bluuebunny/crossref_metadata_2025 huggingface dataset:
Contribution of Toll-like receptors to the innate immune response to Gram-negative and Gram-positive bacteria
Authors: Elson Greg , Dunn-Siegrist Irène , Daubeuf Bruno , Pugin Jérome
Published: October 2006

Innate recognition of bacteria is a key step in the activation of inflammation and coagulation, and it is dependent on pathogen-associated molecular pattern (PAMP) ligation to Toll-like receptors (TLRs) and CD14. The dominant receptors activated when cells encounter a whole bacterium, which express several PAMPs, are poorly defined. Herein, we have stimulated various human cells with prototypic Gram-negative and Gram-positive bacteria. Receptor-dependent responses to whole bacteria were assessed using both TLR-transfected cells and specific monoclonal antibodies against TLRs, MD-2, and CD14. Enterobacteria-activated leukocytes and endothelial cells in a TLR4/MD-2–dependent manner, most likely via lipopolysaccharide (LPS). TLR2 activation was observed with a high bacterial inoculum, and in epithelial cells expressing TLR2 but not TLR4. Pseudomonas aeruginosa stimulated cells by both TLR2 and TLR4/MD-2. Gram-positive bacteria activated cells only at high concentrations, in a partially TLR2-dependent but TLR4/MD-2–independent manner. Either TLR or CD14 neutralization blocked activation to all bacterial strains tested with the exception of some Gram-positive strains in whole blood in which partial inhibition was noted. This study identifies dominant TLRs involved in responses to whole bacteria. It also validates the concept that host cell activation by bacterial pathogens can be therapeutically reduced by anti-TLR4, -TLR2, and -CD14 mAbs.
Shear flow–dependent integration of apical and subendothelial chemokines in T-cell transmigration: implications for locomotion and the multistep paradigm
Authors: Schreiber Taylor H. , Shinder Vera , Cain Derek W. , Alon Ronen , Sackstein Robert
Published: October 2006

Lymphocyte extravasation requires that emigrating cells process chemoattractant signals, typically mediated by chemokines, encountered on endothelial surface (apical) and subendothelial (basal) compartments. These signals are delivered under conditions of hemodynamic shear, a fundamental feature of all physiologic leukocyte–endothelial interactions. To analyze lymphocyte responsiveness to spatially distributed chemokines and their effects on transendothelial migration (TEM) under hydrodynamic shear, we constructed a transwell-based flow assay. We observed that the inflammatory chemokine CCL5 (RANTES) induces negligible human T-cell migration across inflamed human umbilical vascular endothelial cells (HUVECs) when displayed alone in the subendothelial compartment under static or hemodynamic shear conditions or when combined with apical CXCL12 (SDF-1α) under static conditions. However, under shear stress, T cells encountering apically presented CXCL12 were primed to undergo robust LFA-1–dependent TEM toward subendothelial CCL5. Notably, locomotive T cells arriving at endothelial junctions were retained and extended pseudopodia into and through the junctions, thereby increasing sensitivity to subendothelial CCL5. These findings provide the first evidence that lymphocytes integrate, conditional to shear forces, permissive apical chemokine deposits, and integrin engagement signals, resulting in morphologic changes and amplified chemotaxis to an otherwise weak subendothelial chemokine signal.
Expoldb: ex pression linked pol ymorphism d atab ase with inbuilt tools for analysis of expression and simple repeats
Authors: Sharma Vineet K , Sharma Anu , Kumar Naveen , Khandelwal Mamta , Mandapati Kiran Kumar , Horn-Saban Shirley , Strichman-Almashanu Liora , Lancet Doron , Brahmachari Samir K , Ramachandran Srinivasan
Published: October 2006

Background

Quantitative variation in gene expression has been proposed to underlie phenotypic variation among human individuals. A facilitating step towards understanding the basis for gene expression variability is associating genome wide transcription patterns with potential cis modifiers of gene expression.

Description

EXPOLDB, a novel Database, is a new effort addressing this need by providing information on gene expression levels variability across individuals, as well as the presence and features of potentially polymorphic (TG/CA)n repeats. EXPOLDB thus enables associating transcription levels with the presence and length of (TG/CA)n repeats. One of the unique features of this database is the display of expression data for 5 pairs of monozygotic twins, which allows identification of genes whose variability in expression, are influenced by non-genetic factors including environment. In addition to queries by gene name, EXPOLDB allows for queries by a pathway name. Users can also upload their list of HGNC (HUGO (The Human Genome Organisation) Gene Nomenclature Committee) symbols for interrogating expression patterns. The online application 'SimRep' can be used to find simple repeats in a given nucleotide sequence. To help illustrate primary applications, case examples of Housekeeping genes and the RUNX gene family, as well as one example of glycolytic pathway genes are provided.

Conclusion

The uniqueness of EXPOLDB is in facilitating the association of genome wide transcription variations with the presence and type of polymorphic repeats while offering the feature for identifying genes whose expression variability are influenced by non genetic factors including environment. In addition, the database allows comprehensive querying including functional information on biochemical pathways of the human genes.

EXPOLDB can be accessed at http://expoldb.igib.res.in/expol
Tumor Necrosis Factor-α Regulates Steroidogenesis, Apoptosis, and Cell Viability in the Human Adrenocortical Cell Line NCI-H295R
Authors: Mikhaylova Irina V. , Kuulasmaa Tiina , Jääskeläinen Jarmo , Voutilainen Raimo
Published: October 2006

TNF-α regulates the hypothalamo-pituitary-adrenal axis at several levels. It has been shown to modify adrenal steroidogenesis in many species, and it is supposed to act as an auto/paracrine factor. However, its significance in human adrenocortical function remains unclear. Therefore, we investigated the effect of TNF-α on adrenal steroidogenesis, expression of the key steroidogenic genes, apoptosis, and cell viability in the human adrenocortical cell line NCI-H295R. TNF-α treatment (1 nm for 48 h) decreased the basal production of cortisol, androstenedione, dehydroepiandrosterone sulfate (DHEAS), and aldosterone (14, 18, 35, and 52%, respectively), and the 8-bromo-cAMP-induced production of cortisol, androstenedione, dehydroepiandrosterone (DHEA), and DHEAS (44, 66, 58, and 48%, respectively). However, when the steroid production data were normalized by the cell number, TNF-α increased the basal production of cortisol, androstenedione, DHEA, DHEAS, and aldosterone (137, 121, 165, 73, and 28%, respectively), and the 8-bromo-cAMP-induced production of cortisol, DHEAS, and aldosterone (122, 121, and 256%, respectively). This was accompanied by a parallel increase in the expression of the genes encoding for the steroidogenic acute regulatory protein, 3β-hydroxysteroid dehydrogenase 2, and 17-hydroxylase/17,20-lyase (74, 200, and 50%, respectively; quantitative real-time RT-PCR analysis). TNF-α increased caspase 3/7 activity (an indicator of apoptosis) and decreased cell viability dose and time dependently. The effect of TNF-α on apoptosis was neutralized by a monoclonal TNF-α antibody. These findings indicate that TNF-α is a potent regulator of steroidogenesis and cell viability in adrenocortical cells. TNF-α may have physiological and/or pathophysiological significance as an endocrine and/or paracrine/autocrine regulator of adrenocortical function.
Arsenite Modulates Cardiac Substrate Preference by Translocation of GLUT4, But Not CD36, Independent of Mitogen-Activated Protein Kinase Signaling
Authors: Luiken Joost J. F. P. , Momken Iman , Habets Daphna D. J. , El Hasnaoui Mohammed , Coumans Will A. , Koonen Debby P. Y , Glatz Jan F. C. , Bonen Arend
Published: October 2006

The protein thiol-modifying agent arsenite, a potent activator of stress signaling, was used to examine the involvement of MAPKs in the regulation of cardiac substrate uptake. Arsenite strongly induced p38 MAPK phosphorylation in isolated rat cardiac myocytes but also moderately enhanced phosphorylation of p42/44 ERK and p70 S6K. At the level of cardiomyocytic substrate use, arsenite enhanced glucose uptake dose dependently up to 5.1-fold but failed to stimulate long-chain fatty acid uptake. At the substrate transporter level, arsenite stimulated the translocation of GLUT4 to the sarcolemma but failed to recruit CD36 or FABPpm. Because arsenite did not influence the intrinsic activity of glucose transporters, GLUT4 translocation is entirely responsible for the selective increase in glucose uptake by arsenite. Moreover, the nonadditivity of arsenite-induced glucose uptake and insulin-induced glucose uptake indicates that arsenite recruits GLUT4 from insulin-responsive intracellular stores. Inhibitor studies with SB203580/SB202190, PD98059, and rapamycin indicate that activation of p38 MAPK, p42/44 ERK, and p70 S6K, respectively, are not involved in arsenite-induced glucose uptake. In addition, all these kinases do not play a role in regulation of cardiac glucose and long-chain fatty acid uptake by insulin. Hence, arsenite’s selective stimulation of glucose uptake appears unrelated to its signaling actions, suggesting that arsenite acts via thiol modification of a putative intracellular protein target of arsenite within insulin-responsive GLUT4-containing stores. Because of arsenite’s selective stimulation of cardiac glucose uptake, identification of this putative target of arsenite within the GLUT4-storage compartment may indicate whether it is a target for future strategies in prevention of diabetic cardiomyopathy.
A New Methodology for Adjustment of Iron Scattering Cross Sections Using Time-of-Flight Spectroscopy
Authors: Wenner MT , Haghighat A , Grimes SS , Massey TN , Carlson AD , Adams JM
Published: October 2006

Monte Carlo analysis of a time-of-flight experiment was performed to investigate the iron scattering cross section. Experimental data were utilized to build a Monte Carlo source for simulation of a time-of-flight (ToF) experiment with a spherical iron shell, different source spectra, and different angular beam source alignments. For this study, two pointwise cross section libraries, ENDF/B-VI and JEFF 3.0 are examined. Comparison of calculation and experimental results indicates differences that are larger than experimental and calculation errors. To reduce the observed discrepancy, pointwise data in the ENDF/B-VI iron scattering cross section file were adjusted at a few energy intervals using a utility code developed for this purpose. Adjusted cross sections resulted in closer agreement of calculated results with the experimental Time-of-Flight data. Multigroup cross sections were generated with the adjusted cross sections and results indicate pressure vessel fluence may be underestimated.
Prediction of the Shape of the K
J Ductile-to-Brittle Transition Temperature Curve for Ferritic Pressure Vessel Steels Using the Material's Resistance to Crack Extension K
J versus Δa Curve
Authors: Wardle G , Geary W
Published: October 2006

Fracture toughness (KJ (cleavage)) measurements made within the ductile-to-brittle transition region for ferritic pressure vessel steels are not always described by the shape of the Master Curve currently given in ASTM Standard E 1921. The objective of this paper is to show how the shape of the transition toughness curve may be related to the shape of the material's resistance to crack extension curve (KJR) once the crack tip starts to blunt and ductile crack extension precedes cleavage failure. Using an empirical relationship between the mean ductile crack extension (Δa) prior to the onset of cleavage failure and temperature (Δa=λ exp(ϕT)), then the relationship between KJ and T may simply be given by KJ=KA+α[λ exp(ϕT)]β, where KA, α, and β are simply the coefficients to an offset power law to KJ versus Δa data given by KJR=KA+α(Δa)β. For specimens of different sizes, a reference temperature TK may be defined for a given reference level of Δa or equivalent KJ. Unique curves may be defined for materials with differing crack extension resistance curves through plots of KJ versus (T−TΔa(ref)) or (T−TK(ref)). The generalized form of the transition curve may be given by KJ=KA+α{Δa(ref) exp[ϕ(T−TΔa(ref) >β or KJ=KA+(K(ref)−KA){exp[ϕ(T−TK(ref) >β. Experimentally, ϕ has been estimated as approximately 0.08 for nuclear pressure vessel materials such as A533B/A508. Using a specific situation wherein the value of KA=30MPa√m,K(ref)=100MPa√m, and β=0.25 then, for a B=25-mm specimen, within experimental scatter this provides an almost exact match to the Master Curve given by KJ=30+70 exp[0.019(T−TK100)]. The predictions of transition curve shape using the material's resistance to crack extension curve are believed to be complementary to the Master Curve method, and may describe the shape of the transition curve when there is ductile crack extension prior to cleavage failure. Further work is recommended to investigate the relationship between the predicted ductile-to-brittle transition curve and the Master Curve for probabilities of cleavage failure post-initiation.
Robert Buzzanco's "Fear and (Self) Loathing in Lubbock"
Authors: Taylor K. W.
Published: October 2006

This is a response to Robert Buzzanco's article, "Fear and (Self) Loathing in Lubbock," which argued against views expressed by the author about the US-Vietnam War. This essay emphasizes the perspective of anticommunist Vietnamese, suggests a rationale for American policy decisions, and contextualizes the outcome of the war with human choices rather than with a scheme of historical inevitability.
War Stories: The Taylor-Buzzanco Debate and How We Think about the Vietnam War
Authors: Miller Edward
Published: October 2006

This paper examines the recent debate between historians Keith Taylor and Robert Buzzanco over the interpretation of the Vietnam War and considers the implications of the debate for the future of Vietnam War studies. Miller analyzes Taylor and Buzzanco's differences over the origins and evolution of the war, and finds that both historians rely too heavily on the Cold War to explain the motives and actions of leaders and groups who participated in the conflict. The paper concludes with a proposal to reconceptualize the war as a contest among the multiple ways of thinking about modernization.
Courting Diplomatic Disaster? The Difficult Integration of Vietnam into the Internationalist Communist Movement (1945––1950)
Authors: Goscha Christopher E.
Published: October 2006

This article argues that the diplomacy of the Democratic Republic of Vietnam came closer to failure than we have thought. Between 1945 and 1950, Vietnamese communists had a remarkably hard time joining the internationalist communist movement. Stalin, above all, was wary of Hôô Chíí Minh, whom he considered untrustworthy for having "dissolved" the Indochinese Communist Party in 1945. This article concludes that, thanks to Chinese communist pressure, Stalin agreed to recognize the DRV. Had he not done so, Vietnamese communists would have found themselves almost completely isolated at a crucial point in their struggle for national independence.
Molecular Analysis of LEFTY-Expressing Cells in Early Human Embryoid Bodies
Authors: Dvash Tamar , Sharon Nadav , Yanuka Ofra , Benvenisty Nissim
Published: October 2006

Human ESCs (HESCs) are self-renewing pluripotent cell lines that are derived from the inner cell mass of blastocyst-stage embryos. These cells can produce terminally differentiated cells representing the three embryonic germ layers. We thus hypothesized that during the course of in vitro differentiation of HESCs, progenitor-like cells are transiently formed. We demonstrated that LEFTY proteins, which are known to play a major role during mouse gastrulation, are transiently expressed during HESC differentiation. Moreover, LEFTY proteins seemed to be exclusively expressed by a certain population of cells in the early human embryoid bodies that does not overlap with the population expressing the ESC marker OCT4. We also showed that LEFTY expression is regulated at the cellular transcription level by molecular labeling of LEFTY-positive cells. A DNA microarray analysis of LEFTY-overexpressing cells revealed a signature of cell surface markers such as CADHERIN 2 and 11. Expression of LEFTY controlled by NODAL appears to have a substantial role in mesodermal origin cell population establishment, since inhibition of NODAL activity downregulated expression not only of LEFTY A and LEFTY B but also of BRACHYURY, an early mesodermal marker. In addition, other mesodermal lineage-related genes were downregulated, and this was accompanied by an upregulation in ectoderm-related genes. We propose that during the initial step of HESC differentiation, mesoderm progenitor-like cells appear via activation of the NODAL pathway. Our analysis suggests that in vitro differentiation of HESCs can model early events in human development.
Recruiting teachers of adults
Authors: Buskey John H.
Published: October 2006

“The key to successful continuing education is good instruction, and good instructors are where you find them” (Sheldon and Wasinger, 2969, p. 280).
The selection process
Authors: Conti Gary J. , Porter Lee
Published: October 2006

Making wise decisions in selecting teachers requires a detailed and sophisticated approach.
Effective administrative support for able teachers
Authors: Willing Delight C.
Published: October 2006

A theory of administrative leadership can help avoid job dissatisfaction and increase motivation on the part of teachers.
Developing a comprehensive reward system
Authors: Votruba James C.
Published: October 2006

Continuing education administrators need to recognize and act on the full range of extrinsic and intrinsic rewards that motivate able teachers.
Supplementary audiovisual resources
Authors: Elberling Darlene W.
Published: October 2006

Continuing education administrators can purchase, borrow, or rent audiovisual resources that will help implement a staffing strategy.
Computers in continuing education
Authors: Bork Alfred
Published: October 2006

Continuing educators have available in computer‐based education a medium that is both interactive and self‐paced, but the materials should be part of a well‐designed educational program.
Summary: Some unanswered questions about telecommunications and adult learning
Authors: Walshok Mary Lindenstein
Published: October 2006

Highlights from the foregoing chapters challenge continuing education practitioners in all types of provider agencies to use mass media effectively.
Successful continuing education teachers: How did they get that way?
Authors: Sellen Jane B.
Published: October 2006

Untrained, inexperienced instructors can become successful teachers of adults with the help of thoughtful, individually tailored program supervision.
Small group instruction
Authors: Watson Eugene R.
Published: October 2006

Small group instruction in learner‐centered formats helps raise the level of learning or support for participants. Use of such methods may modify instructor and learner roles, however.
Plain talk for administrators of teachers of adults
Authors: Draper James A. , Barer‐Stein Thelma
Published: October 2006

Administrators should relate to teachers of their adult classes in the same way that they would like those teachers to relate to the learners.
Needs assessment in planning graduate degree programs
Authors: Bock Linda K.
Published: October 2006

In planning a new off‐campus graduate degree program for adults, attention should be given to assessing needs both externally and internally.
Reaching the hard‐to‐reach adult through effective marketing
Authors: Beder Harold W.
Published: October 2006

Marketing is a total strategy for program development in which all relevant factors are carefully orchestrated for maximum impact on hard‐to‐reach target groups.
Encouraging continuing education for professionals
Authors: Scanlan Craig L.
Published: October 2006

Even some highly educated professionals can be hard‐to‐reach learners. New and better approaches to needs assessment and the delivery of educational services are essential if real progress is to be made.
Strengthening collegiate financial support for continuing education
Authors: Dahl Dennis A. , Simerly Robert G.
Published: October 2006

Any plan to increase the resource allocations to continuing education should optimize social, psychological, and political forces that potentially influence the campus decision‐making process.
Continuing education in libraries: A challenge to change agents
Authors: Conroy Barbara
Published: October 2006

By increasing their involvement in continuing education, public libraries can strengthen public support and help insure their own survival.
Strengthening corporate continuing education: A case history
Authors: Smith Martin E.
Published: October 2006

Consolidation has proved itself effective in strengthening one company's corporate training and education program.
Workplace counseling: The missing link
Authors: Levine Herbert A. , Piggins Deborah Hanwell
Published: October 2006

Workplace counselors increase access to myriad opportunities that are essential if workers are to cope with the increasing complexities of work and personal life.
“The medium is …”: Nontraditional approaches to counseling adult learners
Authors: Wertheim Judith B.
Published: October 2006

Now that the counseling needs of nontraditional learners have been recognized, it is time to recognize that nontraditional counseling methods can help meet them.
Community development as an educational process
Authors: Grantham Marilyn H. , Dyer Delwyn A.
Published: October 2006

Community development as an educational process helps citizens understand the many facets of their community and learn how to obtain support to maintain or improve it.
Community resource centers
Authors: Briggs John C.
Published: October 2006

Community resource centers are a new community development strategy for community colleges.
Assessing the impact of community education programs
Authors: Catlett Judi
Published: October 2006

Do community education programs make a difference? These program planners returned to three Illinois communities to find out.
Funding sources: How to find out where the money is
Authors: Liggett Twila C.
Published: October 2006

Pzrivate philanthropy will not come close to taking up the slack produced by federal budget cuts ….
Project budgeting: A six‐step approach
Authors: Willett Lynn H.
Published: October 2006

Budgeting is more than a mystery, less than a science. In this nether world, budgeting skill must be practiced until it becomes art.
What foundations look for in proposals
Authors: Buskey John H.
Published: October 2006

“There are few things more mysterious…. The foundation process can be as random and illogical as anything else in life.” (Hartman and others, 1974, p. 1).
Concepts from life span developmental psychology: Implications for programming
Authors: Willis Sherry L.
Published: October 2006

The individual continues to develop across the total life course and thus educational opportunities must be provided to facilitate and optimize the development of older adults.
Programming for older adults: A church's response
Authors: Maves Paul B.
Published: October 2006

An ecumenical church‐sponsored senior center increases survival skills and enhances life with programs planned and implemented by older volunteers.
Educational programs for older adults: A public school's response
Authors: Price J. Corrine
Published: October 2006

Education, when channeled properly, can become the key to open doors to a better overall understanding of the aging process to both our present and future generations of older adults.
The theory‐practice split
Authors: Elias John L.
Published: October 2006

The relationship between philosophy and practice can be characterized as explanatory, critical, directive, and imaginative.
What's the “bottom line?”: Continuing educators discuss priorities and values
Authors: Flanagan Gene J. , Smith Franceska B.
Published: October 2006

How are decisions made about resource allocation‐budget and staff‐in a large continuing education program with dgferentiated staffing?
Contradictions in the practice of nontraditional continuing education
Authors: Cunningham Phyllis M.
Published: October 2006

Only philosophers are purists. When philosophy systematically and consciously informs practice, practitioners do not operate in a world that conforms to their assumptions. In the arena of practice, the educator must negotiate philosophy.
Some thoughts on the relationship between theory and practice
Authors: Merriam Sharan B.
Published: October 2006

Philosophy and practice are interactive in continuing education. Practitioners can take several approaches in strengthening this bond.
Guidelines for financing and budgeting
Authors: Shipp Travis
Published: October 2006

Guidelines are suggested for selecting a financial mission, the planning and budgeting process that best suits the mission and agency, appropriate accounting and, reporting procedures, and the financial evaluation practices most useful for planning, decision making, and accountability.
Audiotape and videotape materials for professional development in mental health
Authors: Geib Peter , McMeen George R.
Published: October 2006

Audio and visual material can enhance components of career development and education focused upon employee training and improvement of public services.
Evaluation as a guarantee of performance in cooperative extension
Authors: Bruce Robert Lee
Published: October 2006

Education is a widdy used practical tool in prosramming and can contribute to improved job performance.
Strengthening the relationship between professional education and performance
Authors: Gonnella Joseph S. , Zeleznik Carter
Published: October 2006

Problem‐oriented education is used to ensure correspondence between professional performance and professional criteria that have educational implications.
A perspective on preparing adult educators
Authors: Carter G. L.
Published: October 2006

Becornins an adult educator is not achieved by acquiring facilig in professing on subjects.
Developing self‐organized learners: A reflective technology
Authors: Harri‐Augstein E. Sheila , Thomas Laurie F.
Published: October 2006

The conditions in which a person can be encouraged to learn should be conversational and refletive. Technologies and procedures developed at the Center for the Study of Human Learning can bring about these conditions.
Helping students extract meaning from experience
Authors: Cunningham Phyllis M.
Published: October 2006

Before selecting and implementing strategies to help people learn more effectively from experience, the educator needs to clarify assumptions and adopt a rationale.
Continuing education for a new adult population: Professionals in high technology
Authors: Klingler Estelle D. , Rector Robert W.
Published: October 2006

Professionals in high technology represent an expanding frontier for continuing education. The current status of programmatic issues and innovative strategies is explored for this unique learner grouping.
Planning and managing workshops for results
Authors: Harris Elayne M.
Published: October 2006

Applying the tools of planning and management while avoiding their pitfalls will increase the likelihood that a workshop will produce the desired results.
Using technology to enhance learning
Authors: Buskey John H.
Published: October 2006

Appropriate use of technology adds variety to workshops and provides access to an exciting array of instructional resources.
Postscript and prologue
Authors: Sork Thomas J.
Published: October 2006

Some thoughts on the future of workshops and sources for further reading are offered.
The consequences of mismanaged interagency collaborations
Authors: Valentine Thomas
Published: October 2006

Poorly handled collaborations can undermine a promising continuing education enterprise.
Toward a theory of formative program evaluation
Authors: McClintock Charles
Published: October 2006

The design of formative program evaluation and its practice by in‐house evaluators require systematic attention to program theory, decision and action contexts in which evaluation is to be used, and empirical procedures.
Sources in self‐directed learning theory and practice
Authors: Brookfield Stephen
Published: October 2006

This chapter reviews some useful sources for further inquiry in self‐directed learning theory and practice.
Discussion as an effective educational method
Authors: Brookfield Stephen
Published: October 2006

To what extent does the participatory nature of discussion make it the continuing education method par excellence?
Mediation as a helping presence in cultural institutions
Authors: Carr David
Published: October 2006

In guided learning engagements, interactions create a passage of thought and speech leading to change.
Improving conference outcomes
Authors: Ilsley Paul J.
Published: October 2006

Not even the best planning can guarantee a successful conference.
Literacy and postliteracy adult education
Authors: Wenqing Zhao
Published: October 2006

When New China was founded in 1949, 80 percent of the population was illiterate. The peak of the literacy campaign was 1958 when 60 million were enrolled, following which the illiteracy rate dropped to 43 percent.
Rural adult education
Authors: Genglin Gu
Published: October 2006

Through practice, peasants have begun to recognize the truth about science and technology: I t is a means to help them to become rich.
Adult social education
Authors: Yuancheng Zhu
Published: October 2006

Social educational activities are sure to lead to social ejjects; adults can develop their abilities, improve their personalities, and give full play to their talents.
Special adult education
Authors: Wanbing Zhang , Xiaolai Wang , Lei Li
Published: October 2006

In China the problems of the handicapped are seen as society's.
Postuniversity provision
Authors: Qinggong Zhou , Jie He
Published: October 2006

Some enterprises consider continuing education planning as important as production construction planning.
Resources for staff developers
Authors: Marsick Victoria J.
Published: October 2006

The volume editor, with several associates, recommends sources for further reading.
Returning women on campus: Higher education takes notice
Authors: Copland Barbara A.
Published: October 2006

Higher education offers a plethora of program and seruices for reentry women. Throughout the country, institutions large and small are finding ways to meet the needs of this special population.
Understanding participation in programs
Authors: Hanson Alan L.
Published: October 2006

Increased attention in program planning to issues not generally associated with educational effectiveness may help prevent cancellations because of insufficient enrollments.
A conceptual model for understanding the physical attributes of learning environments
Authors: Fulton Rodney D.
Published: October 2006

The SPATIAL model offers educators a conceptualization of the physical environment as a contributing factor to learner participation, satisfaction, and achievement.
Where we learn shapes our learning
Authors: Vosko Richard S.
Published: October 2006

Spaces for adult learning experiences are shaped by administrators, teachers, maintenance personnel, and even learners. The way these physical environments are arranged and manipulated can affect learning experiences.
Toward building more effective learning environments
Authors: Hiemstra Roger
Published: October 2006

The previous chapters provide many challenging ideas and suggestions that can be used to guide practice, thinking, and research related to building more effective learning environments.
Making the most of professional reading
Authors: Stubblefield Harold W.
Published: October 2006

Adult and continuing educators can enhance competencies for practice and deepen understanding of the mission of adult education through knowledge of the literature.
Making effective presentations: Managing design and delivery
Authors: Dominick Joan E.
Published: October 2006

Designing and delivering presentations is a part of practice for adult educators, and its effective management can be achieved through certain clear strategies.
Leadership through professional associations
Authors: Shelton Elaine , Spikes W. Franklin
Published: October 2006

Serving as a leader in a volunteer‐based professional association requires a special combination of skills, talent, and understanding.
Planning for professional development
Authors: Brockett Ralph G.
Published: October 2006

A professional development plan involves turning ideas into action.
Self‐directed learning
Authors: Caffarella Rosemary S.
Published: October 2006

Explored in this chapter are the philosophical assumptions of self‐directed learning and how the study of this subject has contributed to our understanding of learning in adulthood.
The promise of situated cognition
Authors: Wilson Arthur L.
Published: October 2006

Learning and knowing are integrally and inherently situated in the everyday world of human activity. The promise of situated cognition lies in providing a more accurate understanding of how adults learn.
Taking stock
Authors: Merriam Sharan B.
Published: October 2006

This chapter draws on information in previous chapters to assess where we are now in our efforts to build theory about learning in adulthood.
Understanding consulting as an adult education process
Authors: Brookfield Stephen D.
Published: October 2006

Being a consultant should be understood as a process grounded in adult education.
What instructors need to know about learning how to learn
Authors: Stouch Catherine A.
Published: October 2006

The fundamentals of learning how to learn are presented with examples of their application in adult and continuing education settings.
A thematic summary and future directions for understanding adults as learners
Authors: Flannery Daniele D.
Published: October 2006

This chapter summarizes aspects important for the promotion of successful learning for adults and offers suggestions for promoting further understanding of cognitive learning theory.
Developing internal and external program resources
Authors: Mulcrone Patricia
Published: October 2006

The utilization of human and material resources internal and external to the adult education program is explored as a means to develop programs, and successful cooperative programs are highlighted.
Managing multiple funding sources and writing grant documents
Authors: Brewer Ernest W.
Published: October 2006

The art and science of grants management is an acquired skill for the grant seeker who comes to understand the types of grants, the grant guidelines and resources, and the four major stages of grant writing and administration.
Developing and managing adult education budgets
Authors: Ericksen Charles G.
Published: October 2006

Flexible budgeting can be utilized to help coordinate and harmonize the use of scarce financial resources in the adult educational environment.
Developing effective staff development programs
Authors: Terdy Dennis
Published: October 2006

Many areas of adult education utilize great numbers of part‐time instructors with a range of experience. These factors, as well as high staff turnover and complex teaching demands, contribute to the increasingly significant and prominent roles that staff development plays in adult education.
Improving administrative efficiency through technology
Authors: Porter Dennis R.
Published: October 2006

Technology trends can be identified to improve the efficiency of adult education administration. Five management functions and three technology groups are the focus of this chapter.
Preparing for an adult education evaluation
Authors: Mason Robert C.
Published: October 2006

Important reasons are explained for preparing for a useful, feasible, ethical, and accurate adult education evaluation.
Satisfying accountability needs with nontraditional methods
Authors: Vernon Sally , Lo Parco Lisa B. , Marsick Victoria J.
Published: October 2006

This chapter examines representative programs that speak to new ways of thinking about accountability for learning.
Racism and sexism in the United States: Fundamental issues
Authors: Hayes Elisabeth , Colin Scipio A. J.
Published: October 2006

What is the nature of racism and sexism in society today?
Methods and techniques for engaging learners in experiential learning activities
Authors: Lee Patty , Caffarella Rosemary S.
Published: October 2006

Instructional methods and techniques that are consistent with the tenets of experiential learning and that can be used at in‐class or field‐based sites are described.
Assessment processes and outcomes: Portfolio construction
Authors: Maclsaac Doug , Jackson Lewis
Published: October 2006

This chapter defines and discusses the concept of the portfolio in terms of its essential features, then examines the various functions that portfolios serve in the assessment of adult learning and the role that portfolios play in reflective processes.
Democratizing action research at work: A scandinavian model
Authors: Elden Max , Gjersvik Reidar
Published: October 2006

This chapter describes a Scandinavian form of action research that highlights co‐researcher participation in design and decision making. This is a radical departure from traditional researcher‐controlled research design and knowledge dissemination.
Participatory action research: Principles, politics, and possibilities
Authors: Miller Nod
Published: October 2006

Participatory action research is claimed to be a process in which knowledge collectively generated is used for the development of strategies for social change.
Action technology resources: An annotated bibliography
Authors: Brooks Ann , Watkins Karen E.
Published: October 2006

The annotated references in this chapter have been developed by this volume's authors to help readers explore action technologies that interest them more deeply.
Resources related to overcoming resistance to self‐direction in learning
Authors: Long Huey B.
Published: October 2006

Several key resources related to resistance and self‐direction in learning are highlighted.
Portfolio assessment as a strategy for self‐direction in learning
Authors: Jones Jean Ellen
Published: October 2006

Portfolio assessment strategies hold great promise for promoting self‐directed learning in formal classrooms. Art education provides examples for using portfolios; some implementation strategies are described.
Applying self‐directed learning principles in the technical training of a high‐risk industry
Authors: Blackwood Constance C.
Published: October 2006

The technical training context offers a broad range of potential barriers to self‐directed learning. A new way to incorporate self‐directed learning concepts into the technical training process at a national laboratory is presented.
Resistance by educators to using a self‐directed learning perception scale
Authors: Pilling‐Cormick Jane
Published: October 2006

Reasons for resistance to using an instrument to gather students' perceptions of self‐directed learning are investigated, and suggestions for overcoming this resistance are presented.
Journal writing: A tool for women developing as knowers
Authors: Walden Phyllis
Published: October 2006

Women learners discover and construct larger meanings through journal writing.
A developmental core curriculum for adult women learners
Authors: Carfagna Rosemarie
Published: October 2006

Women's Ways of Knowing provides the theoretical framework for a core curriculum designed to meet the learning needs of women.
Speaking her mind: Adult learning and women's adult development
Authors: Taylor Kathleen
Published: October 2006

Women whose educational experiences resulted in change describe the learning environments that support development of self‐authored and self‐authorizing identity.
Mentoring in the learning society
Authors: Cohen Norman H. , Galbraith Michael W.
Published: October 2006

The mentoring model of one‐to‐one interaction is an important approach to lifelong learning and a pragmatic method of helping diverse citizens to adapt to rapidly changing personal, social, and workplace situations.
Organizationally sponsored mentoring
Authors: Kerr Kenneth M. , Schulze Donald R. , Woodward Lyle E.
Published: October 2006

Institutionally oriented mentoring programs have a positive impact not only on protégés and mentors but also on an organization's ability to retain students or employees.
Mentoring program practices and effectiveness
Authors: Johnson Amy W. , Sullivan Judith A.
Published: October 2006

A study of fifteen mentoring programs and a close examination of the Sponsor‐A‐Scholar program offer insights into the design and effectiveness of mentoring programs for at‐risk young adults, the components of a model program, and comprehensive program evaluations.
Mentoring to diversity: A multicultural approach
Authors: Rodriguez Yvonne Enid Gonzalez
Published: October 2006

Is mentoring today a vehicle for assimilation or pluralism? Institutions and individuals must explore their cultural assumptions and develop specific strategies for mentoring in a multicultural society.
Strategies and resources for enhancing mentoring relationships
Authors: Golian Linda Marie
Published: October 2006

Effective, productive mentoring alliances are the culmination of a complex developmental process. Knowing the resources that can build a basic framework for this process is important for mentors, mentees, and organizations.
The evolution and advantages of distance education
Authors: Cantelon John E.
Published: October 2006

Distance education has been with us for some time. It has the unique advantage of being able to transcend time and space.
Distance learning technology
Authors: Stewart Robert D.
Published: October 2006

The technology that supports distance education is complex. In the future, it can only grow.
Learning styles: Implications for distance learning
Authors: James Waynne Blue , Gardner Daniel L.
Published: October 2006

A review of learning styles and their implications for distance learning.
Graduate degree programs and distance education
Authors: Swenson Craig D.
Published: October 2006

Increasing numbers of adult learners complete graduate degrees through institutions that offer distance education options. Three examples of graduate distance education programs are described.
Workforce development: The policy debate
Authors: Wills Joan L.
Published: October 2006

This chapter provides a work‐in‐progress definition of the workforce development system and frames issues and questions for national and state policy makers on how to develop such a system.
Experiential learning in the workplace
Authors: Saltiel Iris M.
Published: October 2006

An overview of experiential learning programs developed for adult students in colleges and universities is presented, along with issues, noteworthy programs, and suggestions for improving practices.
How people's interests affect empowerment planning in a health promotion coalition
Authors: Carter Teresa M.
Published: October 2006

Empowerment planning is usually depicted as a very organized, placid set of activities. In practice, however, stakeholders with different interests and worldviews employ various strategies to influence planning decisions and outcomes.
Our students, ourselves: Lessons of challenge and hope from the African American community
Authors: Peterson Elizabeth A.
Published: October 2006

The African American community's struggle for literacy occurs in the context of liberation.
Building connections: Classrooms and communities in rural virginia
Authors: Bingman Mary Beth , Martin Marie , Trawick Amy
Published: October 2006

A staff development project can be designed to help adult education teachers connect their classes and curriculum with the community.
Types of group learning
Authors: Cranton Patricia
Published: October 2006

We use group work every day in our practice—but what kinds of groups and for what purpose? This chapter distinguishes among three types of groups and relates each to the domain of learning it promotes.
Group learning: The role of environment
Authors: Armstrong Joseph L. , Yarbrough Sharon L.
Published: October 2006

Three central tenets of the group learning process are presented for facilitators and participants to consider as they engage in group learning.
Group learning and technology
Authors: Cahoon Brad
Published: October 2006

Technology in group learning is discussed; examples of Internet‐based instruction illustrate how distributed computing can situate and engage groups of learners.
Development of the individual leads to more productive workplaces
Authors: Bierema Laura L.
Published: October 2006

A holistic approach to the development of individuals in the context of a learning organization produces well‐informed, knowledgeable, critical‐thinking adults who make decisions that cause an organization to prosper.
Human resource development as adult education: Fostering the educative workplace
Authors: Dirkx John M.
Published: October 2006

Human resource development needs to move away from its reliance on the market model as a way of framing its practice and embrace the democratic ideal represented in the tradition of adult education.
Human resource development practitioners should strive for certification
Authors: Ellinger Andrea D.
Published: October 2006

This chapter provides a brief overview of certification terminology, examines the growth of certification programs, and explores emerging issues that offer compelling reasons for training and human resource development practitioners to pursue certification in the workplace.
Platelet GPIIb/IIIa antagonist, XV459, in heparin‐induced thrombocytopenia
Authors: Mousa Shaker A. , Ahmad Sarfraz
Published: October 2006

Heparin‐induced thrombocytopenia (HIT) is a serious, immune‐related complication of heparin therapy. One of the most severe manifestations of HIT is the development of thromboembolic events, which is based on platelet activation and aggregation caused by HIT‐associated antibodies. Therapeutic options for patients with HIT are limited despite advancement toward the development of alternative (nonheparin) anticoagulants, such as direct thrombin inhibitors and indirect anti‐factor Xa agents. Platelet GPIIb/IIIa receptor antagonists have been shown to be the final common pathway for platelet aggregation regardless of the use of activator or anticoagulant. In this study, the ability of a novel platelet GPIIb/IIIa antagonist, a free acid form of roxifiban (XV459), to block platelet activation/aggregation in response to highly characterized heparin‐PF4 antibody‐positive plasma/heparin was examined using light transmittance aggregometry, serotonin release, and125I‐fibrinogen binding assays to human platelets. XV459 at 20 nM maximally inhibited (P< 0.001) the platelet‐activation/aggregation responses as mediated by the HIT antibody‐positive plasma (in the presence of therapeutic heparin concentrations). Compared with controls, both HIT antibodies/heparin and TEAC (a mixture of thrombin [0.1 IU/ml], epinephrine [1 μg/ml], arachidonate [0.1 mM], and collagen [10 μg/ml]) resulted in significantly higher levels of fibrinogen binding to human platelets (5–7‐fold increase;P< 0.001). Concentration‐dependent profiles of XV459 on the mean percent inhibition of125I‐fibrinogen binding in the presence of HIT antibodies and TEAC were achieved (∼50% inhibition at 10 nM XV459). The platelet GPIIb/IIIa receptor antagonist (XV459) might be of potential benefit in the management of thrombotic thrombocytopenia produced by heparin and/or related glycosaminoglycans. Am. J. Hematol., 2006. © 2006 Wiley‐Liss, Inc.