bluuebunny/crossref_metadata_2025 huggingface dataset:
THE CONCEPT OF FATE IN AMERICAN SCIENCE FICTION LITERATURE
Authors: Gryshchenko Yana
Published: June 2016

The present article is dedicated to the problem of the concept of fate functioning in the American picture of the world. The aim of the article is to investigate the concept sphere of fate in American science-fiction literature. The main tasks are to outline the main specific approaches to the problem, to analyse synonymic rows of the concept of fate and to form the concept sphere of fate in terms of their characteristics. At the beginning, the outline of the last investigations of the fate was done, and then the historical background of the fate interpretation was introduced. In the next part, the preliminary statistical results of the Fate lexicographical analysis were given. The author tried to prove the material selection with the help of the data from the Corpus of global web-based English and the Corpus of contemporary American English. The practical part of the article is devoted to the analysis of the concept of fate in the American science fiction literature that was done on the basis of the fantastic stories of A.E. van Vogt and E. Mayne Hull. At the result of the analysis the synonymic raw of the fate was formed. At the final part of the article, we made the general conclusion that the concept of fate had such two models of objectification as universal and individual ones.
THE SUCCESSFUL INCORPORATION OF BLENDED LEARNING INTO THE LANGUAGE CURRICULUM
Authors: Simpson Adam J.
Published: June 2016

A phenomenon attracting increasing attention in language curricula is the infusion of technology into traditional, face-to-face (FTF) language instruction. Nevertheless, computer-assisted language learning (CALL) still lacks a body of qualitative research on the notion of blended learning (BL). Particularly, what is lacking is information regarding teachers' perceptions of blended learning, or the roles they are expected to play in such mixed environments; without an understanding of these issues, the creation of new and effective BL curricula is extremely difficult (Grgurovic,2010). That said, much research has been conducted comparing learning outcomes in traditional and blended foreign language classes, although the various socio-cultural (external) and psychological (internal) aspects governing  the successful transition of both teachers and learners from FTF to online learning remain unexamined (White,2006). This literature review consequently focuses on the infusion of technology into the language curriculum, specifically in relation to BL, with three purposes in mind: to a) exemplify teacher perspectives on BL; b) their effective transition from FTF to technologically-enhanced instruction; and c) examine those factors which are identified as the reasons for teachers having effectively implemented the technological components into a blended curriculum.
Estudio comparativo de la efi cacia y seguridad de una nutrición parenteral formulada con dos lípidos distintos: SMOFlipid® frente a Clinoleic®. Estudio preliminar
Authors: Martínez-Lozano Aranaga Fátima
Published: June 2016

Introducción: la composición lipídica de las fórmulas de nutrición parenteral (NP) se postula como posible factor de evolución clínica.Objetivo: evaluar las diferencias en efi cacia y seguridad de dos emulsiones lipídicas en NP.Material y métodos: estudio clínico prospectivo de pacientes posquirúrgicos sometidos a NP durante más de 7 días en un periodo de 2 años.Se administraron de forma indistinta 2 tipos de emulsiones lipídicas: enriquecida con ácidos grasos omega 3 (SMOFlipid Fresenius Kabi®) o conácido oleico omega 9 (Clinoleic Baxter®). Se analizaron variables epidemiológicas, analíticas, complicaciones infecciosas y mortalidad.Resultados: se estudió un total de 154 pacientes con edad media de 64,36 ± 13,73 años, de los que 95 eran hombres (61%), 78 (51%)recibieron SMOFlipid® y 76 (49%) Clinoleic®. La estancia media fue de 16,91 ± 4,23 días, la duración de la NP 9,68 ± 3,25 días y la mortalidaddel 11%. Se diagnosticaron 58 (37%) infecciones. No existieron diferencias signifi cativas en cuanto a los parámetros analíticos lipídicos,hepáticos o nutricionales (medidos al inicio y al 7.º día) ni en su evolución (estancia media, complicaciones infecciosas ni mortalidad) entre losdos grupos de pacientes.Conclusión: los pacientes sometidos a NP presentan similares características evolutivas con independencia de la emulsión lipídica utilizada.La bibliografía actual apunta a un benefi cio de la disminución del aporte de ácidos grasos omega 9, pero no se han encontrado diferenciassignifi cativas entre las fórmulas comparadas.
Asociación de índices de composición corporal con resistencia a la insulina en adolescentes europeos: el estudio HELENA
Authors: Sese María
Published: June 2016

Antecedentes: los diferentes componentes corporales pueden contribuir al desarrollo de resistencia a la insulina y diabetes mellitus de tipo 2. Elobjetivo del presente estudio fue examinar la asociación entre la masa grasa y la masa libre de grasa con marcadores de resistencia a la insulina,valorando de forma independiente cada uno de ellos y aportando información específi ca por sexo, en una amplia cohorte de adolescentes europeos.Métodos: se realizó un estudio transversal en el ámbito escolar en 925 (430 varones) adolescentes (14,9 ± 1,2 años). Se midieron peso, talla,pliegues cutáneos e impedancia bioeléctrica. Se calcularon índices de masa grasa y libre de grasa y se calculó el índice HOMA. Se realizaronanálisis de regresión múltiple ajustándolos según varios factores de confusión, incluyendo la masa libre de grasa y masa grasa cuando fue posible.Resultados: los índices de masa grasa se asociaron positivamente con HOMA (todos p < 0,01) después de ajustarlos según todos los factoresde confusión, incluidos los marcadores de masa libre de grasa, en ambos sexos. Los índices de masa libre de grasa se asociaron con HOMA,tanto en hombres como en mujeres, después de ajustar por país, estadio puberal, nivel socio-económico y capacidad cardiorrespiratoria, perolas asociaciones desaparecieron al incluir marcadores de masa grasa en el modelo de ajuste.Conclusión: índices de masa grasa obtenidos según diferentes métodos se asocian con la resistencia a la insulina, independientemente de variosfactores de confusión, incluyendo los índices de masa libre de grasa. Además, la cantidad de masa grasa infl uye en la relación de la masa libre de grasacon resistencia a la insulina en adolescentes europeos. Los estudios futuros deberían centrarse no solo en el papel de la masa grasa, sino también enel de otros componentes corporales como la masa libre de grasa, ya que su papel podría variar dependiendo del nivel y distribución de masa grasa.
Índice general de fuerza y adiposidad como medida de la condición física relacionada con la salud en niños y adolescentes de Bogotá, Colombia: Estudio FUPRECOL
Authors: Pacheco-Herrera Javier Darío
Published: June 2016

Objetivo: el presente estudio tuvo por objetivos: a) determinar los valores de referencia de la condición muscular mediante el índice generalde fuerza (IGF); y b) estudiar si el IGF está asociado con indicadores de adiposidad en niños y adolescentes escolares de Bogotá, Colombia.Métodos: del total de 7.268 niños y adolescentes (9-17,9 años) evaluados en el estudio FUPRECOL, 4.139 (57%) fueron mujeres. Se evaluóel IGF como marcador del desempeño muscular a partir de la tipifi cación de las pruebas de fuerza prensil (FP) y salto de longitud (SL). El IGF serecodifi có en cuartiles (Q), siendo el Q4 la posición con mejor valor del IGF. El índice de masa corporal (IMC), la circunferencia de cintura (CC),el índice cintura/talla (ICT) y el porcentaje de grasa corporal (% GC) por bioimpedancia eléctrica se midieron como marcadores de adiposidad.Resultados: la edad media de los evaluados fue 12,8 ± 2,3 años. Se aprecia una tendencia hacia un incremento del nivel de condición físicamuscular en los varones conforme aumenta la edad, y hacia la estabilidad o un ligero aumento en el caso de las mujeres. El IGF se relacionóinversamente con el ICT y % GC en los varones (r = -0,280, r = -0,327, p < 0,01), respectivamente. Los escolares ubicados en el Q4 del IGFpresentaron menores valores en marcadores de adiposidad IMC, CC, ICT y % GC, p < 0,01, que su contraparte del Q1.Conclusión: se presentan valores de referencia del IGF a partir de la estandarización de los resultados obtenidos en la FP y SL. La evaluaciónde la fuerza muscular en edades tempranas permitirá implementar programas de prevención de riesgo cardiovascular y metabólico futuro.
Valores de corte del diámetro sagital del abdomen para la detección de factores de riesgo cardiovascular en el noreste mexicano: estudio transversal
Authors: Guzmán de la Garza Francisco Javier
Published: June 2016

Introducción: el diámetro sagital del abdomen (SAD) se ha usado para detectar factores de riesgo cardiometabólicos; su precisión se veafectada por los valores de corte.Objetivo: determinar valores de corte para factores de riesgo cardiometabólicos en mexicanos adultos; evaluar la sensibilidad y especifi cidadcuando se utiliza en serie o en paralelo con la circunferencia de la cintura (WC); y analizar el uso del SAD individualmente o junto a WC o el índicede masa corporal (IMC) para detectar factores de riesgo cardiometabólicos.Métodos: en forma transversal, de 2012 a 2014 se estudiaron 209 sujetos provenientes del noreste mexicano. Se recopilaron datos antropométricos,clínicos y bioquímicos. Se construyeron curvas ROC ajustadas por sexo utilizando como resultado individual hipertensión, disglicemia yresistencia a la insulina y como resultado compuesto, el síndrome metabólico. Se calcularon razón de momios e intervalos de confi anza (IC 95%)mediante regresión logística.Resultados: los valores de corte fueron 24,6 cm en hombres y 22,5 cm en mujeres. El SAD en paralelo con la WC mejoró sensibilidad y enforma seriada, la especifi cidad de WC. La coocurrencia de WC y SAD por encima de los rangos incrementó el riesgo para resistencia a la insulina2,4 veces (95% CI: 1,1-5,3); BMI y SAD elevados, 4,3 veces (95% CI: 1,7-11,9) y SAD individualmente, 2,2 veces (95% CI: 1,2-4,2).Conclusiones: utilizar el SAD junto a índices tradicionales de obesidad (WC y BMI) tiene ventajas sobre su uso individual. El SAD puede ser unapoderosa herramienta de tamizaje para intervenciones en individuos de alto riesgo.
Efecto de 12 sesiones de un entrenamiento interválico de alta intensidad sobre la composición corporal en adultos jóvenes
Authors: Viñuela García Manuel
Published: June 2016

Introducción: actualmente los programas de entrenamiento interválicos de alta intensidad parecen ser una forma de optimizar el tiempo,provocando cambios en la composición corporal debido a la activación de diferentes mecanismos hormonales y metabólicos.Objetivo: observar el efecto de cuatro semanas de entrenamiento de esprints repetidos basados en la prueba de Wingate sobre la potencia yla composición corporal en adultos jóvenes.Métodos: los participantes (22,4 ± 1,8 años) fueron asignados aleatoriamente a un grupo experimental o a un grupo control. Antes de comenzary al acabar el periodo experimental, a los sujetos se les realizó una densitometría de cuerpo completo y una prueba de Wingate. El grupo experimentalrealizó 12 sesiones de esprints repetidos, realizando de 3 a 6 esprints de 30 segundos con un tiempo de recuperación de 4 minutos.El grupo control continuó con su rutina diaria y no se le aplicó ningún tipo de intervención.Resultados: en el grupo experimental, la potencia media y máxima incrementó un 9,4-16,5% (p < 0,001). Además, disminuyó la masa grasatotal un 8,1% (p < 0,028) y la grasa abdominal un 10,0% (p < 0,038). El grupo control no sufrió cambios en ninguna de las variables estudiadas.Conclusiones: cuatro semanas de entrenamiento de esprints repetidos basados en la prueba de Wingate con un volumen específi co de ~3minutos por sesión y una frecuencia de 3 sesiones por semana, muestra mejoras estadísticamente signifi cativas en la potencia máxima y media.Además, provoca cambios en la composición corporal, principalmente en la masa grasa total y de la zona abdominal.
Menús ofertados en centros de educación infantil de Sevilla: adecuación a criterios nutricionales y a las recomendaciones dietéticas
Authors: Vergara Diego
Published: June 2016

Introducción: en la actualidad existe un défi cit en la evaluación de comedores dirigidos a niños menores de 3 años, a pesar de que se hanrealizado numerosas intervenciones en los comedores escolares con el fi n de conseguir una alimentación segura y adecuada.Objetivo: realizar una evaluación nutricional de los menús ofertados en los centros de educación infantil de Sevilla.Material and methods: se evaluó la frecuencia, variedad, rotación de alimentos, métodos culinarios e información de los menús de seis centrosinfantiles de Sevilla. Se valoró el aporte energético y nutricional mediante el programa Dietowin® y el método de pesada.Resultados: las frutas y verduras fueron defi citarias en la mayoría de los menús, y excesivas la carne, patatas, pasta y arroz. Se observó unaescasa variedad de recetas por grupo de alimentos y no se daba una información completa del menú. Sin embargo, la variedad de procesosculinarios y la rotación de alimentos fueron adecuadas. Aunque la energía y el aporte de carbohidratos (~55%) se ajustaban a las necesidades,se observó un aporte excesivo de proteínas (~19%) y defi ciente de lípidos (< 30%), sobre todo de grasas insaturadas. Respecto a los micronutrientes,solo vitamina C, E y calcio estaban por debajo de lo recomendado.Conclusiones: los centros de educación infantil están haciendo un gran esfuerzo por cumplir las recomendaciones nutricionales, pero todavíadeben disminuir el aporte proteico y aumentar las grasas insaturadas de la dieta. Además, deben fomentar la oferta de frutas y verduras, ampliarla variedad de recetas, dar mayor información y disminuir el aporte de alimentos cárnicos.
Consumo de pescado y riesgo de cáncer de mama: metaanálisis de 27 estudios observacionales
Authors: Zhihui Wu
Published: June 2016

Objetivos: hasta el momento, no se ha establecido una asociación entre el consumo de pescado y el riesgo de padecer cáncer de mama. Losresultados derivados de estudios epidemiológicos son inconsistentes. En este caso, llevamos a cabo un metaanálisis para examinar la relaciónentre el consumo de pescado y el riesgo de cáncer de mama.Métodos: identifi camos diversos estudios aptos en Medline y EMBASE hasta febrero de 2015, así como las referencias bibliográfi cas de estudiosoriginales y artículos revisados sobre este tema. Se calculó el resumen de riesgo relativo con un intervalo de confi anza del 95% mediante unmodelo de efectos aleatorios.Resultados: se identifi caron 27 estudios aptos para análisis. El riesgo relativo de cáncer de mama asociado al mayor consumo de pescadorespecto al menor fue de 0,96 (95% CI = 0,87-1,07), con manifi esta heterogeneidad (Q = 69,09, p < 0,001, I2 = 68,0%). Cuatro estudiosinvestigaron el consumo de pescado magro y revelaron un pequeño incremento en cuanto al riesgo de cáncer de mama (resumen RR = 1,09, 95%CI = 1,00-1,19). Dado que solo fueron incluidos cuatro estudios en el análisis del subgrupo, los resultados han de ser interpretados con cautela.Conclusiones: En general, la literatura actual sobre consumo de pescado y riesgo de padecer cáncer de mama sugiere que no existe asociaciónentre ambos. Es necesario llevar a cabo otros estudios prospectivos con un diseño adecuado para explorar dicha relación.
Fast Multiscale Reservoir Simulations With POD-DEIM Model Reduction
Authors: Yang Yanfang , Ghasemi Mohammadreza , Gildin Eduardo , Efendiev Yalchin , Calo Victor
Published: June 2016

We present a global/local model reduction for fast multiscale reservoir simulations in highly heterogeneous porous media. Our approach identifies a low-dimensional structure in the solution space. We introduce an auxiliary variable (the velocity field) in our model reduction that achieves a high compression of the model. This compression is achieved because the velocity field is conservative for any low-order reduced model in our framework, whereas a typical global model reduction that is based on proper-orthogonal-decomposition (POD) Galerkin projection cannot guarantee local mass conservation. The lack of mass conservation can be observed in numerical simulations that use finite-volume-based approaches. The discrete empirical interpolation method (DEIM) approximates fine-grid nonlinear functions in Newton iterations. This approach delivers an online computational cost that is independent of the fine-grid dimension. POD snapshots are inexpensively computed with local model-reduction techniques that are based on the generalized multiscale finite-element method (GMsFEM) that provides (1) a hierarchical approximation of the snapshot vectors, (2) adaptive computations with coarse grids, and (3) inexpensive global POD operations in small dimensional spaces on a coarse grid. By balancing the errors of the global and local reduced-order models, our new methodology provides an error bound in simulations. Our numerical results, by use of a two-phase immiscible flow, show a substantial speedup, and we compare our results with the standard POD-DEIM in a finite-volume setup.
New Insight Into Wormhole Formation in Polymer Gel During Water Chase Floods With Positron Emission Tomography
Authors: Brattekås B. , Steinsbø M. , Graue A. , Fernø M. A. , Espedal H. , Seright R. S.
Published: June 2016

Polymer gel is frequently used for conformance control in fractured reservoirs, where it is injected to reside in fractures or high-permeability streaks to reduce conductivity. With successful polymer-gel conformance control in place, increased pressure gradients across matrix blocks may be achieved during chase floods, diverting water, gas, or enhanced oil recovery (EOR) chemicals into the matrix to displace oil. Knowledge of gel behavior during placement and chase floods is important because it largely controls the success of subsequent injections. Polymer-gel behavior is often studied in corefloods, where differential pressure and effluents from fracture and matrix outlets give information about gel deposition during placement and flow paths during chase floods. The work presented in this paper uses complementary positron emission tomography (PET) chromatographic tomography (CT) imaging to quantify the behavior and blocking capacity of Cr(III)-acetate hydrolyzed polyacrylamide (HPAM) gel during chase waterflooding. In-situ imaging provides information about changes that may not be extracted from pressure measurements and material balance only, such as changes in local fluid saturations and dynamic spatial flow within the fracture and within the structure of the gel network.

Polymer gel was placed in core plugs with longitudinal fractures that connected the inlet and outlet, and chase water was subsequently injected to measure the gel blocking capacity. The water phase was labeled with a positron emitting radiopharmaceutical (F-18) to visualize and quantify local flows with PET during gel rupture and subsequent flooding. By use of PET, we study gel rupture and the development of wormholes during gel erosion after rupture as a function of flow rate. A particular strength with access to dynamic, local flow patterns is the direct comparison to global measurements, such as differential pressure and production rate, to verify existing gel-behavior models.
Strengthening Research Capacity:An Action Plan for the University of Saskatchewan Extension Division
Authors: McLean Scott
Published: June 2016

This article presents a case study of how the University of Saskatchewan Extension Division developed an action plan to strengthen its research capacity. Its Action Plan outlines 20 actions, organized into five strategic categories: cultivating a productive research climate; promoting faculty development and faculty renewal; engaging in graduate-level teaching and learning; developing research infrastructure and supportive administrative processes; and encouraging and celebrating research excellence. The body of the article contains an abridged version of the Action Plan, with details such as timelines and lines of responsibility removed. Although written for the University of Saskatchewan Extension Division, this plan is pertinent to many university continuing education units across Canada.
Changes and Emerging Trends in the CE Function on University Campuses
Authors: Einsiedel, Jr. Albert A.
Published: June 2016

The paper describes emerging strategies employed by extension and continuing education units as they adapt to changes in the university and the larger community. The cost-recovery, entrepreneurial model of continuing education, relatively greater emphasis on continuing professional development programs, less emphasis on the traditional service function, the application of distance education techniques, and the marketing of programs globally are among the strategies that are changing the definition of extension and university continuing education.
Global Issues and Adult Education: Perspectives from Latin America, Southern Africa, and the United States
Authors: Kawalilak Colleen
Published: June 2016

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Lived Experience of University Continuing Education Leaders
Authors: Landry Janice
Published: June 2016

This article is based on a study that explored the professional lives of eight leaders of continuing education in Canadian universities, with a focus on their administrative role, to provide a deeper understanding of how they live within their practice (lived experience). A practical listing of 56 horizons of experience was identified, useful as an evolving checklist for university continuing education units and as a self reflection tool for current and future continuing education administrators and leaders. The study provides insight for those considering leadership positions and for those interested in understanding the complexities of the role of leader. On a philosophical level, six essences of lived experience were revealed: responsibility, balance, connectedness, impact, voice, and passion. The experience of leadership through individuals who experience the phenomena provides critical understanding of the realities of practice.
Thinking about Research in Continuing Education: A Meta-theoretical Primer
Authors: McLean Scott
Published: June 2016

Every approach to conducting research in continuing education involves background assumptions about the nature of what is being studied, the means through which one can acquire knowledge, and the purpose of the research process itself. Although often not explicitly declared, these assumptions have a significant bearing on the choice of research questions, the methods employed to investigate those questions, the relationship between researchers and the subjects of their investigation, and the integration of research findings into communities of scholars and practitioners.The goal of this article is to promote awareness of the range of alternative possible approaches to conducting research in continuing education. It pursues this goal in three stages. First, it compares and contrasts the three predominant world-views in which modern social scientific research has typically been grounded in Canada: positivism, interpretive humanism, and radical structuralism. Each world-view is explored through ontological, epistemological, methodological and ethical questions. Second, the article outlines recent challenges, largely from postmodern and feminist researchers, to the background assumptions and political implications of these three established orientations to research. Third, the article poses a number of questions in order to encourage critical reflection about continuing education research.
CAUCE Institutional Members' Survey: A Snapshot
Authors: Carter Lorraine , Taylor-O'Reilly Tracey
Published: June 2016

Continuing education in Canadian universities is currently at a type of crossroads. It is being affected by a number of factors, including recent changes in the economy; the different approaches universities are taking to continuing education, which range from centralized to decentralized models; and the blending of continuing education with areas such as online and distance education. Given these circumstances, the CAUCE Executive, under the leadership of Tracey Taylor-O'Reilly, CAUCE president, and Lorraine Carter, its Research Committee
chair, designed and disseminated an institutional members' survey in Spring 2009. The ultimate goal of this initiative was to generate a snapshot of the needs of CAUCE's institutional members and to use these findings to plan programs and services that reflect the needs of the membership. Further, the Executive intends to repeat the survey every few years. This article reports the key findings of the survey as descriptive statistics and recurring messages offered in open ended questions and as additional comments.
Teacher Professional Development in Mathematics and Science: A Blended Learning Approach
Authors: Sinclair Margaret , Owston Ron
Published: June 2016

Blended learning is a promis- ing model for supporting teacher professional development that combines the advantages of tradi- tional face-to-face interaction with the flexibility of online learning. In this study, we examine the impact of two one-year blended learning programs on teachers’ attitudes, knowledge, and classroom practices. These professional development programs were designed to enhance middle school teachers’ subject matter knowledge and pedagogical skills in mathematics and science/ technology. Our results indicate that the programs positively affected teacher attitudes and content knowledge in these curricular areas and motivated many teachers to transform their classroom practices. Increased teacher collaboration and involvement at the school level sug- gest that the experiences contrib- uted to the emergence of fledgling communities of practice. At the same time, the lack of cohesion in online groups and the drop off in participation suggest the need to rethink some aspects of the design of blended learning environments.
Developing a Master of Continuing Education Degree Program: The Way It Was!
Authors: Garrison D. Randy , Kirby David
Published: June 2016

The approval of the Master of Continuing Education degree program at The University of Calgary was the culmination of a five-year project. While the program has many innovative aspects, it is the process of developing and approving a proposal for a professional, course-based program by a faculty perceived to be "service" oriented that is described here. The challenges, political realities, and fortuitous events are chronicled, along with the lessons learned.
Canadian Adult Education: Still a Movement
Authors: Nesbit Tom
Published: June 2016

Writing recently in this journal, two of Canada’s veteran adult educators contemplated the “death” of the Canadian adult education movement. I disagree and argue that adult education in Canada is as vital an activity as ever and one that still fully justifies being called a movement. Specifically, Selman and Selman (2009) list five trends that they assert have brought about the adult education movement’s demise: a general retreat from collaborative activities and collective action; a concern about “missionary” activities; the structure, values, and rewards within universities and other institutions of higher education; a shift toward “lifelong learning” as an organizing concept; and the movement somehow becoming less Canadian. In this paper, I consider each trend in some detail and provide examples to counter the Selmans’ analysis. Instead, I show that adult education continues to be a critical and vital movement in Canadian society and one very far from dead.
Implications of Open Access Journals for Professional Associations
Authors: Campbell Katy
Published: June 2016

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Enhancing a Civil Society: The Role of Liberal Studies in Community Programming
Authors: Ingraham Mary I.
Published: June 2016

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Adult Education in Academia: Recruiting and Retaining Extraordinary Facilitators of Learning!
Authors: Carter Lorraine
Published: June 2016

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Older Adult Learners: A Comparison of Active and Non-Active Learners
Authors: Sloane-Seale Atlanta , Kops Bill
Published: June 2016

This paper reports on a 2004 follow-up study conducted in partnership with the University of Manitoba Continuing Education Division and local senior’s organizations. The partnership was formed in 2002–03 to promote applied research on lifelong learning and older adults, develop new and complement existing educational activities, and explore new program models and instructional methods to meet the educational needs of retirees. The partnership involved the develop- ment of a number of activities: University in May started in 2002, a mini medical series began in 2003, and a survey was completed in 2003 to identify the learning interests, motivations, and barriers among active older adults who participate in learning activities. The 2004 follow-up study compared barriers to participation, learning interests, and motivation to those of a similar population of older adults who held membership with the organizations but had not participated in educational activities for the past two years. The results indicate that the non-active respondents are older, less healthy, less active, less educated, and have lower incomes. Time and motivation to participate may be affected by their socioeconomic standing, health, and sense of well being; that is, their perception of their social reality. Further study to explore the definition of barriers to participation and life long learning for older adults is warranted. Recommendations for program models to facilitate participation in educational opportunities should also be explored.
“This is not your grandmother’s PLAR”: BC boldly creates a new learning culture
Authors: Conrad Dianne
Published: June 2016

A broad range of British Columbia’s educators and administrators convened recently to re-discover PLAR with a new energy, a new focus, and a new urgency. “This is not your grandmother’s PLAR” became the battle cry of the British Columbia Prior Learning Action Network (BCPLAN) Summit gathering at which the BCPLAN was declared as a not-for- profit society. This paper describes and situates BCPLAN as an emergent PLAR entity and considers its potential success against a historical background and a range of current issues.
The Shadow: Mining its Dark Treasury for Teaching and Adult Development
Authors: Karpiak Irene E
Published: June 2016

This paper explores the psychological shadow--the disowned self--as one of the hidden, unconscious elements in adult and continuing education, often underlying those inexplicable emotional reactions that transpire in instructor/learner interactions. Drawing on the literature related to the psychological shadow, teaching/learning, and adult development, as well as on personal experience as an educator, the author examines the manifestation of the shadow in the classroom. Unacknowledged, the shadow can disturb the learning environment and severely inhibit learning. But when the shadow is brought to light it can actually serve to enrich student learning and promote the teacher's personal and professional development. This paper suggests ways in which educators and students alike can begin the process of reclaiming and integrating their shadow.
Public Participation in Health Education
Authors: Hammond Mary
Published: June 2016

This article describes a unique two-part health education project that took place in Calgary, Alberta, with and for the general public. In Part I, adults were asked in focus-group discussions what they wanted to learn about health. Part II involved organizing and offering health education sessions in various communities around the city. The project evolved into a community-university partnership, based on strong interest and support from community groups. Analysis of the project raised major questions, including ethical questions, about the application of a revenue-generation model to health-related continuing education for the general public. The author advocates a return to meaningful public participation for health-related learning.
Critical Thinking in the Online Nursing Education Setting: Raising the Bar
Authors: Carter Lorraine , Rukholm Ellen , Mossey Sharolynn , Viverais- Dresler Gloria , Bakker Debra , Bakker Debra , Sheehan Carolynn
Published: June 2016

This article explores the effectiveness of writing to help nurse-learners develop critical thinking in an asynchronous, online learning environment. The formal written assignments of students in an online nursing health assessment program were analyzed for evidence of critical thinking according to Johns’ Model of Structured Reflection (Johns, 1995) based on Carper’s Ways of Knowing in Nursing (Carper, 1978), as well as for growth in discipline-specific writing. Informal contributions by participants and the instructor were studied for evidence of interaction. Results indicated that the online learning environment provided an effective forum that facilitated critical thinking and reflection through writing.
University Capital, Community Engagement, and Continuing Education: Blending Professional Development and Social Change
Authors: Jackson Edward T.
Published: June 2016

professional development and social change: the investment of university capital in community projects. Increasing interest in applying social and environmental, as well as financial, criteria to the investment of university capital assets has been paralleled by the growth and diversity of community-university engagement across Canada. New social-finance instruments can be used to expand affordable housing, social infrastructure, renewable energy, and Aboriginal economic development. This article suggests that UCE units consider combining professional development programs with research and incubation partnerships in this emerging area. Participants in such activities could include university administrators, fund trustees, investment professionals, union leaders, civic leaders, and community activists.
Continuing Professional Development for University Continuing Educators
Authors: Campbell Katy
Published: June 2016

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The Issue of Competitiveness and Skills-Training in Continuing Education Today
Authors: Maduro Morris
Published: June 2016

The ongoing debate between government and industry as to the adequacy of our present educational system serves to demonstrate two key points: employer needs are not currently being met by the educational system, and prospective employees are lacking the appropriate skills, knowledge, and training to take up the many available positions.Universities and the K-12 system are often held responsible for this situation--universities for their unbending adherence to traditional academic subject areas and content, and the K-12 system for failing to create among graduating high school students an awareness of (and, consequently, a demand for) the need for more appropriate skills training. Some have argued that continuing education units are in an enviable position to fill this gap, but not all continuing educators embrace this view. This paper attempts to address these issues by delving into the available data, the purported causes, the possible solutions, and the role of continuing education in this debate.
Reconceptualizing University Extension and Public Service: A Response to Lauzon
Authors: Lamble Wayne , Thompson Gordon
Published: June 2016

Gordon Thompson and Wayne Lamble published an article in Vol. 26, No. 1 of this Journal titled "Reconceptualizing University Extension and Public Service." That issue also contained an invited response from Allan Lauzon titled "University Extension and Public Service in the Age of Economic Globalization: A Response to Thompson and Lamble". The present article is an invited rejoinder to the comments by Lauzon.
Efficient, Effective, and Ethical Practice in Lifelong Learning
Authors: Guinsburg Thomas N.
Published: June 2016

This paper seeks to assess the interaction of--and tensions between--efficiency, effectiveness, and ethics in goal-setting for university continuing education programs. Its thesis is that efficiency, that is, a cost accountant's measure of productivity, is of limited utility unless we articulate thoughtfully and appropriately what we are trying to be efficient at. The goal of effectiveness, which measures the relationship between program results and program objectives, helps us to be wary of those "efficiencies" that subvert essential program objectives. Finally, effectiveness cannot be separated from an ethical view of lifelong learning: beneficial to society, collaborative rather than competitive, and keeping faith with our highest professional values and institutional standards. Only a raison d'être grounded in ethically based effectiveness can ensure the sort of future we want for university programs of lifelong learning.
Summer Session Organizational Models at Canadian Universities
Authors: Kops Bill
Published: June 2016

The issue of summer session organizational models continues to be of interest to summer session deans/directors and university administrators. The University of Victoria surveyed Canadian universities on this
issue in 1994. Based on a similar survey done in 2009, this paper updates the status of Canadian university summer session organizational models, and looks at changes that have occurred over the last decade and a half. It appears that the predominance of more centralized models of summer session administration at Canadian universities has continued. Nevertheless, closer examination suggests that the predominant model is actually a hybrid model wherein responsibilities are vested in a centralized summer session unit with selective responsibilities devolved to faculties and/or departments.
Evolving from Course-Centric to Learning-Centric: Portfolios, Wikis, and Social Learning
Authors: Everhart Deborah
Published: June 2016

Teaching and learning strategies for using course management systems have evolved from basic “fill in the blank” models to interactive designs that encourage multi-formatted individual contributions and collaborative forms of learning. In keeping with the participatory development of online resources, web-based courses are shifting from traditional “authoritarian” faculty control to inclusion of student-produced course materials and student-directed learning activities. This paper provides historical context, a depiction of the stages in the evolution from course-centric to learning-centric, a glimpse into the future, and seven key strategies for facilitating social learning and the ways in which they help engage learners with each other.
Change, Evolution, and Global Vision-Logic: A Gentle Challenge for Adult Development
Authors: Karpiak Irene E.
Published: June 2016

As adult and continuing education practitioners, we encounter the challenges for change that arise from the dramatic shifts that our society and our globe are undergoing. How we respond to these challenges will shape our field and our society--either in the direction of increased harmony or further disorder. Adopting a wider perspective may allow us to take in more of what is happening, thereby offering a broader range of options for understanding and action. Such a wider, more complex, more coherent, and more integrative perspective on ourselves and the world is offered by vision-logic, a stage of consciousness beyond the rational. Drawing on the work of Ken Wilber and other writers in psychology and philosophy, the author examines the qualities associated with vision-logic and the implications of vision-logic for our practice and our own psychological development.
Teaching Philosophy: Moving from Face-to-Face to Online Classrooms
Authors: Wiesenberg Faye P. , Stacey Elizabeth
Published: June 2016

This article explores the similarities and differences between Canadian and Australian university teachers’ face-to-face and online teaching approaches and philosophies. It presents perspectives on teaching face-to-face and online in two comparable Canadian and Australian universities, both of which offer instruction in these two modes. The key research question was to determine if moving from face-to-face instruction to on-line teaching results in new teaching approaches or in a creative blend of those developed within each teaching modality. Qualitative data were collected using an open-ended survey, which asked participants for their thoughts on their face-to-face (f2f) and online teaching experiences. Quantitative data were collected using the “Teaching Perspectives Inventory,” which assessed participants’ teaching approaches and philosophies in terms of their beliefs, intentions, and actions. The authors’ conclusions address the issue of assisting teachers to successfully make the transition from traditional teacher-centred to newly emerging learner-centred teaching approaches in distributed classrooms.
Aboriginal Business Capacity Building Programs in the Central Interior of British Columbia: A Collaborative Project Between the University and Communities
Authors: Kunkel Titi , Schorcht Blanca , Brazzoni Randall
Published: June 2016

Aboriginal communities in Canada are typically marginalized, have very low employment participation rates, and have limited economic infrastructure. The downturn in global economies further marginalized these communities. The University of Northern British Columbia’s (UNBC) Continuing Studies department piloted an Aboriginal and Small Business Leadership Certificate program in the central interior of British Columbia (BC) between November 2008 and May 2009. The aim of the program was to address some of the issues faced by Aboriginal communities affected by the mountain pine beetle infestation in central BC. The success of the pilot project led UNBC Continuing Studies to collaborate with some communities in the central interior of BC to access funds through the federal government’s Community Adjustment Funds initiative in order to develop and deliver a business capacity building project. The project consisted of a certificate program with enhanced Aboriginal content and an internship program to provide workplace experience for students. This paper reports on the practice of community engagement and learning as a result of this project.
Not the Wand but the Wizard
Authors: Post Patricia A. , Carusetta Ellen , Maher Elin , Macintosh Judy
Published: June 2016

A team of experienced distance educators, from three separate faculties at the University of New Brunswick, conducted a two- stage study that examined learners/participants' perceptions of factors affecting their learning in courses offered by audio- conferencing, audio-graphic conferencing, and video- conferencing. Study findings determined that, regardless of the technology used, learners were most influenced by instructor teaching style. These findings underscore the importance of maintaining and refining the more relational and interactive aspects of effective pedagogical practice within the contexts of adult learning and distance education.
Voices at the Top: Learning From Full Professors
Authors: Castle Joyce B. , Schutz Alice
Published: June 2016

The lack of information on the professoriate has led to a recent interest in exploring the personal and professional lives of members of the academy. We report here on a study investigating the thinking of one specific group of university professors--those who have reached final career stage and achieved full professor rank. Interviews with 14 full professors in one Canadian university provided insights into how the variable of rank impacted their thinking and work. The themes that emerged offered lessons for others about academic life.
Knowledge-Based Strategies in Canadian Workplaces: Is there a Role for Continuing Education?
Authors: Willment Jo-Anne , Graham Patti , Mahoney Heather , Mamprin Andre , Martinuzzi Bryan , McDonald Susan , Rodgers Ruth
Published: June 2016

A faculty researcher and six graduate students from the Master of Continuing Education program at the University of Calgary completed a small study of knowledge practices within government, postsecondary, and corporate workplaces across Canada. Interview results include an overview of findings and three narrative descriptions. Analysis produced a focused context for knowledge with less emphasis on organizational or systems contexts. Knowledge strategies, types, and factors are discussed with implications provided for knowledge in workplaces, continuing education, and workplace graduate research programs.
A Reflection on an Emergent Spirituality and the Practice of Adult Education
Authors: Lauzon Allan C.
Published: June 2016

The idea of spirituality is increasingly being used in the context of adult education. This paper will tentatively explore some of the implications of an emergent spirituality within the practice of adult education. It begins by situating our understanding of spirituality in an historical context. This is followed by a brief historical overview of the relationship between spirituality, social change, and the practice of adult education. Building on this brief historical analysis, our understanding of an emergent spirituality is argued to be a property of the evolution of human consciousness. The implications of an emergent spirituality for the practice of adult education are then examined.
Promoting Lifelong Learning for Older Workers: An International Overview
Authors: Sloane-Seale Atlanta
Published: June 2016

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Is There A Future for Research in University Continuing Education?
Authors: Selman Mark
Published: June 2016

University-based Continuing Education units have become primarily focused on market driven programs at a time when market demand for continuing education has attracted a great deal of competition in that field. As a consequence, much of the purpose for having CE as a specialized function within universities has been eroded. A robust research program that focussed on the way in which learning occurs within organizational contexts is suggested as an emerging area of opportunity and need. This would, in turn, have the potential to create a renewed sense of purpose for CE and strengthen universities' efforts to contribute to economic and community development.Doing such research well would involve careful attention to the sometimes conflicting interests of individuals and the organizations which structure much of their lives. It would tend to build on the strengths of continuing educators, their experience with individual learners and inter-organizational partnerships and their know-how based on working within a "knowledge intensive" environment. At the same time it would address a major area of concern for almost all organizations, including businesses, government agencies and non-profits. Some specific starting points for such research are suggested.
Employing a Virtual Workplace Research Team within a Graduate Program
Authors: Willment Jo-Anne H. , Mahoney Heather
Published: June 2016

This article describes the virtual-team process used by graduate students with a faculty guide at the University of Calgary over a 16-month period. Using a narrative-story technique, the article describes the four stages of work that were completed by the virtual team and identifies the unique strengths, pitfalls, and strategies that the team developed and experienced as it worked through the life of the project. The article concludes with learner, faculty, and research benefits of a virtual-team approach and provides recommendations for the use of virtual workplace research teams in adult graduate programs.
Motivating Instruction in University Continuing Education: A Fresh Look at the Key Principles
Authors: Ralph Edwin G.
Published: June 2016

This article revisits the critically important issue of how to motivate adults to learn. From a review of the literature on effective instruction, the author synthesizes five comprehensive principles that exemplary facilitators of adult learning typically apply in their sessions, courses, and programs to create and/or sustain learner interest. The article includes some practical applications of these principles for instructors, programmers, and others who wish to enhance the teaching/learning process in adult education.