bluuebunny/crossref_metadata_2025 huggingface dataset:
Continuities and Discontinuities in the Experiences of Felt and Enacted Stigma Among Women With HIV/AIDS
Authors: Lekas Helen-Maria , Siegel Karolynn , Schrimshaw Eric W.
Published: October 2006

In the post-1996 era, the effectiveness of antiviral therapies (such as highly active antiretroviral therapy [HAART]), which transformed HIV/AIDS into a more manageable disease, raised expectations that the disease’s stigma would decrease. The authors compared focused-interview data from a pre-HAART (1994 to 1996) and a HAART-era (2000 to 2003) sample of African American, Puerto Rican, and White women living with HIV/AIDS to identify changes in stigma experiences and suggest reasons for continued stigmatization. In both eras, general stereotypes about HIV/AIDS, as well as gender- and race-related stereotypes about the disease, were identified. Internalizing any of these stereotypes was a necessary and sufficient condition for feeling stigmatized. Instances of enacted stigmatization were more frequent and intense in the pre-HAART era. Nevertheless, misinformation and irrational fears of contagion, which triggered stigmatizing behavior, persisted into the HAART era. This analysis revealed that although enacted stigmatization has decreased slightly, felt stigma remains a primary adaptational challenge facing women with HIV/AIDS.
Power Imbalance and Consumerism in the Doctor-Patient Relationship: Health Care Providers’ Experiences of Patient Encounters in a Rural District in India
Authors: Fochsen Grethe , Deshpande Kirti , Thorson Anna
Published: October 2006

The aim of this study is to explore health care providers’ experiences and perceptions of their encounters with male and female patients in a rural district in India with special reference to tuberculosis (TB) care. The authors conducted semistructured interviews with 22 health care providers, 17 men and 5 women, from the public and private health care sectors. Findings reveal that doctors adopted an authoritarian as well as a consumerist approach in the medical encounter, indicating that power imbalances in the doctor-patient relationship are negotiable and subject to change. Gender was identified as an influencing factor of the doctor’s dominance. A patient-centered approach, acknowledging patients’ own experiences and shared decision making, is called for and should be included in TB control activities. This seems to be especially important for female patients, whose voices were not heard in the medical encounter.
Increased Hypothalamic Protein Tyrosine Phosphatase 1B Contributes to Leptin Resistance with Age
Authors: Morrison Christopher D. , White Christy L. , Wang Zhong , Lee Seung-Yub , Lawrence David S. , Cefalu William T. , Zhang Zhong-Yin , Gettys Thomas W.
Published: October 2006

Animals at advanced ages exhibit a reduction in central leptin sensitivity. However, changes in growth, metabolism, and obesity risk occur much earlier in life, particularly during the transition from youth to middle age. To determine when initial decreases in central leptin sensitivity occur, leptin-dependent suppression of food intake was tested in 8-, 12-, and 20-wk-old male, chow-fed Sprague Dawley rats. Intracerebroventricular leptin injection (3 μg) suppressed 24-h food intake in 8- and 12-wk-old rats (P < 0.05) but not 20-wk-old rats. To identify potential cellular mediators of this resistance, we focused on protein tyrosine phosphatase 1B (PTP1B), a recently described inhibitor of leptin signaling. PTP1B protein levels, as determined by Western blot, were significantly higher in mediobasal hypothalamic punches collected from 20-wk-old rats, compared with 8-wk-old rats (P < 0.05). When 20-wk-old rats were fasted for 24 h, levels of hypothalamic PTP1B decreased (P < 0.05), coincident with a restoration of leptin sensitivity. To directly test whether inhibition of PTP1B restores leptin sensitivity, 20-wk-old chow-fed rats were pretreated with a pharmacological PTP1B inhibitor 1 h before leptin, and 24-h food intake was recorded. As expected, leptin alone produced a small but nonsignificant reduction in food intake. However, pretreatment with the PTP1B inhibitor resulted in a marked improvement in leptin-dependent suppression of food intake (P < 0.05). These data are consistent with the hypothesis that increases in PTP1B contribute to hypothalamic leptin resistance as rats transition into middle age.
Comparison of the Life Cycle Assessments of an Insulating Concrete Form House and a Wood Frame House
Authors: Marceau ML , VanGeem MG
Published: October 2006

An environmental life cycle assessment (LCA) was conducted on a single-family house modeled with two types of exterior walls: wood framed and insulating concrete form (ICF). The LCA was carried out in accordance with the guidelines of the ISO 14000 family of standards. The LCA includes the inputs and outputs of energy and materials from (i) extraction and manufacturing of materials, (ii) construction, (iii) occupancy (including heating and cooling energy use), and (iv) maintenance over a 100-year life. The houses were modeled in five cities representing a range of U.S. climates: Miami, Phoenix, Seattle, Washington, and Chicago. The results show that in almost all cases, for a given climate, the environmental impact in each category is greater (worse) for the wood house than for the ICF house. The reduction in environmental impacts provided by the ICF house compared to the wood-frame house varied from 3% to 6%, depending on climate. Furthermore, the most significant environmental impacts are not from construction products but from the production and household use of electricity and natural gas. Since the ICF walls are more highly insulating and energy efficient than the wood-frame walls, the ICF house has lower impacts. Among construction products used in the house, wood products and copper tubing have the largest environmental load, followed by cement-based products.
Linguistic Research on the Origins of the Vietnamese Language: An Overview
Authors: Alves Mark
Published: October 2006

While the majority of linguistic researchers both inside and outside Vietnam consider the Vietnamese language a Mon-Khmer, Austroasiatic language, some counterarguments and general confusion continue to exist in the public domain. This article looks at four hypotheses regarding the linguistic origins of Vietnamese, hypotheses that place Vietnamese variously within the Austroasiatic, Austronesian, Chinese, or Tai-Kadai language families. Based on linguistic methodology and plausible scenarios of interethnic contact, the commonly held position——Vietnamese is an Austroasiatic language——remains the most tenable.
South Vietnamese Identity, American Intervention, and the Newspaper Chíính Luan [Political Discussion], 1965––1969
Authors: Tran Nu-Anh
Published: October 2006

This paper explores representations of political and cultural identity within journalistic discourse about the American presence in the South Vietnamese newspaper Chíính Luun [Political Discussion] from 1965 to 1969. The encounter with Americans prompted Vietnamese writers to highlight the distinctive nature of their own culture, to define their national identity based on an imagined history and the image of proper Vietnamese womanhood, and to delineate normative boundaries of group membership. These constructions of identity represent certain continuities with the colonial era but were clearly modified by the dialogical relationship and unequal alliance between the United States and the Republic of Vietnam.
Sarcoma Derived from Cultured Mesenchymal Stem Cells
Authors: Tolar Jakub , Nauta Alma J. , Osborn Mark J. , Panoskaltsis Mortari Angela , McElmurry Ron T. , Bell Scott , Xia Lily , Zhou Ning , Riddle Megan , Schroeder Tania M. , Westendorf Jennifer J. , McIvor R. Scott , Hogendoorn Pancras C.W. , Szuhai Karoly , Oseth LeAnn , Hirsch Betsy , Yant Stephen R. , Kay Mark A. , Peister Alexandra , Prockop Darwin J. , Fibbe Willem E. , Blazar Bruce R.
Published: October 2006

To study the biodistribution of MSCs, we labeled adult murine C57BL/6 MSCs with firefly luciferase and DsRed2 fluorescent protein using nonviral Sleeping Beauty transposons and coinfused labeled MSCs with bone marrow into irradiated allogeneic recipients. Using in vivo whole-body imaging, luciferase signals were shown to be increased between weeks 3 and 12. Unexpectedly, some mice with the highest luciferase signals died and all surviving mice developed foci of sarcoma in their lungs. Two mice also developed sarcomas in their extremities. Common cytogenetic abnormalities were identified in tumor cells isolated from different animals. Original MSC cultures not labeled with transposons, as well as independently isolated cultured MSCs, were found to be cytogenetically abnormal. Moreover, primary MSCs derived from the bone marrow of both BALB/c and C57BL/6 mice showed cytogenetic aberrations after several passages in vitro, showing that transformation was not a strain-specific nor rare event. Clonal evolution was observed in vivo, suggesting that the critical transformation event(s) occurred before infusion. Mapping of the transposition insertion sites did not identify an obvious transposon-related genetic abnormality, and p53 was not overexpressed. Infusion of MSC-derived sarcoma cells resulted in malignant lesions in secondary recipients. This new sarcoma cell line, S1, is unique in having a cytogenetic profile similar to human sarcoma and contains bioluminescent and fluorescent genes, making it useful for investigations of cellular biodistribution and tumor response to therapy in vivo. More importantly, our study indicates that sarcoma can evolve from MSC cultures.
Multipotent Cell Fate of Neural Crest-Like Cells Derived from Embryonic Stem Cells
Authors: Motohashi Tsutomu , Aoki Hitomi , Chiba Kairi , Yoshimura Naoko , Kunisada Takahiro
Published: October 2006

Neural crest cells migrate throughout the embryo and differentiate into diverse derivatives: the peripheral neurons, cranial mesenchymal cells, and melanocytes. Because the neural crest cells have critical roles in organogenesis, detailed elucidation of neural crest cell differentiation is important in developmental biology. We recently reported that melanocytes could be induced from mouse ESCs. Here, we improved the culture system and showed the existence of neural crest-like precursors. The addition of retinoic acid to the culture medium reduced the hematopoiesis and promoted the expression of the neural crest marker genes. The colonies formed contained neural crest cell derivatives: neurons and glial cells, together with melanocytes. This suggested that neural crest-like cells assuming multiple cell fates had been generated in these present cultures. To isolate the neural crest-like cells, we analyzed the expression of c-Kit, a cell-surface protein expressed in the early stage of neural crest cells in vivo. The c-Kit-positive (c-Kit+) cells appeared as early as day 9 of the culture period and expressed the transcriptional factors Sox10 and Snail, which are expressed in neural crest cells. When the c-Kit+ cells were separated from the cultures and recultured, they frequently formed colonies containing neurons, glial cells, and melanocytes. Even a single c-Kit+ cell formed colonies that contained these three cell types, confirming their multipotential cell fate. The c-Kit+ cells were also capable of migrating along neural crest migratory pathways in vivo. These results indicate that the c-Kit+ cells isolated from melanocyte-differentiating cultures of ESCs are closely related to neural crest cells.
Impaired Downregulation Following Erythropoietin Receptor Activation in Non-Small Cell Lung Carcinoma
Authors: Dunlop Elaine A. , Maxwell Alexander P. , Lappin Terence R.J.
Published: October 2006

Recent evidence confirms the presence of erythropoietin receptors on a variety of cancer cells. This has raised concerns about the use of erythropoiesis-stimulating agents in the treatment of cancer-related anemia. Having previously identified expression of functional erythropoietin receptors in a non-small cell lung carcinoma cell line, H838, which activated key signaling pathways in response to erythropoietin stimulation, we now demonstrate impaired downregulation of the erythropoietin receptor in these tumor cells. The erythropoietin receptor is not ubiquitinated following erythropoietin stimulation in this cancer cell line, and there is no turnover of the receptor in either unstimulated or stimulated cells. Compounding this blunted response is impaired SOCS3 induction downstream of erythropoietin stimulation and an extremely delayed SOCS1 response. If this finding in non-small cell lung carcinoma is a widespread phenomenon, then impaired erythropoietin receptor downregulation and degradation in tumor cells has clinical implications for those patients receiving erythropoiesis-stimulating agents for cancer-related anemia.
Mass media and continuing education: An overview
Authors: Munshi Kiki Skagen
Published: October 2006

As a professional in continuing education, you receive a proposal for a program using mass media. How do you unravel the technical details? What elements will make that program worth your time, efort, and funds?
Evaluating the assessment: Did anything happen after we left?
Authors: Safman Phyllis
Published: October 2006

Many needs assessments may be missing an important ingredient—public confrontation with those who can respond to the needs.
Strategies for organizational change
Authors: Votruba James C.
Published: October 2006

Strengthening organizational support for continuing education requires continuing educators who are proficient at designing and managing the organizational change process.
Strengthening the university continuing education mission
Authors: Miller Paul A.
Published: October 2006

Strategies to enhance the spirit of colleagueship with other campus groups will ultimately determine how well continuing education leaders influence institutional mission and Organization.
Establishing public school programs for older adults
Authors: Marshall Marion G.
Published: October 2006

Educational programs for older adults will enhance any educational program, adding a constituency that will support the adult school, provide at with new challenges, and give it an intergenerational student body.
Participatory planning councils: Citizen involvement in adult basic education
Authors: Moore William M.
Published: October 2006

The benefits of citizen involvement in planning outweigh the efforts necessary to assemble the right people and gain usable information.
Federal regulations
Authors: Matelski Stanley M.
Published: October 2006

There's no such thing as a free lunch!
Fund raising for continuing education
Authors: Atkinson Maurice
Published: October 2006

Cost recovery from fees has been used as a reason for not seeking private support, but is a strong reason for doing so.
Corporate curriculum decision making
Authors: Koeper William K.
Published: October 2006

Deciding which curriculum will succeed in an employee development program involves selecting programs and activities according to five criteria.
Material for learning and acting: Video and social change
Authors: Heaney Thomas W.
Published: October 2006

When powerless groups create materials for their own learning, they may learn to create their own history and thus challenge those who oppress them.
Selection and use of materials in adult basic education literacy instruction
Authors: Carmen Florence W.
Published: October 2006

“He who imagines all fruits ripen at the same time as the strawberries, knows nothing about grapes” (Paradsus, 1493 –‐ 2541).
Helping learners achieve greater self‐direction
Authors: Cheren Mark
Published: October 2006

How continuing eduators use diagnostic and negotiating processes helps people identrb specific learning skills they wish to enhance.
Key educational influences in outreach program design
Authors: Kasworm Carol E.
Published: October 2006

Effective instruction in continuing education will be significantly different in relation to the learner, the educational provider, and the selected instructional model.
Serving rural adult learners
Authors: McCannon Roger S.
Published: October 2006

Changing needs, increasing numbers of adult learners, and new communications technologies are stimulating innovative continuing education in rural America.
“Hanging on” or “gaining ground”: Educating marginal adults
Authors: Heaney Thomas W.
Published: October 2006

Some recent experiments in community‐based education bring adult educators back to their origins and give them hope for the future.
Education for older adults
Authors: Robinson Phileon B.
Published: October 2006

Older adults may well represent one of the largest groups of potential learners. To tap this market, program providers must determine their specific learning interests and desired learning formats and instructional supports.
Planning programs for members of the armed services: A collaborative endeavor
Authors: Spikes W. Franklin
Published: October 2006

The key issues of quality and program responsibilities are examined as part of the collaborative relationship between continuing educational providers and the military services.
Strategies for serving select populations: Issues and perspectives
Authors: Smith Douglas
Published: October 2006

Educational services to seven select populations have been described in preceding chapters. This chapter summarizes these programs, notes the similarities and diflerences, and identifies what can be applied to other select populations. It concludes by describing three managerial strategies for decision making, planning, and marketing.
Serving the noncollege bound
Authors: Knox Alan B.
Published: October 2006

Findings from one of the few major studies on noncollege‐bound young adults suggest guidelines for more responsive continuing education programs.
Hospital‐based programs for young parents
Authors: Peterson Carol E.
Published: October 2006

Programming for young parents should be responsive to the unique demands of role performance at this developmental stage.
Integrating basic skills education with job training
Authors: Buckingham William J.
Published: October 2006

Basic skills education linked with job training provides an effective strategy for reaching educationally alienated young adults.
Applications of new communication technologies
Authors: White Shirley A.
Published: October 2006

New and innovative communication technologies can add immeasurably to already existing and future programming for young adults.
Themes and issues in programming for young adults
Authors: Darkenwald Gordon G. , Knox Alan B.
Published: October 2006

The preceding chapters raise issues that require both deliberation and action.
The workshop as a unique instructional format
Authors: Sork Thomas J.
Published: October 2006

The workshop has distinctive uses that make it suitable for pursuing a limited but important category of learning outcomes.
Creating participatory, task‐oriented learning environments
Authors: Pankowski Mary L.
Published: October 2006

Research on group structure and process suggests ways of enhancing participation and problem solving in workshops.
Fostering transfer of learning to work environments
Authors: Fox Robert D.
Published: October 2006

Effective workshops include exercises that demonstrate how new knowledge or skills can be applied in work environments.
Evaluating workshop implementation and outcomes
Authors: Cervero Ronald M.
Published: October 2006

Evaluation should focus both on educational value and on effective implementation, using systematic procedures to the extent feasible.
Interorganizational cooperation: Why and how?
Authors: Beder Hal
Published: October 2006

The basic principle of sound interorganizational cooperation is that an agency must give up something to get something.
An alternative approach to evaluation in continuing education
Authors: Deshler David
Published: October 2006

There is no one simple way to conduct an evaluation for program improvement. Knowing the alternatives will improve the chances that findings will be appropriate and useful.
Involving program constituencies in the evaluation process
Authors: Deshler David
Published: October 2006

Evaluators tend to see the rank and file as suppliers of data and as an audience awaiting what is distilled from the data. The humanist evaluator is a teacher who turns the rank and file into investigators.
Program improvement through values audits
Authors: Smith David Charles
Published: October 2006

One challenge for formative evaluation is creating a dialogue in which the values at stake for the various persons engaged in a program can be clarified and discussed in a constructive way.
Applications in management training and organizational development
Authors: Whitcomb David B.
Published: October 2006

Data gathering and feedback on organizational needs, problems, and possibilities provide a catalyst for management improvement and organizational development at a moderate‐sized daily newspaper in southern California.
Reflections on evaluation decision making
Authors: Deshler David
Published: October 2006

Evaluation is a waste of resources unless the effort fits the situation and the findings are used.
Bridging the theory–practice gap in self‐directed learning
Authors: Brockett Ralph G. , Hiemstra Roger
Published: October 2006

Successful implementation of self‐directed learning opportunities depends largely on how well researchers and practitioners are able to bridge the gap between theory and practice.
Self‐directed learning in cultural institutions
Authors: Carr David
Published: October 2006

For inquiries of all kinds, libraries and museums invite useful engagements with information and memorable encounters with objects.
Applying principles of self‐directed learning in the health professions
Authors: Ash Carol Reed
Published: October 2006

Hospital orientation and in‐service education programs for nurses are incorporating principles of self‐directed learning into program design.
The continuing educator and self‐directed learning in the community
Authors: Brookfield Stephen
Published: October 2006

Professional continuing educators working in institutional settings can find ways of supporting the activities of informal, self‐directed learners.
The challenge of distance education
Authors: Law Michael , Sissons Linda
Published: October 2006

The challenge of distance education is to open a genuine dialogue that builds up the learner's autonomy.
Involving adults in social change education
Authors: Law Michael , Sissons Linda
Published: October 2006

Liberating education involves learning associated with the struggle to survive in a world not organized in the interests of the majority.
Practicing with purpose: Goals of continuing professional education
Authors: Scanlan Craig L.
Published: October 2006

Reflective consideration of what we do and why we do it can provide sound direction to practice.
Examining the relationships between continuing educators and the professions
Authors: Cervero Ronald M. , Bussigel Dieter , Hellyer Mickey
Published: October 2006

Continuing educators hold diverse viewpoints on their relationships with the professions. Constructive dialogue on the values and beliefs underlying these viewpoints and their impact on the practice of continuing professional education needs to begin.
Assessing professionls' reasons for participating in continuing education
Authors: Grotelueschen Arden D.
Published: October 2006

Recent developments in the study of professionals' reasons for participation in continuing professional education have important implications for practitioners, policy makers, and scholars.
Program planning and accreditation
Authors: Kenny W. Robert
Published: October 2006

Planning continuing professional education programs under accreditation standards demands effective management of both educational and informational resources.
Ethical issues in continuing professional education
Authors: Scanlan Craig L.
Published: October 2006

Only by clearly delineating basic principles of human values can continuing professional education practitioners effectively respond to the moral dilemmas they encounter.
Persistent problems and promising prospects in continuing professional education
Authors: Griffith William S.
Published: October 2006

Who are we? What do we do? Why do we do it? These key questions must be addressed if continuing educators are to confront the issues in meaningful ways.
Developing a planning process for large conferences
Authors: Cope Judith L.
Published: October 2006

Successful conference planning begins with a well‐organized plan.
Creating an optimal conference environment
Authors: Foucar‐Szocki Reginald
Published: October 2006

Planners, presenters, and participants must be aware of environmental factors that affect their experience if a conference is to be successful.
How to profit from attending a conference
Authors: Boucouvalas Marcie
Published: October 2006

Participants learn to maximize the benefits of a conference through strategizing and remaining open to the unanticipated.
Analyzing trends in conference design
Authors: Draves William A.
Published: October 2006

To determine the trends for conference planning, we need only examine our past successes.
Cadre education
Authors: Jixiang Lin , Maosheng Zhou
Published: October 2006

The party school adheres to the principle of “taking the whole society as OUT classroom and running an open door education,” which makes concrete research and investigation the major content of each training course.
University adult provision
Authors: Houxiang Lin , Yi Zhang
Published: October 2006

By 1985 300 universities provided correspondence education, and 400 universities established evening colleges; approximately 5 million Ibarticipants were enrolled, which amounts to 28 percent of the full‐time traditional university students.
Distance education
Authors: Keming Gao
Published: October 2006

The national TV station is now able to show 1,200 hours of educational program a year. Presently, broadcast and TV universities enroll over I million participants; in the last four years 610,000 students have received their university diplomas.
A new era in staff development
Authors: Marsick Victoria J.
Published: October 2006

Organizations today confront revolutionary changes in the ways they must organize to remain competitive and productive. Staff developers are keeping abreast and in some cases leading the way with strategies for helping staff grow and learn.
Partnerships that work: Involving teachers in their own development
Authors: Jacullo‐Noto Joann
Published: October 2006

University faculty and school personnel can create partnerships that serve the dual goals of school improvement and teacher development.
Developing managers to prevent staff burnout
Authors: Pierce Gloria
Published: October 2006

To eliminate staff burnout in social service agencies, managers must acquire deeper understanding of the problem and take a more active role in prevention.
Different organizational worlds: Patterns and implications
Authors: Marsick Victoria J.
Published: October 2006

Staff develofiment is different in the private and public/nonprofit organizational worlds, although both sectors can and do draw from each other. These differences are observable in contextual influences, training for change, learning, and reflective practice.
Extending an invitation to returning women
Authors: Lewis Linda H.
Published: October 2006

One way of acquiring, maintaining, and demonstrating competence is to develop a network of supportive relationships to assist in the accomplishment of goals and successful transit ions.
Continuing education in the trade union movement
Authors: Holford John
Published: October 2006

Since 1975 trade union representatives have enjoyed rights to paid educational leave to attend trade union courses funded‐but not controlled‐by the government.
Successful and unsuccessful adult education programs: Perceptions, explanations, and implications
Authors: Lewis Christine H. , Dunlop Catherine C.
Published: October 2006

Practitioners perceive and explain program success and failure in a variety of ways, implying different strategies for improving the process of planning and the quality of programs.
Why they didn't learn what we wanted them to learn
Authors: Allard P. Bailey
Published: October 2006

Educators must attend to issues large and small that can get in the way of the learning process.
Responding to success and failure
Authors: Mills Helen H.
Published: October 2006

How we cope with feelings of failure determines whether the lessons we learn can be used to achieve success.
Incorporating microcomputer technology into adult learning environments
Authors: Dejoy Judith K.
Published: October 2006

To see microcomputer technology from the adult learner's point of view requires adult educators to understand how learners' emotions, perceptions, and self‐concepts affect the learning process and to deal with instructional design and delivery issues.
Setting the climate for effective teaching and learning
Authors: Sisco Burton R.
Published: October 2006

The process of teaching and learning success begins during the first encounter between instructor and students and develops thereafter.
Information resources for professional development
Authors: Imel Susan
Published: October 2006

The ability to identify, access, select, and use information resources is essential for ongoing professional development in adult and continuing education.
A brief guide to critiquing research
Authors: Hayes Elisabeth R.
Published: October 2006

How can reading research enhance professional development?
Getting ideas into print: Some tips for practitioners
Authors: Fulton Rodney D.
Published: October 2006

Sharing ideas in print is a professional responsibility of educators of adults in the information age; a number of strategies can help new writers get their work published.
Graduate study as professional development
Authors: Zeph Catherine P.
Published: October 2006

Graduate school can be a place for building competencies and building the “vita”–two dimensions of successful professional development.
Evaluation and quality control in certificate programs
Authors: Walshok Mary Lindenstein
Published: October 2006

Certificate programs are playing an increasingly significant role in higher education, representing unique educational experiences for adult learners. A collaborative approach to program design, marketing, instruction, and evaluation can yield high‐quality interdisciplinary programs that effectively serve educational needs.
Certification programs for business and industry
Authors: Settle Theodore J.
Published: October 2006

Certification programs by professional associations provide a cost‐effective way for business and industry to address the technical development of their employees.
Certificate programs: Alternative ways to career advancement and social mobility?
Authors: Lopos George J.
Published: October 2006

When they are carefully designed, taught, and managed, certificate, programs can provide quality education, access to new careers, and even social mobility to their graduates, while profiting the sponsoring institutions.
Andragogy after twenty‐five years
Authors: Pratt Daniel D.
Published: October 2006

Andragogy's contribution to adult learning is examined through four questions regarding the meaning of learning, antecedents to learning, facilitation of learning, and the purposes of learning.
Consultants and their work: The learning dynamic
Authors: Webb Amy D.
Published: October 2006

Personal and professional characteristics of consultants reflect the inherent nature of their work.
Developing and nurturing professional relationships
Authors: Howe William A.
Published: October 2006

The importance of developing and nurturing professional relationships for an effective adult education consulting practice is highlighted.
Getting the best of both worlds
Authors: Friedman Norma S.
Published: October 2006

There is a history of leaders and groups who are ahead of their time, who resist prevailing trends, but who appear in the official accounts as misinformed or malintentioned obstacles to the main direction of historical development. There is a history of commonfolk struggling to become, and becoming, their own leaders.

It is possible to hold a full‐time academic position and at the same time develop a thriving consulting practice.
The consultant as organizational change agent
Authors: Moller Gayle
Published: October 2006

Effective organizational change requires consultants who can create trusting relationships and learning communities.
Utilizing unilateral and multilateral groups to enhance program development
Authors: Charuhas Mary S.
Published: October 2006

Working with groups is an effective way to build adult education programs, expand services, and strengthen community ties. Involving groups requires advanced planning, strong communication systems, and excellent problem‐solving skills.
Putting adult education philosophies into practice
Authors: Mulcrone Patricia
Published: October 2006

This chapter describes seven types of administrators whose management and leadership practices and approaches to instruction are rooted in liberal, behaviorist, progressive, humanist, radical, transformationalist, and cognitivist philosophies.
Race, gender, and the politics of professionalization
Authors: Bailey Juanita Johnson , Tisdell Elizabeth J. , Cervero Ronald M.
Published: October 2006

Societal patterns of racism and sexism are played out in the professionalization of adult education.
Experiential learning: Past and present
Authors: Lewis Linda H. , Williams Carol J.
Published: October 2006

Methods and techniques that utilize learners' previous experiences, link conceptual foundations to practice, and encourage reflection are pivotal to the learning process.
Assessment processes and outcomes: Building a folio
Authors: Barnett Bruce G. , Lee Patty
Published: October 2006

The creation of a portfolio documenting adults' experiences is gaining acceptance in higher education as well as in business and industry. We describe a critical first step in portfolio construction—the development of a folio of relevant materials documenting a person's learning.
Implementation issues and future research directions
Authors: Jackson Lewis , Caffarella Rosemary S.
Published: October 2006

The experiential learning model is reviewed, and four implications for implementation and future research are discussed.
Learning and transforming through action science
Authors: Watkins Karen E. , Shindell Tom J.
Published: October 2006

This chapter describes action science, an action technology originally developed by Chris Argyris and later elaborated by Donald Schøn, which focuses on changing beliefs that cause action.
Collaborative inquiry for the public arena
Authors:   Group for Collaborative Inquiry,   thINQ
Published: October 2006

If persons who generate knowledge through participative inquiry shared it in the public arena, our formal knowledge base would be enriched. This chapter is intended to help participatory researchers disseminate their findings.
A framework for using action technologies
Authors: Watkins Karen E. , Brooks Ann
Published: October 2006

This chapter summarizes this volume and suggests points of comparison among the different action technologies, discusses issues of validity among action technologies, and offers a number of implications for adult and continuing education practitioners regarding the use of action technologies.
Practical experience with self‐directed learning in business and industry human resource development
Authors: Guglielmino Lucy M. , Guglielmino Paul J.
Published: October 2006

Major factors supporting the increased use of self‐direction in learning strategies in business and industry are presented, and the types of application are explored, with special emphasis on techniques for overcoming resistance to the new approaches.
Multiple roles of the mentor supporting women's adult development
Authors: Bloom Mayra
Published: October 2006

Mentors' multiple caring roles with learners can be instrumental in women's growth and development.
Linking learning, teaching, and development
Authors: Fiddler Morris , Marienau Catherine
Published: October 2006

Learning‐centered teaching strategies that support women's development are based on connections among ideas about learning, teaching, and development.
Antecedents to distance education and continuing education: Time to fix them
Authors: Froke Marlowe D.
Published: October 2006

The author suggests approaches colleges and universities might take as they address distance education.
Leveling the playing field for planning university‐based distance education
Authors: Kleiber Pamela B.
Published: October 2006

An analysis of the social dynamics of negotiating curriculum development for an independent study distance education program in higher education is presented.
Negotiating power and interests in planning: A critical perspective
Authors: Sork Thomas J.
Published: October 2006

Cervero and Wilson provide a new set of optics for understanding planning. Their framework challenges long‐held views of what's important and is a useful, though imperfect, tool for improving practice.
“A wonderfully terrible place to be”: Learning in practitioner inquiry communities
Authors: Lytle Susan L.
Published: October 2006

A staff development process can be based on reflection within the context of a learning community.
Group learning in the workplace
Authors: West G. Wayne
Published: October 2006

The concept of the “learning organization” is discussed, including the use of dialogue in group learning as a process for generative, creative, collective, and transformative learning.
Zur Hydrogenolyse von Estern aromatischer Alkohole
Authors: Zymalkowski F. , Schuster Th. , Scherer H.
Published: October 2006

Es wird über Experimente berichtet, nach denen die Hydrogenolyse aromatischer Ester eine nukleophile Reaktion zu sein scheint, bei der Acylat‐anionen durch Hydridwasserstoff ersetzt werden. Sekundäre und tertiäre Amine in großem Überschuß beschleunigen die Reaktion. Sowohl bei der Hydrogenolyse optisch aktiven O‐Benzoylatrolactinsäureäthylesters als auch bei der von α‐Phenyl‐tetraalkylammoniumsalzen wird Inversion beobachtet. Der Reaktionsmechanismus wird diskutiert.
Reaktionsverhalten acylierter Isocyanate gegenüber Azomethinen
Authors: Neidlein R. , Bottler R.
Published: October 2006

Ausgehend von N‐Acylisocyanaten und Azomethinen werden Dihydro‐1,3,5‐oxdiazinone erhalten, aus Sulfonyl‐isocyanaten und Azomethinen N‐Sulfonyl‐mono‐oxoperhydrotriazinone.
Racemate und Enantiomere von 5,5‐disubstituierten Hexahydropyrimidinen
Authors: Knabe Joachim , Biwersi Joachim
Published: October 2006

Die racemischen und die enantiomeren Hexahydropyrimidin‐2‐one 1a‐1e lassen sich mit LiAlH4 in hohen Ausbeuten zu den racemischen und den enantiomeren Hexahydropyrimidinen 2a‐2e reduzieren. Die 2a‐2e‐Enantiomere zeigen den gleichen Drehsinn wie die Ausgangsverbindungen. Die in Ethanol rechtsdrehenden Enantiomere (+)‐2a‐2d besitzen S‐Konfiguration.
Synthese von substituierten 2‐Aminonicotinonitrilen
Authors: Troschütz Reinhard , Dennstedt Thomas
Published: October 2006

Mono‐, di‐ und trisubstituierte 2‐Aminonicotinonitrile vom Typ 8, 13, 14 und 19 lassen sich aus Keton‐Mannich‐Basen Hydrochloriden 4 · HCl, Enonen 12, β‐Aminovinylketonen 17, 3‐Aminoacrolein‐Derivaten 18 sowie Vinamidinium Perchloraten 21 und in situ erzeugtem 3,3‐Diamino‐acrylnitril (3) herstellen.

Die Reaktion von 4 · HCl mit 3 in Gegenwart von Ammoniumacetat führt hingegen in einer 2:1 Kondensation zu Tetrahydro‐1,8‐naphthyridinen 10.
Aqua[1,1‐bis(4‐hydroxyphenyl)‐1,2‐diamino‐2‐phenylethane]‐sulfatoplatinum(II), a New Compound for the Treatment of the Mammary Carcinoma
Authors: Gust Ronald
Published: October 2006

The highly estrogen receptor(ER)‐affinic compound 1,1‐bis(4‐hydroxy‐phenyl)‐2‐phenylethene (BHPE) was used as carrier ligand for a new cis‐platin derivative, aqua[1,1‐bis(4‐hydroxyphenyl)‐1,2‐diamino‐2‐phenyl‐ethane]sulfatoplatinum(II) (3‐PtSO4) for the therapy of the ER‐positive (i.e. hormone sensitive) breast cancer. The diamine ligand 1,1‐bis(4‐hydroxyphenyl)‐1,2‐diamino‐2‐phenylethane (3) was synthesized by transformation of the O‐methyl ether derivative of BHPE into the 1,2‐bisazido compound 3b with IN3/NaN3, reduction of both N3 residues into NH2 groups [3a] and subsequent ether cleavage with BBr3. From the diamine ligand 3 and K2PtI4 a five‐membered chelate 3‐PtI2 was obtained which was transformed into 3‐PtSO4 with Ag2SO4. In comparison to BHPE the ER‐affinity of 3‐PtSO4 is markedly reduced. 3‐PtSO4 possesses, however, weak cytotoxic activity (P388) and antiestrogenic, but no estrogenic properties. 3‐PtSO4 is comparable with BHPE in terms of its activity on the hormone sensitive MXT‐M 3.2 breast cancer of the mouse.
Pharmacokinetics of ambenonium, a reversible cholinesterase inhibitor, in rats
Authors: Yamamoto Koujirou , Kohda Yukinao , Sawada Yasufumi , Iga Tatsuji
Published: October 2006

The pharmacokinetics of ambenonium, a reversible cholinesterase inhibitor, in rats was investigated following intravenous administration of the drug. Mean residence time and steady state volume of distribution were 23–36 min and 0·20–0·311 kg−1, respectively, and were dose independent at the dose of 0·3–3 μmole kg−1. Total body clearance of 8·2 ml min−1 kg−1 over 0·3 μmole kg−1 was slightly increased to 11·3 ml min−1 kg−1 at 3 μmole kg−1. Renal clearance was also increased with the increase of the dose, while hepatobiliary clearance was substantially constant. Ambenonium was highly concentrated in the liver, kidney, spleen, and lung. About 30 per cent of the dose is concentrically stored in the liver at 6 h after administration, and had not disappeared after 24 h.
Die Embryologie im Spannungsfeld zwischen Tradition und Empirie
Authors: Bäumer‐Schleinkofer Änne
Published: October 2006

Already in classical antiquity people dealt with the principle of formation, developing different theories. Researchers in the renaissance, working in the conflict zone between tradition and experience, tried to prove one or the other of these theories by the means of new observations, especially of chicken development. Aldrovandi was the first to see the real principle of formation of the hen's egg, i. e. the blastodisc, but he didn't recognize the importance of his discovery due to his close adherence to Aristotle in the theoretical field. Fabricius even thought that traditional knowledge was of more importance than his own excellent observations. Parisano was the first to succeed in making a correct interpretation of the function of the blastodisc, but only by holding to a ‘false’ classical theory. Harvey combined his attempt to restore the developmental theory of Aristotle with a religious interpretation postulating God's intervention in all development. Subsequent to atomism, Highmore evolved a two seed theory of development, which in his view made a permanent engagement of God superfluous. Also the first observations using the microscope did not contribute to any improvement in developmental theory. Malpighi used them to confirm the theory of epigenesis, whereas Croone attributed to a piece of blastoderm the proportion of a whole embryo to demonstrate his ovistic theory of preformation. The founder of animalculism Leeuwenhoek, an amateur researcher, was at first not influenced by the trends of the scientific community. He postulated that the spermatozoa, which he discovered, contained perfect miniature animals. His investigations are a good example of where prejudices can lead, even when the observations are excellent. In the 17th century the tension between experience and tradition shifted in favour of experience, but a final solution had not by any means been reached.
State‐local financing for the seventies
Authors: Wattenbarger James I. , Holcombe W. N. , Myrick S. L. , Paulson C. R.
Published: October 2006

Local support for community colleges is likely to be replaced by state support as financial needs increase.
Comparing instructional costs
Authors: Brightman Richard W.
Published: October 2006

Autotutorial laboratories and large‐group instruction are compared with conventional methods of teaching several types of courses.
The academically under prepared student
Authors: Losak John
Published: October 2006

Academically under prepared students are identified, and a variety of programs for helping them are described and evaluated.
Political influences on curriculum and instruction
Authors: Cohen Arthur M.
Published: October 2006

An analysis of the bases of curriculum development and instruction design as they relate to increasing state influences.
Humanizing student services: Sources and information
Authors: Purdy Leslie , Bloom Janet
Published: October 2006

Additional resources on community college student personnel programs, supplied by the ERIC Clearinghouse for Junior Colleges.
Building an organizational team
Authors: Landerholm Merle E.
Published: October 2006

Governance can be improved through a study of structure, but if the participants' behavior remains unchanged, new systems soon are burdened with the problems of their predecessors. The pleasures and the pain induced by improving human relations are well described.
Using consultants
Authors: Rhodes Eric
Published: October 2006

Use of skilled professional negotiators as consultants or spokesmen can assure the college of the most efficient and effective results of bargaining.
Micronizing the humanities: A communal approach
Authors: Janaro Richard Pad
Published: October 2006

The micro‐college seeks to meet the needs of the whole human being and to provide experiences that improve the student's self‐awareness.
Adapting to declining resources through planning and research
Authors: Richardson Richard C.
Published: October 2006

College administrators will require a greater sophistication in planning and institutional research if they are to provide meaningful leadership in the decade ahead.
Getting ready for new missions
Authors: Whisnant Robert A.
Published: October 2006

Three tasks community colleges must face in preparing for new missions.
The community college grows up and out
Authors: Stevens Mary A.
Published: October 2006

Community college faculty help to create and strongly support new methods to meet community needs in nontraditional ways.
Intimations of immorality from recollections of peer evaluation
Authors: Dziech Billie
Published: October 2006

A critical view of peer evaluation.
Pausing principles and their effects on reasoning in science
Authors: Rowe Mary Budd
Published: October 2006

An instructional variable called wait‐time and a deliberate manipulation, the pausing phenomenon, can greatly affect student learning in the sciences.
Rethinking marketing in the community college
Authors: Richardson Richard C. , Doucette Donald S.
Published: October 2006

Does research really support the premise that marketing prevents attrition and increases enrollment and revenues?
Retention
Authors: Keim Marybelle C.
Published: October 2006

Strategies for administration, faculty, and student personnel are suggested as the means to improve retention.
Concluding Comments
Authors: Smith Al
Published: October 2006

This chapter provides a review of some legal considerations and predictions for the future.
Mainstreams and Maelstroms
Authors: Marty Myron A.
Published: October 2006

The five mainstreams that have characterized the community college philosophy for several decades need to be joined ky a sixth ‐a general education mainstream. Maelstroms evident in community college waters could lead to such an eventuality.
Miami‐Dade Community College Emphasizes Excellence
Authors: Thomas Sharon Carter
Published: October 2006

Two‐year institutions are attracting increasing numbers of academically talented students. It behooves us at the two‐year college to be sure that we have sufficiently challenging programs to meet the needs of this special population.
The Role of Interdisciplinary Courses at St. Louis Community College
Authors: Curtis Stephen M.
Published: October 2006

Interdisciplinary courses are an important component of the academic experience, and the community college offers unique opportunities in which they may be utilized.