bluuebunny/crossref_metadata_2025 huggingface dataset:
Preclinical evaluation of radiolabelled nimotuzumab, a promising monoclonal antibody targeting the epidermal growth factor receptor
Authors: Barta Pavel , Laznickova Alice , Laznicek Milan , Vera Denis Rolando Beckford , Beran Milos
Published: January 2013

Background

Radiolabelled monoclonal antibodies with affinity towards tumour‐associated antigens may enhance the efficacy of cancer treatment with targeted radiotherapy. The humanized antibody nimotuzumab represents a promising vector to deliver radioactivity to tumours overexpressing epidermal growth factor receptor type 1 (ErbB1). We analysed the effect of radiolabelling nimotuzumab on its uptake in cancer cells and its biodistribution profile in preclinical experiments.

Methods

Nimotuzumab was labelled with 131I by oxidative iodination and with 177Lu using nimotuzumab conjugates with two different chelators (DTPA and DOTA) and two different spacers (p‐SCN‐Bn and NHS). For the receptor studies, two cell lines (HaCaT and A431) were used. Biodistribution studies were performed in male Wistar rats.

Results

The choice of radiolabel and the manner of its attachment to nimotuzumab had little effect on the internalization of the antibody into ErbB1‐expressing cell lines. However, the type of radiolabel, the way in which it was attached to nimotuzumab and the radiolabelling procedure, significantly affected the blood clearance, liver uptake and liver persistence of radiolabelled nimotuzumab. 131I‐nimotuzumab had the longest elimination half‐life and the lowest radioactivity uptake in the liver. 177Lu‐labelled nimotuzumab exhibited a shorter elimination half‐life, high radioactivity and long‐term retention in the liver.
Early synthetic dyes – a challenge for tandem mass spectrometry
Authors: Lech Katarzyna , Wilicka Ewa , Witowska‐Jarosz Janina , Jarosz Maciej
Published: January 2013

The present study concerns identification of early yellow synthetic dyes from silk fibers taken from the 1930 spring color palette of the Lyon Dyers’ Guild (La Chambre Syndicale des Teinturiers). The identification was based mainly on the electrospray ionization tandem mass spectrometry spectra obtained in the positive and negative ion modes. This technique was combined with high‐performance liquid chromatography, which enabled separation of the analyzed compounds. Spectra registered for each of the examined synthetic dye allowed identification of their lost fragments. Moreover, isotopic profiles and exact measurements of m/z by using time of flight analyzer made possible to evaluate their elemental composition. In consequence, all obtained data, including UV–vis spectra, allowed to reconstruct molecular structures of examined colorants. Due to the lack of standards, the identification of the dyes was based only on the registration of fragment and quasi‐molecular ions, what is rather uncommon in such analysis and means groping for the correct structure rather than proving signal identity by comparison with standards. Depending on substituents present in dye molecules, the lost fragments of the examined compounds involved SO2, NO•, NO2•, CH4, C2H4, C2H5•, C2H6, CH2 = N–CH3, (CH3)2NH, CH2 = NH, CH3–NH2, as well as CO and CO2. The performed study led to identification of various colorants: rhodamine 6 G, rhodamine B, malachite green, quinoline yellow, picric acid and acetoquinone yellow 5JZ. Copyright © 2013 John Wiley & Sons, Ltd.
MALDI‐TOF mass spectrometry for the monitoring of she‐donkey's milk contamination or adulteration
Authors: Cunsolo Vincenzo , Muccilli Vera , Saletti Rosaria , Foti Salvatore
Published: January 2013

Donkey's milk (DM), representing a safe and alternative food in both IgE‐mediated and non‐IgE‐mediated cow's milk protein allergy, can be categorized as precious pharma‐food. Moreover, an economically relevant interest for the use of DM in cosmetology is also developing. The detection of adulterations and contaminations of DM is a matter of fundamental importance from both an economic and allergenic standpoint, and, to this aim, fast and efficient analytical approaches to assess the authenticity of this precious nutrient are desirable. Here, a rapid matrix‐assisted laser desorption/ionization‐time‐of‐flight mass spectrometry (MALDI‐TOF MS)‐based method aimed to the detection of bovine or caprine milk in raw DM is reported. The presence of the extraneous milks was revealed by monitoring the protein profiles of the most abundant whey proteins, α‐lactalbumin (α‐LA) and β‐lactoglobulin, used as molecular markers. The possibility of obtaining a quantitative analysis of the level of cow or goat milk in DM based on the MALDI‐TOF peak areas of α‐LAs was also explored. The results showed that the experimental quantitative values were in good agreement with the real composition of each mixture. As pretreatment of the milk samples is not required, and owing to the speed and the high sensitivity of MALDI‐MS, the protocol here reported could represent a reliable method for routine analyses aimed to assess the absence of contamination in raw fresh DM samples. Copyright © 2013 John Wiley & Sons, Ltd.
Triboelectric spray ionization
Authors: Özdemir Abdil , Lin Jung‐Lee , Gillig Kent J. , Chen Chung‐Hsuan
Published: January 2013

Triboelectric spray ionization (TESI) is a variation of electrospray ionization (ESI) using common instrumental components, including gas flow, solvent flow rate and heat, the only difference being the use of a high‐voltage power supply for ESI or a static charge for TESI. The ionization of solvent or analyte is due to the electrostatic potential difference formed between the spray electrode and counter electrode. The ion source contains a pneumatic spray operated over a range of flow rates (0.15–1.5 µl/min) and gas pressures (0–100). This new design contains a standalone spray assembly and an optional metal mesh in front of the spray. There are several parameters that affect the performance during ionization of molecules including the flow rate of solvent, gas pressure, temperature, solvent acidity, distance and potential difference between emitter and counter electrode. A variable electrostatic potential can be applied for higher ionization efficiency. The new ionization method was successfully applied to solutions of various proteins under different conditions. The same charge‐state distributions compared to other ESI techniques are observed for all the protein samples. The unique feature of TESI is very efficient spraying by using a natural electrostatic potential even at the potential that a human body can produce. This provides very gentle ionization efficiency of peptides and proteins in different solvents. Copyright © 2013 John Wiley & Sons, Ltd.
Fundamental isomorphism conjecture via non‐commutative motives
Authors: Balmer Paul , Tabuada Gonçalo
Published: January 2013

Given a group, we construct a “fundamental localizing invariant” on its orbit category. We prove that any isomorphism conjecture valid for this fundamental invariant implies the same isomorphism conjecture for all localizing invariants, like non‐connective K‐theory, Hochschild homology, cyclic homology, and so on. Then, we discuss how to reduce such a fundamental isomorphism conjecture to essentially K‐theoretic ones. Finally, we develop the analogue additive results.
Recent Development of Hypercrosslinked Microporous Organic Polymers
Authors: Xu Shujun , Luo Yali , Tan Bien
Published: January 2013

Hypercrosslinked polymers (HCPs) are currently receiving great interest due to their easy preparation, high chemical and thermal stability, and low cost. Combined with the lightweight properties and high surface areas HCPs can be considered as promising materials for gas storage and separation, catalysis, and heavy metal ions removal in wastewater treatment. This Feature Article summarizes strategies for the preparation of HCPs, comprising the post‐crosslinking of “Davankov‐type” resins, direct polycondensation of aromatic chloromethyl (or hydroxymethyl) monomers, and knitting aromatic compound polymers (KAPs). The HCPs applications, such as H2 storage, CO2 capture, and heterogeneous catalysis, are also discussed throughout in the article. Finally, the outlook of this research area is given.
Enteric alpha‐synuclein expression is increased in Parkinson's disease but not Alzheimer's disease
Authors: Gold Andrea , Turkalp Zorbey T. , Munoz David G.
Published: January 2013

Background and Objective

Alpha‐synuclein (α‐Syn) is immunohistochemically detectable in enteric neurons in some subjects. We determined its age distribution in the general autopsy population and in an age‐matched subset investigated differences with Parkinson's (PD) and Alzheimer's diseases (AD).

Methods

Archival autopsy samples of colon from 95 cases (77 general population, 10 PD, and 8 AD) were immunostained with monoclonal antibody KM51. α‐Syn detectability was semiquantitatively graded 1 to 3.

Results

α‐Syn was detectable in 52% of the general population, and its level of expression did not change between ages 40 and 91. All PD subjects were α‐Syn positive, with higher prevalence (P = 0.001) and grade (P = 0.003) than age‐matched controls. AD subjects were no more likely to be α‐Syn positive or have a higher grade than controls.

Conclusions

Either PD develops selectively in the enterically α‐Syn‐positive population subset or PD induces this expression. Absence of increased α‐Syn expression in AD points to differences in pathogenesis. © 2013 Movement Disorder Society
Power spectral analysis of the effects of epinephrine, norepinephrine, dobutamine and dopexamine on microcirculation following free tissue transfer
Authors: Eley Karen A. , Young John Duncan , Watt‐Smith Stephen R.
Published: January 2013

Background: The use of pressor drugs after microsurgical free tissue transfer remains controversial because of potential vasoconstrictor effects on the free flap. Noninvasive monitoring of free flaps with laser Doppler flowmetry may provide further information regarding the local regulation of blood flow in the flap tissues during pressor infusions. This study evaluated the effects of four commonly used pressor agents. Methods: Twenty four patients (25 data sets) undergoing head and neck cancer resection and free flap reconstruction were recruited. Epinephrine, norepinephrine, dopexamine, and dobutamine were infused in a random order at four infusion rates, after surgery, with free flap and control area (deltoid region) laser Doppler skin blood flow monitoring. Frequency analysis of the Doppler waveform was performed utilizing the time period immediately before the first drug infusion for each patient as baseline. Results: At baseline there was less power at the 0.002–0.6 Hz frequency in the flap compared with control tissue consistent with surgical denervation. At maximum epinephrine infusion rates, the control of blood flow moved toward (i.e., proportion of power increased in) the lower frequencies, as smooth muscle mediated (myogenic) control began to dominate blood flow, an effect most marked with norepinephrine. Dobutamine and dopexamine had little effect on control of blood flow. Conclusions: Denervation of free flap tissue is demonstrable using spectral analysis of laser Doppler blood flow signals. With norepinephrine the control of blood flow shifts toward low frequency vasomotion where blood flow depends mostly on average blood pressure, making it potentially the most suitable agent following free tissue transfer. © 2013 Wiley Periodicals, Inc. Microsurgery, 2013.
Propaganda and Adult Education
Authors: Novak Richard J.
Published: January 2013

The issue of whether or not adult educators should condone so called propagandistic materials, as were used in the literacy campaigns of Nicaragua, is a complex one. The issue is part of a larger one: the interfacing of propaganda, politics, and education. There are many aspects to this interfacing which confront the adult educator. The following article begins with an explication of propaganda, highlighting related issues which confront the adult educator. From there, the article looks at the specific example of Nicaragua and at literacy education in general. This is followed by some suggestions for practice.
The Informing of Adult Education by Adult Development
Authors: Hagan Nancy E.
Published: January 2013

Theory‐building and research conducted in the field of human development can inform the process of adult education. Three broad perspectives of human development—stage theory, phasic approaches, and the combination of the two—are discussed in terms of the insight they can bring to the field of adult education. Works of major theorists in both fields are considered in order to highlight the discussion. Contrasts are drawn between the development and education of adolescents and of adults. General recommendations for adult education are made, and a call is issued for further strengthening the ties between the fields of human development and adult education.
Procedures for Writers in the Field of Education: How to Make Publications More Consistently Accessible within Computerized Information Databases
Authors: Adrian Judith Gwinn
Published: January 2013

Educators writing documents or articles for publication in professional and scholarly journals desire to have their writing read and cited. Today, as a part of achieving this end, publications need to be easily accessible through computerized searching (online and CD‐ROM) in databases such as ERIC. There are specific techniques for achieving this. The trend toward end‐users doing their own computerized information retrieval and the implications this has for educational writers are discussed, and five hints are given for writers in the field of education: 1) having a clear and unambiguous title, 2) providing a narrative abstract or annotation, 3) citing authors’ names in a consistent format, 4) selecting appropriate words for the title and abstract, and 5) furnishing an informative document title page.
Physical Learning Environments: Why be Concerned?
Authors: Fulton Rodney
Published: January 2013

Before research agendas again deal with the question of how the physical attributes of a place impact on adult learning, we must consider some very basic, yet important, questions. This article urges the reader to think about the physical environment as one of many controllable conditions of learning. The author offers a conception of the physical environment as not only a stimulus evoking a response but also as a function of human intent, control, and structure. The purpose of the article is to encourage adult educators to ask appropriate questions about the physical learning environment and to develop increased environmental awareness.
A Descriptive Appraisal of Functional Literacy in Nigeria
Authors: Igbalajobi Muyiwa , Fajonyomi Ayodele
Published: January 2013

This article focuses on functional literacy, which is one of the four adult education programmes in Nigeria. This article also highlights the major problems affecting the programmes in Nigeria. Finally, the authors offer some recommendations that can assist the planners in achieving effective functional literacy in Nigeria.
Working toward More Effective Adult Christian Education: A Case of Youngsville Baptist Church
Authors: Ballance Robert C.
Published: January 2013

Youngsville Baptist Church's Sunday School Program, its only avenue for adult Christian education, is not meeting the faith‐related educational needs of its congregants, nor is it attracting new participants. This paper represents the author's attempt to analyze and understand the reasons the program is not fulfilling those needs. Recommendations for intentional changes in the adult Christian education at Youngsville Baptist Church are included.
Customer Satisfaction Studies: Implications for Job‐Related Continuing Education
Authors: Farmer James A. , Land J. Gerald , Gilbert Laura L. , Ainsley J. Robert
Published: January 2013

Customer satisfaction studies are having considerable impact in business, industry and higher education. Approaches to customer satisfaction used in these settings are applicable, in adapted form, to a variety of organizations, including those which provide job‐related continuing education. This article presents (a) a summary of the main findings from a review of relevant literature about customer satisfaction studies, (b) a description of a system, developed by the authors, for use in assessing customer satisfaction relative to job‐related continuing education, and (c) sample questions for both graduates of job‐related continuing education and for their supervisors.
Bringing the Partners Together in Workplace Literacy: A Canadian Perspective
Authors: Taylor Maurice C. , Shohet Linda , MacLeod Carol
Published: January 2013

With the growing gap between workplace demands and workforce skills, there is a need to ensure that employees with basic skills deficiencies have education and training opportunities. Much has been said about the role of partnerships as the stimulant for innovation in the workplace, however, the forging of such partnerships has been slow in coming. In an effort to learn more about the North American experience in workplace literacy, a panel discussion was held last year at an adult education conference. Practitioners from business, labour and education in both Canada and the United States provided a perspective on the current status of this evolving field. The following essay is drawn from the viewpoints of the Canadian representatives after dialogue, interaction, and discussion during the conference session. The three perspectives are diverse in terms of position and concerns but offer practical suggestions for improving practice and increasing co‐operation among the stakeholders.
The Need for Continuing Education for the Deaf: Are Adult Educators Listening?
Authors: Townsend Kimberly A.
Published: January 2013

This article addresses the need for improved educational programs for deaf adults. An historical perspective of the philosophy and methodology for educating the deaf provides a background for understanding the current problems for hearing impaired and deaf adults. The article includes information and recommendations for adult educators who want to improve educational instruction, methodology, and programming for deaf adult learners.
Distance Education Instructional Model Applications
Authors: Jackman Diane H. , Swan Michael K.
Published: January 2013

This study was designed to identify instructional models that can be used effectively in distance education over the Interactive Video Network (IVN) system in North Dakota and the instructional models preferred by students on‐campus and off‐campus. Role playing, simulation, jurisprudential, memorization, synectics, and inquiry models were found to be effective when adapted to the IVN system and were preferred by graduate students. It is recommended that faculty continue to to incorporate these models into the graduate courses offered over the IVN system. Direct instruction was perceived as the least effective instructional model and should be used to a limited extent.
Adult Learners with Disabilities a New Imperative for Adult Educators
Authors: DuBois David A.
Published: January 2013

The passage of the Americans with Disabilities Act and growing global awareness of the issues that individuals with disabilities face in pursuing education, obtaining housing and employment, and accessing transportation, recreation, and social services has created a new opportunity for adult educators to extend the historic role of adult education in promoting diversity and inclusion. Parallels between the racial and gender civil rights movements and the current disability civil rights movement provide new challenges for adult learners with disabilities to access post‐secondary education and training opportunities. Confronting well‐ingrained biases about people with disabilities and breaking down attitudinal barriers can be rewarding for adult educators and students alike and can make significant strides in attacking social problems such as homelessness, unemployment, and criminaljustice abuses. Increased knowledge about people with disabilities when coupled with reasonable accommodations and the use of technology can create learning environments that are conducive to academic success for learners with disabilities.
Can We Really Teach Test‐Taking Skills?
Authors: Foster Sharon K. , Paulk Allene , Dastoor Barbara Riederer
Published: January 2013

A group of adult learners enrolled in a teacher training program were not able to attain the state mandated scores on the Scholastic Aptitude Test (minimum scores on the math and language sections of the test were required for certification). Coaching and relaxation skills were introduced to alleviate test anxiety, increase the cognitive thinking processes, and provide support needed to achieve success in the testing environment. Coaching and relaxation skills proved to be effective in helping individuals achieve their goals. Five application strategies are suggested to assist adult learners overcome test anxiety and to confidently approach the SAT, as well as other tests which adults may encounter.
Evaluation of Adult Learners: Ethical Issues
Authors: Crowe Jean L.
Published: January 2013

In this article, the author presents an overview of the different types of evaluation, or assessment, typically used in college and university settings. Three ethical issues commonly identified when evaluating adult learners are discussed: learner readiness, evaluation credibility, and the power issue. Learner‐centred or collaborative programs are suggested as the type of learning experience that could best resolve the ethical dilemmas when assessing adults.

As more and more adults are returning to the classroom, the question of how to provide meaningful evaluation is a challenge facing many educators. Increasing numbers of adult learners are demanding a high quality learning experience, including assessments that are appropriate to their needs. An examination of the various styles of evaluation available will provide insight into how facilitators can make such changes in their curricula.

In this article, I will describe the methods of evaluation typically used to assess adult learners in self‐directed learning (SDL) and in teacher‐directed learning (TDL) situations. Some advantages and disadvantages of each method will be stated, followed by a description of selected ethical issues associated with evaluation in each case.

I will also discuss the middle ground between SDL and TDL. In my opinion, this middle ground, often called learner‐centred and collaborative learning, is becoming popular in institutional programs. I will examine the possibility that evaluation techniques in this middle zone may act to resolve some ethical dilemmas of assessing adults.
Women of Summer A Film Review
Authors: Mills Jodene Melinda
Published: January 2013

“Women of Summer” is a film documenting the plight of women in the 1920s and 1930s at the Bryn Mawr Summer School for Working Women. The struggle of women is well documented throughout history, and included in that struggle is the right to an education. Enter the Bryn Mawr Summer School for Working Women. As one of the ex‐faculty state, “It has taken radical ideas throughout history to change society ‐ and Bryn Mawr was one of them.” In 1884 five visionary women who called themselves “The Committee” created Bryn Mawr. “Then and now, Bryn Mawr remains committed to providing the educational preparation girls and young women need to lead lives of consequence” ( Bryn Mawr, No date , p. 1). The film “Women of Summer” wonderfully portrays the heartache and bliss women shared in an unforgiving time in society.
Using Appreciative Learning in Executive Education
Authors: Preziosi Robert C. , Gooden Doreen J.
Published: January 2013

This paper reports the use of appreciative learning in a non‐credit executive education program during a five‐day intensive Leadership Impact Lab™ (LIL™). Appreciative learning is explained as a positive instructional method that is based upon appreciative inquiry, an Organizational Development (OD) methodology. The entire program is described as context for the use of appreciative learning with upper middle and senior level managers. The specific use of the method is described and discussed. Learner reaction is presented. Future use and alternative applications are suggested.
Educating Rita: An Examination of the Female Life Course and its Influence on Women's Participation in Higher Education
Authors: Bates M. Jo , Norton Susan
Published: January 2013

The focus of this paper is on the motivations behind participation and if there is the presence of external stimuli that can trigger adult education participation by women. Questions for the research were given to sixty‐one female returning higher education students to ascertain whether or not seven specific events had or had not happened to the women in the two years prior to their return to college. These seven specific events also were also on a Lykert scale of 1 (no contribution) to 5 (primary reason for return) as to the contribution of these events in the decision to return to school. In a narrative format, the women were asked their top three reasons for returning to school. This question was inserted to verify results from the seven specific events and to capture any factors that were important in the decision that were not listed in the previous events. Although the anticipated results could not be verified due to the small sample size, information was gathered that should be investigated further to garner a true picture of the motivation factors of women in the decision to participate in higher education.
Metaphors and Reflective Dialogue Online
Authors: Freed Shirley Ann
Published: January 2013

The primary purpose of this study was to examine how adult learners used a WebCT bulletin board space to construct knowledge. Cognitive psychologists are clear that active involvement with other people is necessary for learning. Yet, what stimulates the discussion online? How does simple “posting” or “argument” develop into “deep reflection?” How does this online learning environment provide for significant and sustained interactions? What is it about a WebCT bulletin board space that facilitates adult learning? In this analysis, metaphors and questions of possibilities were the “tools” that connected reflection, dialogue and self‐direction to create new understandings. The space itself provided unique opportunities for self‐directed learning and reflective dialogue.
Reclaiming Our Social Justice Roots: How Links between Spirituality and Adult Education Can Help Us
Authors: Groen Janet
Published: January 2013

This paper explores the spiritual roots of such social justice educators as Freire (1970), Yeaxlee (1925) , and Coady (1939) and examines the common social justice strand within recent qualitative research studies ( English, 2001 ; Groen, 2002 ; & Tisdell, 2000 ) that focus on adult educators and spirituality. This historical exploration and review of these qualitative research studies will serve as the basis for a discussion of how we can re‐awaken and reclaim our social justice roots by focusing on a spirituality that is engaged within the world.
The Administrative Challenges of Building Community in Community‐Based Adult Literacy Programs that Serve Adolescent Youth‐at‐Risk
Authors: Terry Marion
Published: January 2013

Community‐based adult literacy education programs are rooted in the communities they serve. The commitment that community‐based adult literacy coordinators and administrative advisory groups make to nurturing community in their programs, moreover, is based on the firm belief that building community is an integral part of their mission. When their commitment to providing adult literacy education extends to adolescent youth‐at‐risk who are also in need of academic instruction outside of regular school, they invite new challenges for classroom community building. This article studies the administrative practices of community‐building, and the effects of including adolescent youth‐at‐risk, in community‐based adult literacy education programs.
Overlooked in Academe: What Do We Know about Immigrant Students in Adult and Higher Education?
Authors: Alfred Mary V.
Published: January 2013

Immigration continues to be a powerful force shaping this country's demographic landscape. The majority of today's immigrants are not drawn from Europe but from the nations of the third world. This ethnic shift creates urgency for higher and adult education to transform culture and pedagogy to meet the educational needs of these newer minorities. The purpose of this paper is to make visible some of the sociocultural contexts of migration and how they influence learning among immigrant adults. It explores the concept of transnational migration as it relates to today's new comers and examines the role of cultural models in shaping the learning experiences of immigrant adults.
An Audiocassette Accommodation for the Tests of Adult Basic Education: Initial Validity Evidence
Authors: Evans Larry D.
Published: January 2013

The validity of an audiocassette accommodation for the Test of Adult Basic Education was assessed with 500 adult education students. Students completed Survey Edition Forms 7 and 8 with and without the audiocassette. Equivalence coefficients range from .71 to .83 ( ps < .001) across the tests. The best predictor of the supplement's benefit across the tests is improved performance on the Test of Adult Basic Education Reading test ( r = .57, p < .01). Differences between Reading test scores with and without the audiocassette are used to determine students for whom the audiocassette might be a valid accommodation.
Community‐Based Adult Literacy Programs: Translating Postmodern Theory into Administrative Practce
Authors: Terry Marion
Published: January 2013

Postmodernism permeates the community‐based adult literacy program model. The administrative roles of community advisory groups and literacy program coordinators are critical in ensuring that their programs stay true to their postmodern origins. This means ensuring that they do not lose their grass roots commitment to small classroom groups characterized by shared power and professional autonomy, collegial collaboration among instructors, learner‐centered and experience‐based instruction, and student empowerment, de‐marginalization and de‐differentiation. This article focuses on the postmodern responsibilities assumed by those who are most directly involved with each adult literacy program and its students: the advisory group members and the program coordinator.
Multicultural Immersion Programming: An Adult Learning Context
Authors: Scott Chaunda L.
Published: January 2013

The Multicultural Immersion Program teaches the concepts of multicultural awareness, understanding, and sensitivity using the urban community as its primary educational resource. This innovative, culturally relevant, community‐based multicultural model of adult education was created by a diverse group of concerned community members to address the racial tension this city often experiences. The design, mission, and goal of this program contribute to our understanding of multicultural immersion programming and identify several processes that would be useful in replicating this type of programming in a variety of settings where adults learn. A description of the program's development is provided, along with an explanation of how the Multicultural Immersion Program is linked to Sheared's (1999) culturally relevant, adult learning approach, entitled, polyrhythmic realities. Directions for future research and dialogue are also offered.
Making Sense of Adult Learning: Experiential Learning
Authors: White Lawrence A.
Published: January 2013

Eduard Lindeman has described learning, when combined with action, as having the qualities to enrich and solidify an experience. By engaging in a practice of learning through action, he states that “life itself becomes a perpetual experience of learning” ( Keregero, 1989 , p. 196). Building on this concept, a host of theorists and researchers working in the field of experiential learning have been establishing a foundation for the field and providing a stepping‐stone from which to evolve into the future. This paper explores the current state of affairs in the field of experiential learning.
An Instrument Development Model for Online Surveys in Human Resource Development and Adult Education
Authors: Strachota Elaine M. , Conceição Simone C. O. , Schmidt Steven W.
Published: January 2013

This article describes the use of a schematic model for developing and distributing online surveys. Two empirical studies that developed and implemented online surveys to collect data to measure satisfaction in various aspects of human resource development and adult education exemplify the use of the model to conduct online survey research. The steps of the model used for online survey development and implementation, descriptions of the two case studies, and recommendations for the use of online surveys are presented.
Bridging the Gap between Human Resource Development and Adult Education: Part Two, the Critical Turn
Authors: Hatcher Tim , Bowles Tuere
Published: January 2013

Human resource development (HRD) as a scholarly endeavor and as a practice is often criticized in the adult education (AE) literature and by AE scholars as manipulative and oppressive and, through training and other interventions, controlling workers for strictly economic ends ( Baptiste, 2001 ; Cunningham, 2004 ; Schied, 2001 ; Welton, 1995 ). The reasons for this disapproving perspective are numerous and include HRD's primary conceptual foundations as being performative and based on human capital theory that tends to situate humans within the rubric of expendable resources. Additional support for this critique comes from an assumption that HRD as a whole is embedded within a rational/functional paradigm that tends to support ‘any means to profit’ over democratic treatment of people in the workplace. Similarly, although less vocal and antagonistic, HRD scholars have been critical of AE's ‘academic’ and ‘theoretical’ elitism versus the pragmatic and socially responsive practice of AE.
Exploring the Links between Adult Education and Human Resource Development: Learning, Risk‐Taking, and Democratic Discourse
Authors: Reio Thomas G.
Published: January 2013

Learning is indeed an integral component of adapting successfully to an ever‐changing world, one full of intriguing possibilities and insidious barriers. Democratic societies establish educative systems where learning and development is promoted to advance a citizenry of skillful problem solvers, knowledgeable decision makers, incisive risk takers, and proactive participants in the democratic process. Learning and its unequivocal support are thus vital for an evolving democratic society where its citizens are mindful of and committed to the social good. The fields of adult education (AE) and human resource development (HRD) play particularly significant roles in providing quality learning and development opportunities for adults, yet both are underrated in terms of their contributions to society as a whole. In this paper, I explore AE and HRD as closely related, but underestimated parts of a greater educative system. Both fields' perceived marginal role as educative system participants may be a function of unnecessarily fractious debates among scholars and practitioners in their respective fields. Unfortunately, differences and not similarities are promoted too often at the expense of useful cooperation and one unified voice.

“…if life is learning; learning is life…”

Edward Lindeman (1926, p. 55)
The Effects of Racial Conflict on Organizational Performance: A Search for Theory
Authors: Byrd Marilyn Y.
Published: January 2013

This article addresses the effect of racial conflict on organizational performance as an issue that needs theoretical support in the foundational theories of human resource development (HRD). While the field of HRD recognizes theories from multiple disciplines, the field lacks a theoretical framework to inform leadership in managing racial conflict. In this article literature across multiple disciplines was reviewed to identify research and theory that links racial conflict, racial groups, organizational groups, and performance outcomes. The findings indicate Critical Race Theory ( Bell, 1993 ; Delgado, 1995 ; Ladson‐Billings & Tate, 1995 ) and Embedded Group Theory ( Alderfer & Smith, 1982 ) provide useful frameworks for addressing inter‐group conflict by offering counter discourse through storytelling. This article also suggests a conceptual framework for HRD to begin theory‐building research of its own.
The Tyranny of Technology: A Critical Assessment of the Social Arena of Online Learning
Authors: Callahan Jamie L. , Sandlin Jennifer A.
Published: January 2013

Educators and learners in adult education have been sentenced to online learning before we have truly explored the verdict of whether online learning is all it is touted to be. The vast majority of online learning dialogue has extolled the virtues of cybereducation as not only the future but the salvation of education ( Brabazon, 2002 ; Menchik, 2004 ). Davison (2004) , however, suggests we have not mindfully considered how technology transcends mere use and intertwines with our sense of self and the world. In this article we critically question this dominant view of technology, using Bourdieu's (e.g., 1977) theory of practice to inform our challenge of dominant discourses around online education. We present a brief review of Bourdieu's theory of practice, followed by an overview of the dominant discourses associated with cybereducation and our Bourdieusian interpretation of cybereducation. We conclude with implications for the future of online learning for the field of adult education.
“History, Huh, Yeah What is it Good for? Absolutely Nothing” … or is it?
Authors: Truty John D.
Published: January 2013

Human resource development (HRD) professionals have an obligation to provide programs/products with the highest probability of success. The exclusion of workers' perspectives, from their standpoint, would seem to produce suboptimal results. Therefore, consulting workers' literature, labor and working class histories, management histories, and other sources that represent the workers' lived experiences would, on the face of it, provide additional data that would help gain insights into the root cause failure of past programs and increase the probability of success. These data sources also raise awareness of topics not typically found in a managerial discourse. Suggested sources are included.
Intimacy and Ethical Action in Adult Education
Authors: Plumb Donovan
Published: January 2013

This article suggests that thinking about the nature of intimacy, especially sexual intimacy, is a good way of deepening our understanding of how deep‐seated psychic vulnerabilities play an important role in adult education contexts. Drawing on psychoanalytic accounts of human development, the paper outlines how the capacity for ethical action in adult education rests on the ability of adult educators to develop identities that can recognize and accept their own imperfections. Rigid, narcissistic, and omnipotent identities are incapable of understanding and nurturing the pro‐social identity development of other people. Viewing human development issues through the lens of intimacy helps clarify not only what is at stake in contexts like adult education but also helps illuminate the qualities of generativity most conducive to the development of other people.
Reflections on the White Privilege Conference
Authors: Brainard Patricia J.
Published: January 2013

What is the work of White adult educators to dismantle racism in our classrooms and training sessions? How are we to engage and influence White people to do what is required to create a more just society? These are some questions that the ninth annual White Privilege Conference attempts to address. This Perspective on Practice essay reviews that conference to share my reflections on its meaning and relevance to adult education and implications for practitioners.
Efforts of Bifurcation and Liberation: Deconstructing the Story of a Turn‐of‐the‐Century Lesbian, Part One
Authors: Tyler Jo A.
Published: January 2013

This manuscript takes as its centerpiece fragments of the author's personal story of growing up as a closeted lesbian in school, in the Fortune 500, in the community, and a number of years attempting to integrate her lesbian identity into her professional persona – outside of the closet. This manuscript makes an attempt at a “duality search” ( Boje, 2001 , p. 23), deconstructing the story as it examines the bifurcation between personal and public, and in this case more exactly, professional and sexual orientation identities. The tension between closeted outsider and the prevailing expectations for promising “insiders” in organizational settings is also viewed in this paper through two related frames, both of which draw from lesbian feminist theory. The first is the concept of the Borderlands, as articulated by Gloria Anzaldúa (1987) . The second is Adrienne Rich's ( 1979 , 1994 ) work and perspective on lying.
From the Sidelines to Center Stage: Opportunities to Discover Voice and Empowerment through Web 2.0 and New Media for LGBTQ Adult Learners
Authors: King Kathleen P.
Published: January 2013

While many adult learners may feel hesitant to voice their opinions in a classroom, lesbian, gay, bisexual, transgender, and queer (LGBTQ) adults are especially aware that they are functioning in a critical, heteronormative society. However, in a climate of respect and safety they can gain confidence in sharing their true selves and opinions. An additional means of accomplishing this goal is through Web 2.0 technologies. This essay describes how LGBTQ communities have used podcasting to gain voice and empowerment on a mass scale and how lessons learned form this experience can be utilized in our adult learning classrooms. Web 2.0 new media is a vibrant opportunity to change classroom spectators to vital participants, content creators, and empowered adults.
Shaping Their Own Destiny: Understanding Scotland's Approach to Adult Literacy Education
Authors: Goulet Gail , Clair Ralf St.
Published: January 2013

Scotland has a strong learner‐centred system of adult literacy and numeracy education. Examination of the Scottish system can usefully highlight the issues associated with application of this approach in adult education more generally. Two important aspects are the need for highly skilled educators and the difficulty of evaluating such systems. The authors conclude that the Scottish system is at a critical point in its development and may move closer to a more traditional model if the current approach is not deliberately maintained and developed.
Premaxillary protrusion assessment by the maxilla–nasion–mandible angle in fetuses with facial clefts
Authors: de Jong‐Pleij E. A. P. , Pistorius L. R. , Ribbert L. S. M. , Breugem C. C. , Bakker M. , Tromp E. , Bilardo C. M.
Published: January 2013

Objective

The aim of the study was to measure the degree of premaxillary protrusion in fetuses with orofacial clefts of various severities.

Methods

The maxilla–nasion–mandible (MNM) angle was measured retrospectively on by multiplanar corrected volumes. Sixty‐two fetuses with orofacial clefts and known outcome volumes of the fetal head were available.

Results

In 48 of the 62 cases, the MNM angle could be measured [mean gestational age 23 (range, 18–30) weeks]. The mean MNM angle was normal in all nine cases with cleft lip and intact alveolar ridge (15.2°; range, 12.5°– 16.9°). In 24 cases with unilateral cleft lip with or without cleft palate (UCL/P), the mean MNM angle was 20.0° (range, 13.3–26.2°), being above the 95th percentile in 79% (n = 19) and normal in 21% (n = 5). In 14 bilateral cleft lip and palate (BCL/P) cases, the mean MNM angle was 26.5° (range, 19.2°–33.7°) and above the 95th percentile in all cases. There was no difference in MNM angle between isolated clefts and clefts associated with other anomalies. In one case with a Tessier 4 cleft, the MNM angle was above the 95th percentile (25.2°).

Conclusion

The premaxilla tends to protrude in both BCL/P as UCL/P cases. The degree of protrusion varies greatly, especially in the BCL/P group. © 2013 John Wiley & Sons, Ltd.
On the Road to the Unconscious Self: Understanding when People Gain Self–knowledge of Implicit Disgust Sensitivity from Behavioural Cues
Authors: Zinkernagel Axel , Hofmann Wilhelm , Gerstenberg Friederike X. R. , Schmitt Manfred
Published: January 2013

On the basis of an integration of dual–process models of information processing and the lens model framework of person perception, we conducted two studies to investigate whether self–perceivers could detect their implicit disposition from video feedback of behavioural cues and whether these cues were used for explicit dispositional inferences under conditions that maximized the presumed self–perception process. Using an approach that differed from previous research, we used the following: (i) a more detailed and stepwise self–perception procedure; (ii) a specific explicit measure compared with a global explicit measure; and (iii) disgust sensitivity as a domain with clear, unambiguous cues and an assumed low self–presentation bias. The results from two studies (N = 117 and N = 130) on disgust sensitivity provide the first evidence for the assumed process with regard to bodily reaction cues but not with regard to facial expression cues. These novel findings suggest that people can get to know their unconscious selves better if supporting conditions are met and the right behavioural cues are attended to. Additional boundary conditions of this self–perception process were investigated using display rules and need for closure in Study 2. Copyright © 2013 John Wiley & Sons, Ltd.
Direct borohydride fuel cell performance using hydroxide‐conducting polymeric nanocomposite electrolytes
Authors: Huang Ching‐Chieh , Liu Ying‐Ling , Pan Wen‐Han , Chang Chia‐Ming , Shih Chao‐Ming , Chu Heng‐Yi , Chien Chun‐Hui , Juan Cheng‐Hsin , Lue Shingjiang Jessie
Published: January 2013

Solid electrolyte membranes based on alkali‐doped polyvinyl alcohol (PVA) and PVA/carbon nanotubes (PVA/CNTs) are used in direct borohydride fuel cells (DBFCs). As 0.05 wt % of CNT is incorporated into the PVA matrix, the polymer crystallinity is decreased from 42.4% to 38.0% and the fractional free volume increases from 2.48% to 3.53%. The KOH‐doped PVA/CNT exhibits the highest ionic conductivity of 0.0805 S cm−1, because of the increased polymer free volume (which promotes vehicular OH− transport) and the presence of CNT (which serves as the conducting microchannels). Sodium borohydride (NaBH4) in NaOH solution and potassium borohydride (KBH4) in KOH mixture are fed into the cells. The power density of the KBH4‐based DBFC is almost twice that of the NaBH4‐based DBFC (184 vs. 92 mW cm−2) due to less KBH4 permeability through the films, higher conductivity of the KOH‐doped PVA composites than those in the sodium counterpart, and probably higher electro‐catalytic kinetics. © 2013 Wiley Periodicals, Inc. J. Polym. Sci., Part B: Polym. Phys. 2013, 51, 1779–1789, 2013