge about the development of Maltese cooperatives, placing the process in a wider historical and ideological perspective. More importantly it delves into the learning that goes on in and around co-operatives. Finally it contributes to the discussion about the potential which co-operatives have in enabling communities to work towards a more equitable world. Three were the guiding questions. What do people learn in the co-op, as they get involved in setting up and running a community-owned enterprise? What do people learn from the co-op, as they interact with it in its day-to-day business? What do people learn for the co-op, as they turn towards co-operation to create a more equitable world? To answer these questions, I first conducted research about the origins of co-operation in Britain, the dissemination of the model across the British Empire, and its development in Malta. Then I conducted a case study research with two Maltese rural co-operatives, one at the village of Mġarr, the Mġarr Farmers' Co-operative Society, and the other located at Manikata, Koperattiva Rurali Manikata. I interviewed ten co-operators from each case study, followed up by a group discussion with each co-op's committee. I analysed the transcripts by making reference to authors who have contributed to the discussion around democracy, critical citizenship and critical pedagogy. The case studies show that in co-operatives people learn how to turn personal problems into collective struggles. They develop their personal and collective identities in their activism. They learn to assume responsibility in contributing towards the common good, becoming aware that taking action is a learning process at the individual and the collective level. The case studies also show that people learn from co-operatives in different ways. The co-operatives under study both organised non-formal educational activities open to the members of the community. They provided goods and services to the wider community, and customers learned as they interacted with both co-ops. Activists from both co-ops sought to build bridges with civil society and with political authorities in their search for alliances over to achieve their objectives. In doing so they could open up learning spaces beyond the confines of the co-op. Finally the research makes the case for co-operatives by showing how they have the potential to give voice to local communities. They can 'claim spaces' where individual abilities are turned into collective strength through participation in democratic dialogical processes. Cooperatives can scale up the struggle for legitimacy around local structures of feeling as they develop into oppositional or alternative discourses to the status quo.
Subjects/Keywords: 334; community; co-operative; adult learning; power
Cardona, M. (2016). The very process of living together 'educates' : learning 'in', 'from' and 'for' co-operative life in rural Malta . (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/22845
Cardona, Mario. "The very process of living together 'educates' : learning 'in', 'from' and 'for' co-operative life in rural Malta." 2016. Doctoral Dissertation, University of Edinburgh. Accessed July 17, 2019. http://hdl.handle.net/1842/22845.
Cardona, Mario. "The very process of living together 'educates' : learning 'in', 'from' and 'for' co-operative life in rural Malta." 2016. Web. 17 Jul 2019.
Cardona M. The very process of living together 'educates' : learning 'in', 'from' and 'for' co-operative life in rural Malta. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1842/22845.
Cardona M. The very process of living together 'educates' : learning 'in', 'from' and 'for' co-operative life in rural Malta. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/22845
6. Deniozou, Thaleia. Investigating the potential of mobile games as learning environments for independent adult skill development.
► The research described in this thesis is grounded in the fields of independent adult learning, user experience for mobile applications and game design. It considers… (more)
▼ The research described in this thesis is grounded in the fields of independent adult learning, user experience for mobile applications and game design. It considers the case for mobile game-based learning in the context of informal microlearning and investigates the potential of mobile games to assist the independent skills development of adults. Initial research found that adults expressed positive attitudes towards the idea of learning with a mobile game, while even those who did not use mobile games recreationally appeared positive to using them if they perceived them as an effective way to develop their skills. Guidelines were then developed to inform the design of effective mobile learning games based on theories of adult learning, game-based engagement, mobile usability and mobile game design. These guided the development of a mobile game prototype aimed at assisting adults, speakers of English as a second language, to build their academic vocabulary. To evaluate the effectiveness of the prototype, a mixed methods approach combining quantitative and qualitative data collection instruments was utilised. Player engagement and system usability were measured rather than direct measures of learning outcomes. Overall the results were encouraging since evaluation participants were found to be engaged by the activity and able to easily pick up the game and play. Additionally, qualitative data on participants' experiences and perceptions were collected, which supported initial research findings on the positive attitudes of adults towards using mobile games for learning. Though caution is recommended when generalising the evaluation results, the potential of mobile games for the independent learning of adults was supported. Overall this research offers a rationale for the use of mobile game-based learning, an insight into the nature of adult learners' needs and their mobile devices usage patterns, a critical discussion on the type of learning that would be appropriate for the context, a set of guidelines for the design of mobile learning games, and finally a discussion of evaluation methods along with a collection of empirical data on the post-experiential attitudes of adults with regards to mobile games for learning.
Subjects/Keywords: 371.33; game-based learning; education; mobile game-based learning; game design; adult learning; mobile devices
Deniozou, T. (2016). Investigating the potential of mobile games as learning environments for independent adult skill development . (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/22926
Deniozou, Thaleia. "Investigating the potential of mobile games as learning environments for independent adult skill development." 2016. Doctoral Dissertation, University of Edinburgh. Accessed July 17, 2019. http://hdl.handle.net/1842/22926.
Deniozou, Thaleia. "Investigating the potential of mobile games as learning environments for independent adult skill development." 2016. Web. 17 Jul 2019.
Deniozou T. Investigating the potential of mobile games as learning environments for independent adult skill development. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1842/22926.
Deniozou T. Investigating the potential of mobile games as learning environments for independent adult skill development. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/22926
7. Mathew, David. Fragile learning.
Degree: PhD, 2016, University of Bedfordshire
► A critical exploration of seven peer-reviewed published papers supports the author's contention that learning in Higher Education is a fragile system of conscious and unconscious… (more)
▼ A critical exploration of seven peer-reviewed published papers supports the author's contention that learning in Higher Education is a fragile system of conscious and unconscious transactions that serve to weaken a process that is already precarious. Over the course of this essay and the accompanying papers, the submission is that learning is brittle, and easily broken. The Fragile Learner is described as someone close to conceding defeat to circumstances that threaten his education. The Fragile Learner might be a student of a Higher Education Institution, but also might be an appointed educator. Alongside notions of barriers to learning, this submission explores identities and tensions. Although some of the ideas that make up my picture of Fragile Learning have been researched by other contributors (notably Meyer and Land; Britzman), my own contribution sees the complexities through various psychoanalytic lenses. Fundamentally, it is the addition of psychoanalysis that makes Fragile Learning original. It is argued that anxiety is an important part of adult learning. Fragile Learners might experience anxieties that are internal and complex but which appear to be attacks from other people. Alternatively, Fragile Learning might be a consequence of learners having suffered illness or indisposition. It is important that something can be blamed. The themes of fragility and anxiety – not to mention the difficulties that arise from distance learning – are present throughout.
Subjects/Keywords: 370.15; education; fragile learning; adult learning; gendered learning; gender; e-learning; prison language; X300 Academic studies in Education
Mathew, D. (2016). Fragile learning . (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/622106
Mathew, David. "Fragile learning." 2016. Doctoral Dissertation, University of Bedfordshire. Accessed July 17, 2019. http://hdl.handle.net/10547/622106.
Mathew, David. "Fragile learning." 2016. Web. 17 Jul 2019.
Mathew D. Fragile learning. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10547/622106.
Mathew D. Fragile learning. [Doctoral Dissertation]. University of Bedfordshire; 2016. Available from: http://hdl.handle.net/10547/622106
8. Grimm, Tammie. Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory.
Degree: PhD, 2017, University of Manchester
URL: https://www.research.manchester.ac.uk/portal/en/theses/holistic-and-holy-transformation-the-practice-of-wesleyan-discipleship-and-transformative-learning-theory(4fed1896-e567-4cab-8327-af9213f1811c).html  ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728143
► The subject of this thesis is the nature of Christian transformation as understood through the process of discipleship in the Wesleyan tradition and United Methodism… (more)
▼ The subject of this thesis is the nature of Christian transformation as understood through the process of discipleship in the Wesleyan tradition and United Methodism in particular. A basic premise is that contemporary discipleship efforts are perceived as ineffective in spite of the numerous strategies that exist within the field of Christian education. The contention of this thesis is that the current situation is rooted in a failure to address the holistic and integrated nature of Christian transformation, which from a Wesleyan perspective is understood as the process of sanctification. This thesis explores a more holistic vision for discipleship, drawing upon methodology proposed by Richard Osmer to do theological reflection as it engages Wesleyan theology and transformative learning theory (TLT), a contemporary adult educational theory. The result is a contribution to the field of Christian education that has implications for disciple making ministries in the local congregation. Alasdair MacIntyre's theory of practice is developed as a means of accounting for the present incoherence within discipleship ministries, and to resource the development of a more holistic approach to the process of Wesleyan discipleship. As a result, discipleship is conceived of as a single complex practice comprised of four inseparably related and integrally connected dimensions: virtues, disciplines, ethos and telos. The theoretical framework also provides insight into contemporary discipleship efforts by systematically isolating each component and investigating the particular emphasis that is stressed, thus truncating the practice of discipleship. Putting this framework into conversation with TLT provides a way for theological reflection that can broker a cross-disciplinary dialogue between TLT and Wesleyan discipleship. The resulting discourse discerns which relevant aspects of TLT can be appropriated within a Wesleyan context and how TLT contributes to the field of Christian education. Contributions that Wesleyan discipleship can make to the field of TLT are also explored. The thesis develops an educational theory that views discipleship as a single coherent complex practice that is consistent with the process of sanctification in the Wesleyan tradition. Such a theory overcomes the current situation that results in isolating various discipleship efforts by prompting the field of Christian education to consider discipleship as sanctification that transforms persons and their contexts in holistic ways.
Subjects/Keywords: 287; Discipleship; Wesleyan Theology; Transformative Learning Theory; Sanctification; United Methodist; Adult Learning; Transformation
Grimm, T. (2017). Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory . (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/holistic-and-holy-transformation-the-practice-of-wesleyan-discipleship-and-transformative-learning-theory(4fed1896-e567-4cab-8327-af9213f1811c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728143
Grimm, Tammie. "Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory." 2017. Doctoral Dissertation, University of Manchester. Accessed July 17, 2019. https://www.research.manchester.ac.uk/portal/en/theses/holistic-and-holy-transformation-the-practice-of-wesleyan-discipleship-and-transformative-learning-theory(4fed1896-e567-4cab-8327-af9213f1811c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728143.
Grimm, Tammie. "Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory." 2017. Web. 17 Jul 2019.
Grimm T. Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Jul 17]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/holistic-and-holy-transformation-the-practice-of-wesleyan-discipleship-and-transformative-learning-theory(4fed1896-e567-4cab-8327-af9213f1811c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728143.
Grimm T. Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory. [Doctoral Dissertation]. University of Manchester; 2017. Available from: https://www.research.manchester.ac.uk/portal/en/theses/holistic-and-holy-transformation-the-practice-of-wesleyan-discipleship-and-transformative-learning-theory(4fed1896-e567-4cab-8327-af9213f1811c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728143
9. Garvey, Bob. Mentoring in the market place.
Degree: PhD, 1999, Durham University
URL: http://etheses.dur.ac.uk/1434/  ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284478
Subjects/Keywords: 658; Adult development; Learning parnerships
Garvey, B. (1999). Mentoring in the market place . (Doctoral Dissertation). Durham University. Retrieved from http://etheses.dur.ac.uk/1434/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284478
Garvey, Bob. "Mentoring in the market place." 1999. Doctoral Dissertation, Durham University. Accessed July 17, 2019. http://etheses.dur.ac.uk/1434/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284478.
Garvey, Bob. "Mentoring in the market place." 1999. Web. 17 Jul 2019.
Garvey B. Mentoring in the market place. [Internet] [Doctoral dissertation]. Durham University; 1999. [cited 2019 Jul 17]. Available from: http://etheses.dur.ac.uk/1434/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284478.
Garvey B. Mentoring in the market place. [Doctoral Dissertation]. Durham University; 1999. Available from: http://etheses.dur.ac.uk/1434/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284478
10. Barnes, Sarah Butler. Individual differences in learning to use a word processing system.
Degree: PhD, 1993, University of Bristol
URL: http://hdl.handle.net/1983/661df1aa-04f9-483f-b897-efc8ea38215f
Subjects/Keywords: 620.82; Human-computer interaction; Adult learning
Barnes, S. B. (1993). Individual differences in learning to use a word processing system . (Doctoral Dissertation). University of Bristol. Retrieved from http://hdl.handle.net/1983/661df1aa-04f9-483f-b897-efc8ea38215f
Barnes, Sarah Butler. "Individual differences in learning to use a word processing system." 1993. Doctoral Dissertation, University of Bristol. Accessed July 17, 2019. http://hdl.handle.net/1983/661df1aa-04f9-483f-b897-efc8ea38215f.
Barnes, Sarah Butler. "Individual differences in learning to use a word processing system." 1993. Web. 17 Jul 2019.
Barnes SB. Individual differences in learning to use a word processing system. [Internet] [Doctoral dissertation]. University of Bristol; 1993. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1983/661df1aa-04f9-483f-b897-efc8ea38215f.
Barnes SB. Individual differences in learning to use a word processing system. [Doctoral Dissertation]. University of Bristol; 1993. Available from: http://hdl.handle.net/1983/661df1aa-04f9-483f-b897-efc8ea38215f
King's College London (University of London)
11. Hayes, Amanda Keith. Making the future : women students in the new further education.
Degree: 1999, King's College London (University of London)
URL: https://kclpure.kcl.ac.uk/portal/en/theses/making-the-future –  women-students-in-the-new-further-education(159bf916-a37c-4600-8f5f-fd49a9db5dd2).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313675
Subjects/Keywords: 370; Mature students : Adult learning : Learning society
Hayes, A. K. (1999). Making the future : women students in the new further education . (Doctoral Dissertation). King's College London (University of London). Retrieved from https://kclpure.kcl.ac.uk/portal/en/theses/making-the-future – women-students-in-the-new-further-education(159bf916-a37c-4600-8f5f-fd49a9db5dd2).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313675
Hayes, Amanda Keith. "Making the future : women students in the new further education." 1999. Doctoral Dissertation, King's College London (University of London). Accessed July 17, 2019. https://kclpure.kcl.ac.uk/portal/en/theses/making-the-future – women-students-in-the-new-further-education(159bf916-a37c-4600-8f5f-fd49a9db5dd2).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313675.
Hayes, Amanda Keith. "Making the future : women students in the new further education." 1999. Web. 17 Jul 2019.
Hayes AK. Making the future : women students in the new further education. [Internet] [Doctoral dissertation]. King's College London (University of London); 1999. [cited 2019 Jul 17]. Available from: https://kclpure.kcl.ac.uk/portal/en/theses/making-the-future – women-students-in-the-new-further-education(159bf916-a37c-4600-8f5f-fd49a9db5dd2).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313675.
Hayes AK. Making the future : women students in the new further education. [Doctoral Dissertation]. King's College London (University of London); 1999. Available from: https://kclpure.kcl.ac.uk/portal/en/theses/making-the-future – women-students-in-the-new-further-education(159bf916-a37c-4600-8f5f-fd49a9db5dd2).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313675
12. Lightfoot, Sarah Louise. Enhancing the professionality of early years educators: a model of support for professional development .
Degree: 2019, University of Cambridge
URL: https://www.repository.cam.ac.uk/handle/1810/291996
► This dissertation presents an intervention-based study that aimed to enable early years educators to develop and enact a particularly agential mode of professionality, helping them… (more)
▼ This dissertation presents an intervention-based study that aimed to enable early years educators to develop and enact a particularly agential mode of professionality, helping them to negotiate the challenges and constraints inherent in their work with young children and their families. A non-positional approach to teacher leadership was adopted as a means to mobilise all those involved to participate in collaborative, collective and situated processes that impacted on their professional development. The 'Making a difference in the early years programme' provided a context-tailored strategy which, through reflective tasks and dialogic activities, supported educators with initiating and leading a collaborative development work process in their own settings. A critical action-based methodology was employed that emphasised context and researcher reflexivity amongst a cohort of 15 participants. Data was collected using a range of programme-based methods and artefacts, analysed deductively and inductively, and narrated critically to maintain coherence and convey chronology. The study outcomes indicate that early years educators may enact an extended professionality when the proper support is provided. At the individual level, this is enabled through a transformation in educators' perspectives towards a self- empowered, agential mindset that leads them to act strategically to improve practice. However, these insights clarified the contribution of my research to the field of support for professional development in the early years sector. A model of support is proposed as an alternative to the technical-rationalist and transmissive approaches which dominate the provision of opportunities for professional development. The proposal reflects the following. First, the infrastructure surrounding support for professional development should be carefully considered. This positions participants and organisation leaders as vital, expert and generative co-producers rather than consumers of readymade professional development packages. Second, the focus of the provision of support should acknowledge the educator and her context as the starting point for professional learning, rather than preconceived content based on specifications of knowledge and skills. Third, facilitation of the programme should be appropriate to securing a system in which educators can become maximally agential and exercise leadership. Fourth, knowledge building and practice development should be viewed less as the development of technical know-how and the dissemination of teaching tips. The sharing and scrutinising of narratives helps collective understandings and self- efficacy to flourish within the group. The effect is of a sense of belonging to an early years community, which might be diverse in its make-up, but nevertheless shares common goals and values.
Subjects/Keywords: early years education; professional development; agency; leadership; professionality; narrative; action research; insider research; nursery education; transformational learning; adult learning
Lightfoot, S. L. (2019). Enhancing the professionality of early years educators: a model of support for professional development . (Thesis). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/291996
Lightfoot, Sarah Louise. "Enhancing the professionality of early years educators: a model of support for professional development ." 2019. Thesis, University of Cambridge. Accessed July 17, 2019. https://www.repository.cam.ac.uk/handle/1810/291996.
Lightfoot, Sarah Louise. "Enhancing the professionality of early years educators: a model of support for professional development ." 2019. Web. 17 Jul 2019.
Lightfoot SL. Enhancing the professionality of early years educators: a model of support for professional development . [Internet] [Thesis]. University of Cambridge; 2019. [cited 2019 Jul 17]. Available from: https://www.repository.cam.ac.uk/handle/1810/291996.
Lightfoot SL. Enhancing the professionality of early years educators: a model of support for professional development . [Thesis]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/291996
13. Hooker, Rebecca. The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them.
► This is a qualitative and context-specific study into the meaning and value attributed by older people to learning a foreign language in their own time… (more)
▼ This is a qualitative and context-specific study into the meaning and value attributed by older people to learning a foreign language in their own time and for reasons mainly unconnected to attainment and qualifications. There appear to be two common misconceptions of the British as language learners. The first is that they are 'language barbarians' (Tomlinson, 2004), ever ready to rely on the global dominance of English as a lingua franca and unwilling to learn other languages. The second is that learning a language voluntarily and for leisure purposes ('leisure language learning') is regarded as essentially frivolous and of little value. Equally much scholarly research, especially concerning second language acquisition (SLA), implies that language learning is a relatively unsuccessful and difficult endeavour for adults. This study challenges these views. Far from being reluctant 'language barbarians', who find learning another language onerous and unrewarding, the findings suggest otherwise. The older (aged 45+) adult learners in this enquiry are not only resoundingly positive about 'leisure language learning' but they derive significant benefits in many areas of their lives from learning, of their own volition, and seemingly against the odds. These benefits include but extend beyond functional transactions, such as ordering food when abroad. Participants' perceptions of the personal value of 'leisure language learning' include its role in providing and facilitating: mental stimulus and wellbeing; improved communication; fewer risks when travelling; a repositioning of the self; a purposeful pastime; cultural enrichment; awareness of the 'other', as well as the various benefits of social interaction. Wider advantages for society in general are also implied. Empirical data were collected by means of in-depth, conversational interviews, exploring participants' personal histories of encounters with and learning foreign languages. A hermeneutic 'fusion of horizons' (Gadamer, 2001) has then allowed for a more comprehensive and multi-faceted interpretation and understanding of the experience of adult 'leisure language learning' in community settings. The resulting text describes the nature and essence of the phenomenon of 'leisure language learning' embracing its meaning for, and impact upon, older adults. This incorporates a way of thinking regarding language pedagogy which goes beyond the usual 'commonplaces' and 'discourses of performance, competency and skills' (Phipps, 2007:2), common to much SLA and linguistic research. At the same time a deeper appreciation of the adult language learning experience is more likely to engender a 'tactful' and 'action-sensitive pedagogy' (van Manen, 1997:168-169): responsive to learners' expectations and motivation, and taking their backgrounds and routes to learning into account.
Subjects/Keywords: 428.0071; Hermeneutical phenomenology; Conversational interviews; Age and second language learning; Adult cultural literacy; Adult language learning in the community; Older adults and foreign language learning; Language learning benefits; Dementia and second language learning; Dialogic approaches; Lifehistory and biographies
Hooker, R. (2011). The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them . (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/21398
Hooker, Rebecca. "The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them." 2011. Doctoral Dissertation, University of Exeter. Accessed July 17, 2019. http://hdl.handle.net/10871/21398.
Hooker, Rebecca. "The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them." 2011. Web. 17 Jul 2019.
Hooker R. The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them. [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10871/21398.
Hooker R. The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them. [Doctoral Dissertation]. University of Exeter; 2011. Available from: http://hdl.handle.net/10871/21398
14. Chepelin , Evgueni. Reflexivity and the process of maturation of students in a work-based learning programme.
Degree: PhD, 2017, University of Stirling
► This thesis presents the outcomes of a five-year ethnographic research project of a work-based learning programme, the BA in Social Pedagogy (hereafter, the BA), which… (more)
▼ This thesis presents the outcomes of a five-year ethnographic research project of a work-based learning programme, the BA in Social Pedagogy (hereafter, the BA), which was provided in partnership with a university by a residential school for vulnerable children and young people (hereafter, the School) to its workers. The aim of the research was to develop an understanding of how the organisational fields of the School influenced learning practices and identities of workers undertaking the BA (hereafter, students). Two theoretical frameworks, of Pierre Bourdieu and Margaret Archer, were applied consecutively in the analysis of collected data. Bourdieu's theory of practice, applied first, allowed an investigation of the conditioning by the School's organisational fields of students' dispositions and actions, as well as of a function of the BA in the mechanism of social reproduction of the School's communities. Limitations of Bourdieu's theoretical framework in examining students' personal transformations in the course of their work and studies prompted a turn to Archer's Morphogenetic Approach and theories of reflexivity and personal development. Re-analysis of collected data indicated that the expansion of the BA curriculum triggered and then sustained cultural and structural changes in the School. Such changes created enabling conditions for the process of maturation of students, with the BA educational practices and School work practices facilitating this process. This research project contributes to the field of applied sociological studies. Firstly, it develops an explanatory theory of processes at a work-based learning programme and its hosting institution. Secondly, it demonstrates that Archer's theoretical framework presents methodological and analytical advantages, compared to Bourdieu's theory of practice, for the investigation of social phenomena both on the level of an institution and on the level of individual actors, in particular when the institution undergoes cultural and structural changes and the individuals are progressing in their maturational development.
Subjects/Keywords: work-based learning; higher education; personal development; reflexivity; Bourdieusian analysis; morphogenetic approach; vocational education; adult learning; Applied sociology Research; Active learning; Experiential learning; College students; Undergraduates
Chepelin , E. (2017). Reflexivity and the process of maturation of students in a work-based learning programme . (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/27069
Chepelin , Evgueni. "Reflexivity and the process of maturation of students in a work-based learning programme." 2017. Doctoral Dissertation, University of Stirling. Accessed July 17, 2019. http://hdl.handle.net/1893/27069.
Chepelin , Evgueni. "Reflexivity and the process of maturation of students in a work-based learning programme." 2017. Web. 17 Jul 2019.
Chepelin E. Reflexivity and the process of maturation of students in a work-based learning programme. [Internet] [Doctoral dissertation]. University of Stirling; 2017. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1893/27069.
Chepelin E. Reflexivity and the process of maturation of students in a work-based learning programme. [Doctoral Dissertation]. University of Stirling; 2017. Available from: http://hdl.handle.net/1893/27069
15. Galloway, Sarah. Distinguishing between empowerment and emancipation in the context of adult literacies education: Understanding power and enacting equality.
► This thesis considers a theoretical tradition which is concerned with how adult literacies education might not always serve to socialise students into existing society, instead… (more)
▼ This thesis considers a theoretical tradition which is concerned with how adult literacies education might not always serve to socialise students into existing society, instead encouraging possibilities for desirable alternatives to it. Without this possibility, adult literacies education might only be understood as a socialising machine that slots students into society as it stands and where the role of research is to describe its operation. My research describes a long-standing refusal by educators, researchers and students to accept this possibility and my thesis continues this tradition. Through the analysis and interplay of the work of Pierre Bourdieu, James Paul Gee, Paulo Freire, Jacques Rancière, I distinguish between empowerment and emancipation in the context of literacies education. I set out the assumptions that Bourdieu and Gee make, how they understand power, identity, discourse and oppression, and what this means for the practice of an empowering adult literacies education. I also present assumptions made by Freire and Rancière, how they understand equality and oppression, and how an emancipatory literacies education might be understood and practiced. In particular, I describe how education for 'empowerment' encourages practices underpinned by the assumption that ideological processes prevent students from understanding how oppression is manifested. In contrast, I describe how an emancipatory education implies enacting educational relationships that are not reliant on this assumption, whilst exerting a social response to societal oppression. I make three claims. Firstly, that the idea of an emancipatory literacies education has come to be neglected or conflated with the idea that literacies education might empower, which has come to hold great sway. In so doing, I critique Freire's work whilst reclaiming it as an emancipatory project. Secondly, that the educational practices associated with adult literacies for empowerment can be understood to encourage the socialisation of students into society as it stands. This emphasises the importance of distinguishing between empowerment and emancipation in the context of adult literacies education. Finally, that emancipation is a notion that must continue to be questioned and explored if educators, students and academics are to take responsibility for the practice of adult literacies education and its consequences. An emancipatory literacies education cannot be reliant upon the assumption that discourse is inherently ideological. Instead, it is predicated upon teachers and students assuming that emancipation is possible and acting on that assumption.
Subjects/Keywords: Adult Literacies Education; Emancipation; Empowerment; Equality; New Literacies Studies; Pierre Bourdieu; Paulo Freire; Jacques Ranciere; Raymond Williams; Oppression; Educational Theory; Methodology; James Paul Gee; Literacy Social aspects; Adult learning Social aspects; Adult education Social aspects; Educational sociology
Galloway, S. (2012). Distinguishing between empowerment and emancipation in the context of adult literacies education: Understanding power and enacting equality . (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/12902
Galloway, Sarah. "Distinguishing between empowerment and emancipation in the context of adult literacies education: Understanding power and enacting equality." 2012. Doctoral Dissertation, University of Stirling. Accessed July 17, 2019. http://hdl.handle.net/1893/12902.
Galloway, Sarah. "Distinguishing between empowerment and emancipation in the context of adult literacies education: Understanding power and enacting equality." 2012. Web. 17 Jul 2019.
Galloway S. Distinguishing between empowerment and emancipation in the context of adult literacies education: Understanding power and enacting equality. [Internet] [Doctoral dissertation]. University of Stirling; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1893/12902.
Galloway S. Distinguishing between empowerment and emancipation in the context of adult literacies education: Understanding power and enacting equality. [Doctoral Dissertation]. University of Stirling; 2012. Available from: http://hdl.handle.net/1893/12902
16. Peacock, Susi. A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework.
► This thesis comprises a critical review and suggestions for enhancement of the Community of Inquiry Framework (CoIF), the frequently cited model of collaborative community-based online… (more)
▼ This thesis comprises a critical review and suggestions for enhancement of the Community of Inquiry Framework (CoIF), the frequently cited model of collaborative community-based online learning. It combines a systematic engagement of relevant literature and research, with the application of the CoIF thinking to six of my peer-reviewed publications. Although not initially conceived as forming part of a doctorate submission, these publications are drawn upon throughout this narrative, to assist my interrogation of the CoIF. They are also used to provide evidence of my continuing journey as an education researcher. This thesis is therefore not an exegesis – a traditional meta-narrative encompassing this candidate's publications. It moves beyond my findings in the publications to create and present supplementary concepts, and develop pointed guidance about using the Framework in supporting online learning in tertiary education. My review first critically interrogates the three constituent elements or Presences of the CoIF. Social presence emerges as a highly complex and multi-faceted construct, in which the de-emphasising of the affective in the CoIF seems at variance with current research reporting the strong student emotional response to working online, and particularly in collaborative, community-based groupings. Then, in Cognitive presence, there has been little consideration of, and specificity about, reflection in the CoIF. My critique proposes that reflection and critical thinking are distinct but inter-related concepts; both of which need to be addressed. Teaching presence is renamed 'Tutoring presence' informed by my review based upon my emergent understandings of student-centred learning. Two enhancements to the CoIF are then proposed, together with the rationale for establishment of a Tutors' Network. The first enhancement, referred to as 'the Influences,' unites and enriches the individual Presences. The second argues for the existence and use of a personal learning retreat at the heart of a community of inquiry, addressing a perceived omission in the CoIF. This learner 'space' provides a 'quiet, safe place' for the private (internal) world of the learner, as a foil to the shared collaborative space in the CoIF (the external world). Finally, a Tutors' Network is outlined as a vehicle for advancing their understandings and knowledge of online, collaborative, community-based learning in general, and in particular of communities of inquiry. This should develop the abilities of online tutors, improve their learners' educational experiences and encourage research and scholarship into the CoIF.
Subjects/Keywords: online learning; community of inquiry; social presence; cognitive presence; teaching presence; emotion; reflection; critical thinking; student-centred learning; PhD by publication; intermental; intramental; Community learning; Adult learning Social aspects; Internet in higher education; Teacher-student relationships
Peacock, S. (2015). A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework . (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/22319
Peacock, Susi. "A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework." 2015. Doctoral Dissertation, University of Stirling. Accessed July 17, 2019. http://hdl.handle.net/1893/22319.
Peacock, Susi. "A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework." 2015. Web. 17 Jul 2019.
Peacock S. A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework. [Internet] [Doctoral dissertation]. University of Stirling; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1893/22319.
Peacock S. A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework. [Doctoral Dissertation]. University of Stirling; 2015. Available from: http://hdl.handle.net/1893/22319
17. Forster, Mary Josephine. 'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham.
► This thesis examines the effects of de-industrialisation on the lives of adult learners attending adult education programmes in the former coal mining and steel working… (more)
▼ This thesis examines the effects of de-industrialisation on the lives of adult learners attending adult education programmes in the former coal mining and steel working communities of County Durham. It presents the outcomes of a qualitative study of life history stories which are 'person centred'. Focusing on the subjective experiences of learners, both past and present, was an appropriate way in which the learner voice could be heard as well as helping to understand their experiences and views on the effects that de- industrialisation has had on their lives, and if lifelong learning was improving their life chances. The importance of social class and gender in configuring and understanding adult learner experiences are critical factors whilst, at the same time, the collective resources of these working class communities have been systematically undermined. Furthermore, the provision of publically funded adult education has declined dramatically since the 1980s. Through the prism of learners' lives the study explores experiences of employability skills programmes and community adult education programmes on shaping the position, disposition and identity of learners who have experienced a major trauma to their communities, their families and themselves. Ontological insecurity, a product of de-industrialisation, has a critical impact on the lives of these adults. The thesis adopts Hirschman's (1970) framework of 'Exit, Loyalty and Voice', originally used to frame the responses of workers confronting the possibility of job losses in a firm, as a way of understanding the reactions of adult learners to the impact of de-industrialisation on communities. In Hirschman's framework the relationship between exit, loyalty and voice followed a distinctive pattern. Loyalty, for example, was the opposite of voice, as people in a firm stayed silent in order to be saved from job loss. In this study, loyalty to the community has enabled individuals to benefit from support and community provision, which has given them a lifeline for survival and a step on the way to finding a voice. Exit, in the original framework, involved proactive workers getting 'ahead of the curve' by finding alternative employment before others. In this study, employability skills training - as a resource for exit - does not deliver. Instead, it systematically demoralises individuals and undermines their capacity to act. It involves churning learners between welfare and more training programmes and, where and when available, into short-term work. The overall impact has resulted in the social exclusion of these learners from the labour market and from the community - the opposite of agency. It is argued that this is a paradox given that social and economic inclusion was an aim of lifelong learning policies. The thesis challenges the claim of neoliberal ideology that purports to promote the freedom of individuals to determine their own fate. Those attending employability skills programmes are expected to find solutions to structural problems, and are subjected to…
Subjects/Keywords: adult learners; de-industrialisation; learner voice; employability skills training; social exclusion; employability trainer; public education; lifelong learning; community adult education; government employability skills programmes; social class; identity; gender; precariat; churning; ontological insecurity; social trauma; life histories
Forster, M. J. (2018). 'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham . (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/31194
Forster, Mary Josephine. "'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham." 2018. Doctoral Dissertation, University of Edinburgh. Accessed July 17, 2019. http://hdl.handle.net/1842/31194.
Forster, Mary Josephine. "'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham." 2018. Web. 17 Jul 2019.
Forster MJ. 'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham. [Internet] [Doctoral dissertation]. University of Edinburgh; 2018. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1842/31194.
Forster MJ. 'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham. [Doctoral Dissertation]. University of Edinburgh; 2018. Available from: http://hdl.handle.net/1842/31194
18. Feltham, Richard Mark. Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace.
Degree: PhD, 2012, University of Exeter
► This thesis examines the use of actor-based Applied Theatre methods within the workplace. Typically such methods are employed for behavioural skills training with the intention… (more)
▼ This thesis examines the use of actor-based Applied Theatre methods within the workplace. Typically such methods are employed for behavioural skills training with the intention of enabling staff to effectively perform their work roles in a context of rapid and fundamental change to work practices and structures. This research uses case studies and mixed methods and finds that whilst work-based Applied Theatre may be commissioned for reasons of efficiency, in practice there is also the potential for individual efficacy. Whilst competitive forces drive the imperative for increased efficiency, the practice opens a space where the human consequences of this pressure can be explored. Studies of Applied Theatre have ignored or excluded the workplace as a site of research and consequently applications of these methods are under researched and little understood. This thesis questions the exclusive assumptions of the academic field, presenting a more complex picture of the practice than currently appears in the literature. Whilst the workplace presents many tensions that must be negotiated, this research finds that the participative, embodied and dialogic qualities of the practice can enable a space for catharsis, negotiation, expression and learning not possible through other methods. These dialogic and participatory qualities are found to promote a social model of leadership and interaction that is progressive, facilitating a shift away from pervasive mechanistic command and control approaches to management and leadership. A central quality of this efficacy and impact was found to be the role of the workplace actor which has evolved beyond the delivery of performance and into innovative approaches that aim to increase the actor's contribution to learning. This emerging hybrid role is defined here as the 'pedagogical actor', drawing on skills of calibration, feedback and facilitation in addition to delivering a credible performance. Case Studies include an examination of the use actor-based role-play within financial services company Friends Provident and Forum Theatre used by the multi-national 3M, in addition to numerous case examples.
Subjects/Keywords: 792.07155; Applied Theatre : Applied Drama : Role-Play : Forum Theatre : Experiential Learning : Adult Education : Leadership Development : Applied Acting : Simulation : Role play : Theatre in Business : Business role play
Feltham, R. M. (2012). Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace . (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3573
Feltham, Richard Mark. "Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace." 2012. Doctoral Dissertation, University of Exeter. Accessed July 17, 2019. http://hdl.handle.net/10036/3573.
Feltham, Richard Mark. "Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace." 2012. Web. 17 Jul 2019.
Feltham RM. Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10036/3573.
Feltham RM. Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10036/3573
19. Cowell, Gillian. Curating Places: Civic action, civic learning, and the construction of public spaces.
Degree: PhD, School of Education, 2013, University of Stirling
► This research involves understanding the civic learning that emerged from the ways individuals in two civic action groups, Greenhill Historical Society (GHS) in Bonnybridge, a… (more)
▼ This research involves understanding the civic learning that emerged from the ways individuals in two civic action groups, Greenhill Historical Society (GHS) in Bonnybridge, a deindustrialised location, and Cumbernauld Village Action for the Community (CVAC) in Cumbernauld Village, a Conservation Area, enacted their citizenship through the spatial (geographical) and temporal (historical) characteristics of their place. I use a citizenship-as-practice conceptualisation, where citizenship is not a status 'given' to individuals who have successfully displayed pre-requisite outcomes, but is a continuous and indeterminate practice through exposure to real challenges. To understand the learning occurring for, from and through their practices, I used Biesta's theory of civic learning (Biesta, 2011). It involves a socialisation conception of civic learning as the adoption of existing civic identities, where individuals adapt to a given political order, and a subjectification conception which focuses on how political agency is achieved. The theory connects learning and action together, where Biesta argues socialisation involves the individual requiring to learn something in order to carry out the 'correct' actions in the future; however, subjectification involves action preceding learning, where learning comes second, if at all. I used a case study design and a psychogeographic mapping methodology involving secondary data analysis, psychogeographic mapping interviews and observations. Civic action emerged as a more central component than civic learning through my empirical analysis. The civic actions of GHS emerged as a case of reconsideration (redefining, re-meaning their location through interventions in public), and CVAC of reconfiguration (actions physically altering the landscape). These actions concerning space and time involved spatial shifts from mapreading to mapmaking, and temporal shifts from histories 'of' and 'for' the public, towards histories 'by' the public. Respondents became 'curators' of their places: from spectators to participants in making and representing spaces and histories that opened their locations to interruptions of the continuities of time. Attending to practices of citizens with space and time contains possibilities for public pedagogies that work 'with' context rather than just 'in', towards opening up opportunities for citizens to 'become public' as practices that trouble pre-existing arrangements and configurations.
Subjects/Keywords: community education; adult education; cartography; public space; public sphere; local history; geography; post-industrial; public history; civic learning; Cities and towns; Public spaces
Cowell, G. (2013). Curating Places: Civic action, civic learning, and the construction of public spaces . (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/13062
Cowell, Gillian. "Curating Places: Civic action, civic learning, and the construction of public spaces." 2013. Doctoral Dissertation, University of Stirling. Accessed July 17, 2019. http://hdl.handle.net/1893/13062.
Cowell, Gillian. "Curating Places: Civic action, civic learning, and the construction of public spaces." 2013. Web. 17 Jul 2019.
Cowell G. Curating Places: Civic action, civic learning, and the construction of public spaces. [Internet] [Doctoral dissertation]. University of Stirling; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1893/13062.
Cowell G. Curating Places: Civic action, civic learning, and the construction of public spaces. [Doctoral Dissertation]. University of Stirling; 2013. Available from: http://hdl.handle.net/1893/13062
20. Grimm, Tammie Marie. Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory.
Degree: 2017, University of Manchester
URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308596
▼ The subject of this thesis is the nature of Christian transformation as understood through the process of discipleship in the Wesleyan tradition and United Methodism in particular. A basic premise is that contemporary discipleship efforts are perceived as ineffective in spite of the numerous strategies that exist within the field of Christian education. The contention of this thesis is that the current situation is rooted in a failure to address the holistic and integrated nature of Christian transformation, which from a Wesleyan perspective is understood as the process of sanctification. This thesis explores a more holistic vision for discipleship, drawing upon methodology proposed by Richard Osmer to do theological reflection as it engages Wesleyan theology and transformative learning theory (TLT), a contemporary adult educational theory. The result is a contribution to the field of Christian education that has implications for disciple making ministries in the local congregation.Alasdair MacIntyre's theory of practice is developed as a means of accounting for the present incoherence within discipleship ministries, and to resource the development of a more holistic approach to the process of Wesleyan discipleship. As a result, discipleship is conceived of as a single complex practice comprised of four inseparably related and integrally connected dimensions: virtues, disciplines, ethos and telos. The theoretical framework also provides insight into contemporary discipleship efforts by systematically isolating each component and investigating the particular emphasis that is stressed, thus truncating the practice of discipleship.Putting this framework into conversation with TLT provides a way for theological reflection that can broker a cross-disciplinary dialogue between TLT and Wesleyan discipleship. The resulting discourse discerns which relevant aspects of TLT can be appropriated within a Wesleyan context and how TLT contributes to the field of Christian education. Contributions that Wesleyan discipleship can make to the field of TLT are also explored.The thesis develops an educational theory that views discipleship as a single coherent complex practice that is consistent with the process of sanctification in the Wesleyan tradition. Such a theory overcomes the current situation that results in isolating various discipleship efforts by prompting the field of Christian education to consider discipleship as sanctification that transforms persons and their contexts in holistic ways. Advisors/Committee Members: Meadows, Philip.
Subjects/Keywords: Discipleship; Wesleyan Theology; Transformative Learning Theory; Sanctification; United Methodist; Adult Learning; Transformation
…Wesleyan theology and transformative learning theory (TLT), a contemporary adult… …Learning Theory A theory in the field of adult education, TLT was first proposed by Jack Mezirow… …considered a uniquely adult learning theory. Adult learners, whether or not they seek formal higher… …Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory 2016 The… …of learning. !9 Copyright Statement I. The author of this thesis (including the…
Grimm, T. M. (2017). Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory . (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308596
Grimm, Tammie Marie. "Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory." 2017. Doctoral Dissertation, University of Manchester. Accessed July 17, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308596.
Grimm, Tammie Marie. "Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory." 2017. Web. 17 Jul 2019.
Grimm TM. Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Jul 17]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308596.
Grimm TM. Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308596
21. Diouf, Abdou. A proposal to examine the principles of video use in ELT with a view to making concrete suggestions of its use in adult ELT classes, in particular in the distance learning satellites in Senegal.
Degree: 1990, University of Edinburgh
► This work is arranged in six chapters. The first chapter deals with the English teaching situation in Senegal and focuses on a Distant Learning Centre… (more)
▼ This work is arranged in six chapters. The first chapter deals with the English teaching situation in Senegal and focuses on a Distant Learning Centre where adults attend evening classes in English for work purposes. An attempt is made within the chapter to identify and analyse the problems both learners and teachers encounter in the teaching/learning process. The second chapter is concerned with the literature review related to video use in the classroom with a view to finding solutions to these problems. In the third chapter, a proposal which consists in integrating video in the language programme of the learners has been made, as a result of the literature review. The fourth chapter contains two video plans showing how video could be fitted into this programme. The fifth chapter describes how the project could be implemented through the involvement of the participants concerned. Finally, an evaluation is undertaken in the sixth chapter as to the efficiency of the colleagues' use of video and the learners reaction to it.
Subjects/Keywords: Senegal; distance learning; English teaching; English language learning; adult education; continuing education; teaching process; learning process; issues; difficulties; video; video aides; programme implementation
Diouf, A. (1990). A proposal to examine the principles of video use in ELT with a view to making concrete suggestions of its use in adult ELT classes, in particular in the distance learning satellites in Senegal . (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8811
Diouf, Abdou. "A proposal to examine the principles of video use in ELT with a view to making concrete suggestions of its use in adult ELT classes, in particular in the distance learning satellites in Senegal." 1990. Thesis, University of Edinburgh. Accessed July 17, 2019. http://hdl.handle.net/1842/8811.
Diouf, Abdou. "A proposal to examine the principles of video use in ELT with a view to making concrete suggestions of its use in adult ELT classes, in particular in the distance learning satellites in Senegal." 1990. Web. 17 Jul 2019.
Diouf A. A proposal to examine the principles of video use in ELT with a view to making concrete suggestions of its use in adult ELT classes, in particular in the distance learning satellites in Senegal. [Internet] [Thesis]. University of Edinburgh; 1990. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1842/8811.
Diouf A. A proposal to examine the principles of video use in ELT with a view to making concrete suggestions of its use in adult ELT classes, in particular in the distance learning satellites in Senegal. [Thesis]. University of Edinburgh; 1990. Available from: http://hdl.handle.net/1842/8811
22. Pate, John Kenton. Predictability effects in language acquisition.
► Human language has two fundamental requirements: it must allow competent speakers to exchange messages efficiently, and it must be readily learned by children. Recent work… (more)
▼ Human language has two fundamental requirements: it must allow competent speakers to exchange messages efficiently, and it must be readily learned by children. Recent work has examined effects of language predictability on language production, with many researchers arguing that so-called "predictability effects" function towards the efficiency requirement. Specifically, recent work has found that talkers tend to reduce linguistic forms that are more probable more heavily. This dissertation proposes the "Predictability Bootstrapping Hypothesis" that predictability effects also make language more learnable. There is a great deal of evidence that the adult grammars have substantial statistical components. Since predictability effects result in heavier reduction for more probable words and hidden structure, they provide infants with direct cues to the statistical components of the grammars they are trying to learn. The corpus studies and computational modeling experiments in this dissertation show that predictability effects could be a substantial source of information to language-learning infants, focusing on the potential utility of phonetic reduction in terms of word duration for syntax acquisition. First, corpora of spontaneous adult-directed and child-directed speech (ADS and CDS, respectively) are compared to verify that predictability effects actually exist in CDS. While revealing some differences, mixed effects regressions on those corpora indicate that predictability effects in CDS are largely similar (in kind and magnitude) to predictability effects in ADS. This result indicates that predictability effects are available to infants, however useful they may be. Second, this dissertation builds probabilistic, unsupervised, and lexicalized models for learning about syntax from words and durational cues. One series of models is based on Hidden Markov Models and learns shallow constituency structure, while the other series is based on the Dependency Model with Valence and learns dependency structure. These models are then used to measure how useful durational cues are for syntax acquisition, and to what extent their utility in this task can be attributed to effects of syntactic predictability on word duration. As part of this investigation, these models are also used to explore the venerable "Prosodic Bootstrapping Hypothesis" that prosodic structure, which is cued in part by word duration, may be useful for syntax acquisition. The empirical evaluations of these models provide evidence that effects of syntactic predictability on word duration are easier to discover and exploit than effects of prosodic structure, and that even gold-standard annotations of prosodic structure provide at most a relatively small improvement in parsing performance over raw word duration. Taken together, this work indicates that predictability effects provide useful information about syntax to infants, showing that the Predictability Bootstrapping Hypothesis for syntax acquisition is computationally plausible and motivating future…
Subjects/Keywords: language; predictability effects; language-learning; adult-directed speech; child-directed speech
…Experiment I – child- and adult-directed speech. . . . . . . . . . . . . 4.3.2 4.4 55 4.3.1 4.3… …available to children, we will examine how useful they might be for learning about syntax in an… …decades has shown that some notion of probability is represented in the adult grammars infants… …syntactic structure in a way that is useful for unsupervised learning, but not necessarily by… …presents a series of HMM-based unsupervised chunkers, and shows that learning from words and…
Pate, J. K. (2013). Predictability effects in language acquisition . (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8235
Pate, John Kenton. "Predictability effects in language acquisition." 2013. Doctoral Dissertation, University of Edinburgh. Accessed July 17, 2019. http://hdl.handle.net/1842/8235.
Pate, John Kenton. "Predictability effects in language acquisition." 2013. Web. 17 Jul 2019.
Pate JK. Predictability effects in language acquisition. [Internet] [Doctoral dissertation]. University of Edinburgh; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1842/8235.
Pate JK. Predictability effects in language acquisition. [Doctoral Dissertation]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8235
23. Mannion, Greg. Children's Participation in Changing School Grounds and Public Play Areas in Scotland.
URL: http://hdl.handle.net/1893/88
► Abstract The study draws on theories of society, learning, planning and design, democracy, identity formation, and cultural change to inquire into children's participation in the… (more)
▼ Abstract The study draws on theories of society, learning, planning and design, democracy, identity formation, and cultural change to inquire into children's participation in the social sphere. The thesis emerges from the growing literature in the sociological and educational study of childhood, identity, space and culture. A case study approach, using a variety of participatory methods and photographic visual evidence, is employed to investigate the substantive issue of children's participation in changing their locales in a contemporary Scottish context. Two main cases are narrated: the first concerns primary school children's experience in participating in changing school grounds throughout Scotland; the second details the experience of one local authority's efforts to enhance public play provision for children with disabilities. Local socio-cultural / spatial practices used in the construction of children's participation and their places of learning, work, and play are described. Children are found to be 'positioned' between adult desires to increase children's participation in matters that affect them, while at the same time, adults may wish to protect children from perceived dangers. The context for children's participation takes cognisance of the influences of schooling, the exclusion of children from the workplace, as well as the influences of technology, the media, and the changes in family make-up. One central finding of the thesis is that children's experience of participation appeared to be constructed out of 'essential beliefs' about the relations between children and adults, the nature of the child and the child's 'place' in society.
Subjects/Keywords: children; participation; identity; relations; child-adult; adult-child; spatial; spatiality; identification; education; learning; space; school grounds; play park; Scotland; school; visual methods; inclusion; Decision making in children; School grounds Design Scotland; Play areas Scotland; Environment and children
Mannion, G. (1999). Children's Participation in Changing School Grounds and Public Play Areas in Scotland . (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/88
Mannion, Greg. "Children's Participation in Changing School Grounds and Public Play Areas in Scotland." 1999. Doctoral Dissertation, University of Stirling. Accessed July 17, 2019. http://hdl.handle.net/1893/88.
Mannion, Greg. "Children's Participation in Changing School Grounds and Public Play Areas in Scotland." 1999. Web. 17 Jul 2019.
Mannion G. Children's Participation in Changing School Grounds and Public Play Areas in Scotland. [Internet] [Doctoral dissertation]. University of Stirling; 1999. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1893/88.
Mannion G. Children's Participation in Changing School Grounds and Public Play Areas in Scotland. [Doctoral Dissertation]. University of Stirling; 1999. Available from: http://hdl.handle.net/1893/88


South Africa spinner Tabraiz Shamsi will be staying at Northants for another two matches.
Shamsi has been a big hit for the Steelbacks, helping them claim two wins from their opening four NatWest T20 Blast matches.
He was a stand-out performer in the victories at Durham Jets and Birmingham Bears, taking two for 20 and two for 24 respectively.
And he will now be back in action for the County when they travel to Leicestershire Foxes on Friday night and Nottinghamshire Outlaws on Saturday.
Northants had initially signed Sri Lanka all-rounder Seekkuge Prasanna for all of the 14 North Group matches, but Prasanna has been on international duty and is nursing an injury.
So Shamsi will again get a chance to shine this week, and he confirmed the news on Twitter.
"When u hear ure joining @NorthantsCCC once again for another 2 @NatWestT20Blast games #BackAtItAgain #OneLastDance," Shamsi tweeted with a picture of himself in Steelbacks colours.