bluuebunny/crossref_metadata_2025 huggingface dataset:
Industrial Round-Wood Damage and Operational Efficiency Losses Associated with the Maintenance of a Single-Grip Harvester Head Model: A Case Study in Russia
Authors: Gerasimov Yuri , Seliverstov Alexander , Syunev Vladimir
Published: September 2012

A field-based study was performed to broaden our knowledge of operational efficiency losses associated with the neglect of the proper maintenance of the delimbing and feeding mechanisms of a harvester. The post-harvest assessments of industrial round-wood (IRW) processing damage, fuel consumption and productivity were examined in clearcutting operations. Observations were made of seven combinations of wear levels of feed rollers (A—heavy, B—medium, C and C’—without wear) and sharpening states of delimbing knives (1—incorrect, 2—correct), depending on the degree of feed roller wear and matching of angles of knife blades to the technical requirements. The processing defects of IRW were broken down into unprocessed branches, bark stripping, and damage caused by feed roller spikes. The results were then compared with the effective quality requirements, and the IRW losses in terms of the reject rates (RR) were determined in the context of the technical condition. The most frequent damage was by unprocessed branches. The harvester with correctly sharpened knives produced the minimum RR (4% of pine, 6% of spruce and 6% birch logs). The quality of IRW harvested under B1 and C1 resulted in 6%, 6% and 8%. A1 turned out to be the lowest (12%, 10% and 8%). Improvement in the maintenance of delimbing knives can reduce the RR of IRW by 5%. Timely restoration of worn-out rollers can increase productivity by 2% and reduce fuel consumption by 5%.
Sepia Ink Oligopeptide Induces Apoptosis in Prostate Cancer Cell Lines via Caspase-3 Activation and Elevation of Bax/Bcl-2 Ratio
Authors: Huang Fangfang , Yang Zuisu , Yu Di , Wang Jiabin , Li Rong , Ding Guofang
Published: September 2012

Sepia ink oligopeptide (SIO) is a tripeptide extracted from Sepia ink. To test the hypothesis that SIO inhibits prostate cancer by inducing apoptosis, the effects of SIO on the proliferation of three human prostate cancer cell lines were examined using a CCK-8 assay. SIO significantly inhibited the proliferation of DU-145, PC-3 and LNCaP cells in a time- and dose-dependent manner. Flow cytometry studies showed that exposing DU-145, PC-3 and LNCaP cells to 5, 10, or 15 mg/mL SIO for 24 h increased the percentage of the early-stage apoptotic cells from 11.84% to 38.26% (DU-145), 22.76% to 39.96% (PC-3) and 5.05% to 16.11% (LNCaP), respectively. In addition, typical morphologic changes were observed in the cells with acridine orange/ethidium bromide staining. SIO treatment induced strong S and G2/M phase cell cycle arrest in a dose-dependent manner in DU-145 and LNCaP. In contrast, SIO treatment induced strong Sub G1 and G0/G1 phase cell cycle arrest in a dose-dependent manner in PC-3. SIO exposure for 24 h decreased the expression of the anti-apoptotic protein Bcl-2 and increased the expression of the apoptogenic protein Bax. Moreover, the Bax/Bcl-2expression ratio was increased. Concurrently, the expression of caspase-3 was upregulated. These data support our hypothesis that SIO has anticarcinogenic properties.
The Antioxidant and Anti-inflammatory Effects of Phenolic Compounds Isolated from the Root of Rhodiola sachalinensis A. BOR
Authors: Choe Kang In , Kwon Joo Hee , Park Kwan Hee , Oh Myeong Hwan , Kim Manh Heun , Kim Han Hyuk , Cho Su Hyun , Chung Eun Kyung , Ha Sung Yi , Lee Min Won
Published: September 2012

Isolation of compounds from the root of Rhodiola sachalinensis (RRS) yielded tyrosol (1), salidroside (2), multiflorin B (3), kaempferol-3,4′-di-O-β-D-glucopyranoside (4), afzelin (5), kaempferol (6), rhodionin (7), and rhodiosin (8). Quantification of these compounds was performed by high-performance liquid chromatography (HPLC). To investigate the antioxidant and anti-inflammatory effects of the compounds, DPPH radical scavenging, NBT superoxide scavenging and nitric oxide production inhibitory activities were examined in LPS-stimulated Raw 264.7 cells. We suggest that the major active components of RRS are herbacetin glycosides, exhibiting antioxidant activity, and kaempferol, exhibiting anti-inflammatory activity.
Cell-Penetrating Recombinant Peptides for Potential Use in Agricultural Pest Control Applications
Authors: Hughes Stephen R. , Dowd Patrick F. , Johnson Eric T.
Published: October 2012

Several important areas of interest intersect in a class of peptides characterized by their highly cationic and partly hydrophobic structure. These molecules have been called cell-penetrating peptides (CPPs) because they possess the ability to translocate across cell membranes. This ability makes these peptides attractive candidates for delivery of therapeutic compounds, especially to the interior of cells. Compounds with characteristics similar to CPPs and that, in addition, have antimicrobial properties are being investigated as antibiotics with a reduced risk of causing resistance. These CPP-like membrane-acting antimicrobial peptides (MAMPs) are α-helical amphipathic peptides that interact with and perturb cell membranes to produce their antimicrobial effects. One source of MAMPs is spider venom. Because these compounds are toxic to insects, they also show promise for development as biological agents for control of insecticide-resistant agricultural pests. Spider venom is a potential source of novel insect-specific peptide toxins. One example is the small amphipathic α-helical peptide lycotoxin-1 (Lyt-1 or LCTX) from the wolf spider (Lycosa carolinensis). One side of the α-helix has mostly hydrophilic and the other mainly hydrophobic amino acid residues. The positive charge of the hydrophilic side interacts with negatively charged prokaryotic membranes and the hydrophobic side associates with the membrane lipid bilayer to permeabilize it. Because the surface of the exoskeleton, or cuticle, of an insect is highly hydrophobic, to repel water and dirt, it would be expected that amphipathic compounds could permeabilize it. Mutagenized lycotoxin 1 peptides were produced and expressed in yeast cultures that were fed to fall armyworm (Spodoptera frugiperda) larvae to identify the most lethal mutants. Transgenic expression of spider venom toxins such as lycotoxin-1 in plants could provide durable insect resistance.
Combination of Wearable Multi-Biosensor Platform and Resonance Frequency Training for Stress Management of the Unemployed Population
Authors: Wu Wanqing , Gil Yeongjoon , Lee Jungtae
Published: September 2012

Currently considerable research is being directed toward developing methodologies for controlling emotion or releasing stress. An applied branch of the basic field of psychophysiology, known as biofeedback, has been developed to fulfill clinical and non-clinical needs related to such control. Wearable medical devices have permitted unobtrusive monitoring of vital signs and emerging biofeedback services in a pervasive manner. With the global recession, unemployment has become one of the most serious social problems; therefore, the combination of biofeedback techniques with wearable technology for stress management of unemployed population is undoubtedly meaningful. This article describes a wearable biofeedback system based on combining integrated multi-biosensor platform with resonance frequency training (RFT) biofeedback strategy for stress management of unemployed population. Compared to commercial system, in situ experiments with multiple subjects indicated that our biofeedback system was discreet, easy to wear, and capable of offering ambulatory RFT biofeedback.Moreover, the comparative studies on the altered autonomic nervous system (ANS) modulation before and after three week RFT biofeedback training was performed in unemployed population with the aid of our wearable biofeedback system. The achieved results suggested that RFT biofeedback in combination with wearable technology was capable of significantly increasingoverall HRV, which indicated by decreasing sympathetic activities, increasing parasympathetic activities, and increasing ANS synchronization. After 3-week RFT-based respiration training, the ANS’s regulating function and coping ability of unemployed population have doubled, and tended toward a dynamic balance.
Sedimentation Rate and 210Pb Sediment Dating at Apipucos Reservoir, Recife, Brazil
Authors: De Souza Vivianne L. B. , Rodrigues Kélia R. G. , Pedroza Eryka H. , Melo Roberto T. de , Lima Vanessa L. de , Hazin Clovis A. , Almeida Mayara G. O. de , Nascimento Rízia K. do
Published: September 2012

The Apipucos Reservoir is located in Pernambuco-Brazil. Several districts of the metropolitan area use this reservoir to dispose of rubbish, waste and sewage. Dating sediments uses the 210Pb from the atmosphere. 210Pb is a daughter of the 222Rn, which emanates from the soil but is different from that contained in the sediment, which is in balance with the 226Ra. The chosen model for dating sediments depends on certain conditions: in environments where the amount of sediment can vary, the Constant Rate of Supply (CRS) model is adopted. In environments where the sediments can be considered to be constant, a Constant Initial Concentration (CIC) model is applied. A 70 cm long and 5 cm internal-diameter wide core was used for sediment sampling. Samples were dried at 105 °C, and about 5 g dry material was dissolved with acids. The 210Pb and 226Ra content was determined by their radioactive descendants’ concentrations. For the second sampling point, both models could be used. The results showed an increase in sedimentation rate over the last 50–60 years. We could conclude that the top sediment interval had been there 30 years ago. We could decide that the CRS was the best applicable model.
Self-Sustaining Thorium Boiling Water Reactors
Authors: Ganda Francesco , Arias Francisco J. , Vujic Jasmina , Greenspan Ehud
Published: October 2012

A thorium-fueled water-cooled reactor core design approach that features a radially uniform composition of fuel rods in stationary fuel assembly and is fuel-self-sustaining is described. This core design concept is similar to the Reduced moderation Boiling Water Reactor (RBWR) proposed by Hitachi to fit within an ABWR pressure vessel, with the following exceptions: use of thorium instead of depleted uranium for the fertile fuel; elimination of the internal blanket; and elimination of absorbers from the axial reflectors, while increasing the length of the fissile zone. The preliminary analysis indicates that it is feasible to design such cores to be fuel-self-sustaining and to have a comfortably low peak linear heat generation rate when operating at the nominal ABWR power level of nearly 4000 MWth. However, the void reactivity feedback tends to be too negative, making it difficult to have sufficient shutdown reactivity margin at cold zero power condition. An addition of a small amount of plutonium from LWR used nuclear fuel was found effective in reducing the magnitude of the negative void reactivity effect and enables attaining adequate shutdown reactivity margin; it also flattens the axial power distribution. The resulting design concept offers an efficient incineration of the LWR generated plutonium in addition to effective utilization of thorium. Additional R&D is required in order to arrive at a reliable practical and safe design.
PROJECT-BASED LEARNING IN THE LABORATORY OF COMMUNICATION AND NAVIGATION SYSTEMS
Authors: Märtens Kalev , Umborg Jaak
Published: October 2012

This report deals with the project-based learning used by the communication and navigation systems laboratory in teaching aviation engineers.
Concurrencia de comportamientos de riesgo entre adolescentes españoles
Authors: Meneses Carmen , Rúa Antonio , Romo Nuria , Gil Eugenia , Uroz Jorge , Markez Iñaki
Published: September 2012

Este trabajo examina la concurrencia de comportamientos de riesgo en adolescentes españoles. Los comportamientos analizados fueron la actividad sexual, el consumo de alcohol y otras drogas, conductas violentas y comportamientos en la conducción de ciclomotores o motocicletas. La muestra incluye 4.091 adolescentes de 13 a 18 años, perteneciente a educación secundaria obligatoria. Los resultados obtenidos muestran cuatro perfiles de riesgo, siendo uno de ellos el perfil de más alto riesgo y concurrencia de comportamientos arriesgados. Este grupo supone el 13% en el que destacan las conductas de consumo de drogas lícitas, conducir bajo los efectos de droga y otras conductas realizadas bajo los efectos del alcohol. Se encuentran diferencias entre estos perfiles y las características sociodemográficas como el sexo, el curso, la percepción sobre la economía familiar y la etnicidad. Se discuten los resultados obtenidos y se ofrece algunas sugerencias para la prevención.
Performativity in Practice
Authors: Mulcahy Dianne
Published: September 2012

In the context of neo-liberal education policy reform, professional teaching standards have become one of the main means of managing improvements to school teaching and assuring its quality. Using the methodology of material semiotics in association with video case data of classroom teaching (in this case, school geography teachers) and their students, the author treats a set of standards in action, towards conducting an ontological inquiry. Bringing the performative perspective of actor-network theory to bear not only is sociality taken into account but also materiality. This paper argues that standards are best understood as shifting assemblies of practice whose nature defines and enacts teacher identity and teacher professional knowledge differently in different locations. The conclusion is drawn that while teaching standards ‘clot’ and can serve to standardise practices of teaching, they are not stable entities. The variable ontology that they manifest challenges the managerialist impulses that tend to drive standards work in education. Altogether, the paper seeks to augment existing accounts of standards within the field of the sociology of science (Bowker & Star, 1999; Star, 2010; Timmermans & Berg, 2003; Timmermans & Epstein, 2010) and contribute to its subfield, the sociology of standards.
(Un)Locating Learning
Authors: Tscholl Michael , Patel Uma , Carmichael Patrick
Published: September 2012

This paper presents an account of field research into case-based learning in a management course, guided by the questions: ‘what is making change in this setting’, and ‘where is learning located’. Multiple forms of relations between human and nonhuman entities were identified through extensive research, which, analytically does not sit well with more traditional understandings of learning or case-based learning. A critique of those understandings is offered, drawing on concepts from post-modernism and adopting sensibilities from actor-network theory, follow the action in the setting. The authors demonstrate that the case is an assemblage of heterogeneous connections that are made by the teacher and then by the students in the classroom. In working with ANT sensibilities, examination found that tracing the action offers radically different accounts and possibilities for education research and practice. The pragmatic issues in following the action and the challenge of staying coherent and ambivalent are acknowledged.
Complexifying the ‘Visualised’ Curriculum with Actor-Network Theory
Authors: De Vincentis Sue
Published: September 2012

Rather than conceptualising the curriculum as a mandate which guides a teacher’s task of advancing the knowledge of students, or what the author will call the simple story, the curriculum as an object of complexities is explored in this article. The article considers how approaching the curriculum relationally can be a more fruitful quest than simply accepting that curriculum activity is predetermined, predictable, or standard. Drawing on actor-network theory and the fieldwork resulting from a funded, primary school Arts project in Australia, the curriculum is examined as a relational effect of education. In doing so, it is shown how interdependent webs of heterogeneous relations contribute to this entity called ‘the curriculum’, encouraging activity to be practised in particular ways, yet suggesting activity could be otherwise.
Knowledge in Networks
Authors: Rimpiläinen Sanna
Published: September 2012

This paper discusses a methodological dilemma proposed by engaging actor-network theory (ANT) in studying collaborative research practices of researchers in a large interdisciplinary project. The paper sets the context of this large publically funded project (‘Ensemble: Semantic Technologies for the Enhancement of Case Based learning’) between Education and Computer Sciences, currently being undertaken by a consortium of six UK universities and three international partners. While a strand of ANT states that knowledge ‘emerges as continuously generated effects of webs of relations within which they are located’ (Law 2007), it is very vague in terms of how precisely does that knowledge emerge and how to study that. The methods -question was further complicated by the existence of multiple, potentially conflicting epistemological positions present at the project – how to study these without having to pass a value judgement in terms of their validity and reliability? The specific focus of the discussion is what might be termed the epistemology of actor-network theory, with particular consideration of the Principle of Symmetry. The paper suggests reading ANT through John Dewey’s Pragmatism and assesses ideas to take forward from this discussion in order to study interdisciplinary research work.
Performing Actor-Network Theory in the Post-Secondary Classroom
Authors: Quinlan Andrea , Quinlan Elizabeth , Nelson Desiree
Published: September 2012

Teaching innovative schools of thought call for innovative methods of instruction. This article investigates the challenges associated with teaching Actor-Network Theory (ANT) and proposes a creative pedagogical approach of ‘performing’ ANT in the classroom. This article presents a small case study of an instance where this theatrical method was employed in an undergraduate classroom to teach Annemarie Mol’s The Body Multiple. Based on the qualitative data collected from reflections of students and the professor, it investigates the successes of this creative pedagogical approach to teach ANT. This article argues that it is only through innovative teaching methods that ANT can be effectively explored in the classroom.
A Petri Net Model for Analysing E-Learning and Learning Difficulties
Authors: Adam Tas
Published: September 2012

Petri Nets are tools for the modelling and analysis of the behaviour of systems and analysis of the Petri Net can then reveal important information about the structure and dynamic behaviour of the modelled system. In this article, the author argues that Petri Net concepts (when used qualitatively) are not fundamentally different from those of ANT. For example, the ‘places’ from Petri Nets bear a strong resemblance to the actors in ANT, and the ‘triggers’ or ‘transitions’, are somewhat analogous to ANT’s translations. In modelling, places represent conditions and transitions represent events. Tokens may model the resources or data items that are associated with a place or places. The original research that this article is based on was undertaken using an actor-network framework to develop a model for e-Learning for students with Learning Difficulties. This article explores the qualitative use of Petri Nets to supplement this ANT treatment.
Deconstructing Professionalism
Authors: Tummons Jonathan
Published: September 2012

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector both in terms of professional knowledge and competences, and professional development. This paper takes a different approach, drawing on a branch of material semiotics – actor-network theory – in order to shift the locus of problematisation away from what the standards might mean, to how the standards are physically assembled or instantiated. The paper concludes by suggesting that a first point of problematisation rests not in the discourses that the standards embody, but in the inherent fragilities of any material artefact that has the intention of carrying meaning across spatial, institutional or temporal boundaries.
Knowledge Conversion Processes in Thai Public Organisations Seen as an Innovation
Authors: Charnkit Puripat , Tatnall Arthur
Published: September 2012

This article uses data collected for a study undertaken in the mid-2000s using the Technology Acceptance Model (TAM) to investigate knowledge conversion processes in a Thai Government Ministry. The authors re-analyse this study making use of the power of actor-network theory. The original TAM study, based on technological innovation, investigated the relationship between technology support and management of the knowledge conversion process in a government ministry in Thailand to increase knowledge sharing. The original study found that a number of external variables impacted on the knowledge conversion process, including personal details, training, tools of persuasion, national background and culture, management and policies, employee behaviour, management, and policies and computing support. This paper briefly outlines the findings of the original study and discusses how an ANT study would have approached this material. An analysis is then made of how an Innovation Translation approach differs fundamentally from one using the Technology Acceptance Model.
Is a Stock Exchange a Computer Solution?
Authors: Muniesa Fabian
Published: September 2012

The paper examines, through a case study on the Arizona Stock Exchange, how computerization challenged the definition of the stock exchange in the context of North-American financial markets in the 1990’s. It analyses exchange automation in terms of trials of explicitness: the computational formulation of what an exchange is calls for a detailed explication of the (variable, often conflicting and unanticipated) processes and properties of price formation. The paper focuses in particular on the argument of the concentration of liquidity in one single point, which was central to the development of the Arizona Stock Exchange (an electronic call auction). It then asks what kind of revolution is the ‘explicitness revolution’ in the design of allocation mechanisms.
Making Information Systems Material through Blackboxing
Authors: Underwood Jim , Tabak Edin
Published: September 2012

In this paper, a case study of the evolution of an organisational intranet is used to compare the concepts of “materiality” with actor-network theory’s black-boxing. The authors argue that information systems need to become material through “due process”. Through this paper, questions arise as to what types of material allies are useful in this process, and whether these allies can co-evolve (or “co-materialise”) with the system. In this case there seemed to be existing technical actors, but the authors question whether this is always the case.
Opening the Black Box of Leadership in the Successful Development of Local E-Government Initiative in a Developing Country
Authors: Priyatma Johanes Eka , Mohamed Zainal Abidin
Published: September 2012

Leadership has been identified as one of the critical factors in the successful development of e-government projects especially so in developing countries. Unfortunately, empirical studies linking the outcome of e-government projects and the role of leadership are very limited. Moreover, these studies did not comprehensively discuss the role of leadership in implementing e-government projects involving social, political, and technological transformation. Using the four moments of Actor Network Theory (ANT) translation framework, this paper presents detailed actions taken by leaders in the development of a local e-government project. The paper argues that ANT translation provides an appropriate framework to trace and monitor how leadership has been practiced effectively in an e-government project in a developing country.
Mediated Action and Network of Actors
Authors: Andrade Antonio Díaz , Ekundayo Samuel
Published: September 2012

Both actor-network theory and activity theory call attention to the coexistence of people and technology. Although both theories provide analytical tools to understand the nature of the reciprocal action-shaping of humans and nonhumans, each puts emphasis on different conceptual elements of human activity. In this paper, the authors examine both activity theory and actor-network theory and present their similarities and differences, limitations, and complementarities. Using the theoretical lenses of both theories, the authors trace the evolution of an ordinary artifact to illustrate how researchers on the sociology of technology and innovations can benefit from these parallel theoretical approaches.
Emerging Standardization
Authors: Cordella Antonio
Published: September 2012

This paper discusses the dynamics associated with the implementation and deployment of an information infrastructure designed to standardize work practices. The analysis is based on a case study conducted in a pharmaceutical R&D organization. The infrastructure in use, comprising a computerized system and surrounding organizational procedures, seems to support work practices not always as originally planned. The paper discusses the role played by local characteristics, contingencies, and practices in shaping a standardization protocol implemented to standardize work practices. Building on actor-network theory, the paper concludes that the standardization of work practices is the result of the dynamic interplay between technology and its users, rather than the consequence of a planned and well-defined design project.
Improving Workforce Education and Adult Learning
Authors: Wang Victor X. , Allen Jeff
Published: September 2012

Workforce education and adult learning cannot and should not be separate. These two closely interrelated fields continue to produce a sustainable competitive advantage in a competitive and global 21st century workforce. This chapter highlights some of the major concepts used to improve workforce education and adult learning in the hope that future researchers can replicate and continue to generate new knowledge when change reshapes the nature of the adult learner’s work. The authors have addressed existing and emerging concepts in these two fields, from a very different perspective than most articles of this nature, to assist in redefining workforce education and adult learning in the 21st century. It is hoped that everyone, including those in key leadership positions, will take a renewed interest in these vitally important fields and seek to leverage the respective theories, models, and frameworks to produce a more productive citizen of the world.
Transformative Learning in the Workplace
Authors: Cranton Patricia , Carusetta Ellen
Published: September 2012

Using two silent-dialogue scenarios as a basis for discussion, this chapter provides an overview of how workplace learning can be framed by transformative learning theory. Based on the literature on workplace learning, the authors review the primary kinds of workplace learning that can be found in diverse workplace contexts. In contrast to the debates occurring in adult education about what is and what is not transformative learning, here they suggest that each kind of workplace learning has the potential to be a transformative learning experience. The chapter concludes with a discussion of paradoxes and implications. In this chapter the authors explore the nature of workplace learning from the perspective of transformative learning theory. In order to do this, they present two scenarios, one related to employer-sponsored learning in the workplace, and one related to leadership development facilitated by an external consultant. For each scenario, the authors use a silent dialogue—revealing the thoughts of the educator as the scenario unfolds, and the thoughts of one of the participants during the same timeframe. The silent dialogues reveal the conflicts and issues inherent in the scenarios. Drawing on the literature on workplace learning, the chapter provides an overview of kinds of workplace learning, and then analyzes the first scenario. This is followed by the presentation of the second scenario and an analysis of that scenario, next turning to transformative learning theory, and using that framework to better understand the kinds of workplace learning and how they can be transformative. The chapter discusses the paradoxes inherent in applying transformative learning theory to workplace learning and lists some implications for practice, theory development, and research.
Engaging Adult Learners with Innovative Technologies
Authors: Beck Dennis , Hughes Claretha
Published: September 2012

This chapter suggests and explores the need for a paradigm shift regarding the use of innovative technologies to engage adult learners. Some concerns addressed are: 1) The ways educational programs can be designed to improve the technical skills of adults; 2) The choices of technological, instructional methods, and materials and the subsequent impact on the success of educating adults; and 3) Elimination of the perceived feeling of disadvantage that some adult learners possess regarding their understanding and use of technology. Lack of exposure, access, and motivation to utilize innovative technologies combine to create a “glass ceiling” that is currently preventing adult learners from becoming competitive in the global marketplace. However, by applying motivational theories, embracing policies to ensure equitable technology access, and promoting efforts to seize the professional development opportunities available, adult learners and their instructors can shatter the glass ceiling and rise to new levels of skill and expertise.
Lifelong Tools for the Learner, Educator, and Worker
Authors: Yorks Lyle , Scott Leodis
Published: September 2012

Discussing lifelong learning is a chance to revisit notions of education, learning, and employment. In response to the Handbook’s call for “technological workforce tools” for lifelong learning, this chapter shifts toward philosophical perspectives serving as the “lifelong tools” of learning and education for considering society in communal ways. These lifelong tools may repair old thoughts or private matters of learned, education, and employment for new collaborative ideas and spirits, breathing life into all areas of learning, educating, and working. This chapter compares lifelong learning with other terms such as lifelong education and community education, and concludes that the emergence of learning cities and regions could be the twenty-first century testing ground for practicing lifelong learning.
Technology, the 21st Century Workforce, and the Construct of Social Justice
Authors: Russo Marianne Robin , Bryan Valerie C.
Published: September 2012

Although there is current research describing ICT use in the 21st century as it relates to workforce needs, there are factors to examine regarding the adult learner that can help offset barriers to ICT involvement. And, factors that may determine success in the cyber community could be due to age, gender, ethnic, and racial disparities regarding ICT use and its ultimate impact on occupational deprivation. Technology is advancing at a geometric pace, and the adult learner must traverse this digital divide. Understanding this overlap, the nature and frequency of technology use by the adult learner will help more effectively: a) blur the lines of social constructs in an attempt to mitigate class hegemony; b) mitigate future occupational problems when employment and economic needs depend on ICT knowledge; c) understand and avoid barriers that create digital disparity so group membership in the cyber community is fostered and maintained; and, d) gain more of a political voice. The focus of this chapter is to assess how traditionally disadvantaged groups currently navigate technology, and the changes that must take place to lessen this digital divide. If barriers to ICT can be determined, this will have subsequent implications on the workforce potential within these disenfranchised groups. This chapter proposes a larger implication, one of a link between ICT use and social justice for specific groups. It is imperative that these groups widen their horizons with the use of technology, not just to improve economic status, but to understand that technology and government structures are inextricably tied, having an ultimate effect on democracy.
Andragogy or Pedagogy as a Means to Improve the Workforce?
Authors: Wang Victor X. , Kania-Gosche Beth
Published: September 2012

Workforce education is driven by learning theories. For centuries, andragogy and pedagogy have been treated as learning theories to guide workforce education. In the workplace in any society, employees are adult workers who need to be equipped with either andragogical theories or pedagogical theories. It is not uncommon to argue that andragogy works best with adult employees in most cases in the workplace. However, pedagogy does have its place to guide workforce education from time to time, due to the fact that adult employees have to go through different learning stages in the workplace. While the authors of this chapter advocate that andragogy promotes self-directed learning in the workplace, successful adult learning professionals should move in and out of those cells as illustrated in Wang’s graph freely. The authors have made an attempt to show different views of andragogy versus pedagogy and how they can be utilized as a means to improve the workforce in a given society.
Development and Sustainability of Learning Societies
Authors: Ellington Linda
Published: September 2012

The chapter reviews the development and sustainability of learning societies, and employs an examination of literature to identify the connections that may assist in the-improvement of the 21st century (21st century) workforce. To increase their learning, it is imperative to create a place that embeds the culture, expectations, and appropriate learning behaviors within the environment. The tools are about the cultivation of connections and communities, not solely based on 21st century technology. This case study explored three key concepts: community connection, policy connection, and netizens’ connection.
Technology Aspects of Information Literacy in the Workplace
Authors: Farmer Lesley S. J.
Published: September 2012

Workplaces need information literate employees in order to manage the increasing quantity and complexity of information that impacts their organizations, yet they provide uneven information literacy education. Information and technology literacy are also imperative for the organization as a whole. Decision makers should systematically identify key information and technology literacy processes within the organization, and assess the learning gaps of their employees. Employers should allocate human and material resources to facilitate a variety of formal and informal learning venues, incorporating technology. Such education should also reflect andragogical principles and authentic collaborative learning activities, which can be facilitated by technology-based collaborative tools.
A Critical Theory of Adult and Community Education
Authors: Brookfield Stephen
Published: September 2012

Critical theory is one of the most influential theoretical frameworks influencing scholarship within the field of adult and community education. This chapter outlines what constitute the chief elements of critical theory using Horkheimer’s (1937/1995) classic essay as a touchstone for this analysis. It argues for a set of adult learning tasks that are embedded in this analysis and that apply both to formal adult education settings and informal learning projects carried out in communities. Future likely trends are the extension of critical theory’s unit of analysis to include race, class, gender, disability and sexual identity, and critical analysis of digital technologies.
Public-Private Partnerships (P3s) between Businesses and Adult Education Providers
Authors: Curatolo Courtney , Bryan Valerie C.
Published: September 2012

This chapter defines and examines public private partnerships, often referred to as P3s, between the business sector and education sector. In particular, the focus is on economic and workforce development benefits that ensure the successful connection of these partnerships and the added incentives that aid adult learners in developing new talent and provide opportunities for different career paths. Best practices are discussed through a literature review and information from partnerships that have taken place throughout the United States. Recommendations for future trends and future research are offered.
Workplace Learning
Authors: Wang Victor X. , Allen Jeff
Published: September 2012

This chapter attempts to address a paradigm shift from training to workplace learning in the 21st century as a means of improving the workforce. For any country or organizations to remain highly competitive, it is workplace learning, not organized training, in which adult employees should seek to engage. This chapter addresses how workplace learning has evolved as the most critical stage in boosting employees’ skill sets among all other training mechanisms. Various theorists’ views and principles have been discussed. It is hoped that the chapter can serve as the basis for teaching, learning, and research regarding this important area called workplace learning. A central theme has emerged from this chapter; that is, the success of a country or organization should be sufficiently gauged by workplace learning. A country’s gross domestic product (GDP) can be misleading given multiple factors such as an emerging aging population.
Examining the 21st Century Workforce Leaders’ Perceptions of Ethical Leadership and Organizational Health
Authors: Petty Gregory C. , Chambers Jessica H.
Published: September 2012

This study examines the relationships between instructors’ perceptions of their leaders’ integrity as measured by the Perceived Leadership Integrity Scale (PLIS), and the instructional systems organizational health. The sample involved six hundred fifty (650) instructors who were surveyed online. Pearson product correlations revealed statistically significant relationships between Perceived Leader Integrity (PLI) and the composite score of the seven Organizational Health Inventory for Schools (OHI-S) dimensions. Multiple regression analysis showed the OH Index to have a strong independent effect with the factors of consideration, institutional integrity, and academic emphasis. These findings will broaden understanding of the relationship between leadership and ethics, an important link to effectively managing instructors utilizing today’s technologies for classroom instruction.
An Exploratory Study of the Experiences of Older Non-Traditional Students in an Online Learning Environment
Authors: Li Wenzhen , Liu Leping
Published: September 2012

This study explored the experiences of non-traditional students in an online educational technology course using a qualitative method. Three participants were interviewed about their experiences with online computer technology learning. The results suggested that non-traditional students were motivated to return to college but some experienced the feeling of anxiety due to an unknown method of learning. Initial learning of technology could be intimidating and frustrating for non-traditional students. The findings indicated the importance of technical support in enhancing their online learning experiences.
Millennial Adult Learners in the 21st Century
Authors: Reio Thomas G. , Hill-Grey Keisha
Published: September 2012

Millennials and their learning needs are in general misunderstood. Little research on how millennials prefer to learn, work, and live has contributed to unproductive, contradictory notions about this generation to the detriment of all. More research is clearly needed to better understand the current and future behaviors of millennials. A wide array of advancing technologies and their direct applications to online and face-to-face learning contexts are explored as means to engaging millennials more in adult learning endeavors. Best practices in employing technologies in the classroom, such as promoting interactivity and social presence through blogs and YouTube, are highlighted in online contexts and through course design. How technology impacts those who have not had exposure to technology is explored as well.
The Perception Educators Have of their Leader’s Support and their Own Perceived Level of Burnout
Authors: Petty Gregory C. , Gaines Cherie Barnett
Published: September 2012

Effective instructional systems deal with many challenges; perhaps the greatest is technological change. However, perhaps more insidious to instructional effectiveness is the detrimental effects of instructor burnout. Maintaining a high energy classroom and keeping up with the rapid changes brought about by classroom technology, particularly the internet, can affect even the strongest teacher. This chapter explores the effects of burnout as perceived by instructors and balanced with their perceptions of the support they receive (or do not receive) from their leaders. This study of the interpersonal relations between instructional leaders and their instructors gives an insight into the importance of proactive leadership on effective teaching. Leaders utilizing technologies to improve tomorrow’s workforce must not forget the human element in the classroom. With this study, the authors offer some guidelines leaders can use for more effective leadership practices.
Parallels of the Nurse-Patient, Facilitator-Learner Trust Relationships as they Affect the National Economy
Authors: Risley Lori M.
Published: September 2012

This chapter addresses the necessity of a clearer understanding of the vital element of trust. Trust is a strong common element in both education and healthcare with the possibility of influencing not only our personal lives but that of our national economy. A concept analysis including step by step construction for the analysis of the nurse-patient trust as it applies to willingness to seek healthcare and implications are presented in this chapter. The parallel of the nurse-patient and facilitator-learner relationship is identified along with implications on the national economy. The purpose in this chapter is to call attention to the elemental phenomenon of trust and encourage individual reflection, continued research, and implementation of trust into these two vital disciplines and in life itself.
Evolving Web Based Technologies and their Potential for Developing Online Learning Communities and Support for Lifelong Learning
Authors: McLoughlin Catherine
Published: September 2012

Lifelong learning can be broadly defined as purposeful learning that people engage in throughout the lifespan. The proliferation of knowledge, the information society, and the accelerating use of information and communications technologies combine to create a demand for professionals who are flexible, motivated, and self-directed, as well as multiskilled. Recently, there has been an increasing focus on developing generic skills and competencies as part of tertiary learning. Graduates are expected to meet the demands of employers for social communicative and cooperative skills as opposed to abstract disciplinary knowledge, and therefore, the acquisition of lifelong learning skills is imperative if they are to remain productive, competitive, and open minded. As the current information age is characterised by continual dynamic change, graduates need a dynamic set of attributes or competencies. In order to develop as lifelong learners, tertiary learners need to be exposed to activities and tasks that prepare them for the responsibilities that lifelong learning requires. One key strategy for supporting lifelong learning is through pedagogical approaches that recognise that both formal and informal learning have value, and that both forms of learning can be supported in technology-supported learning environments. The raft of social software tools and applications now available offer greater opportunities to support the lifelong building of knowledge and competencies required for learning in the 21st century.
Evolving Online Learning
Authors: Lang Geraint
Published: September 2012

In the United Kingdom, the increased broadband speeds and the availability of mobile Internet access via 3G mobile phones and tablet computers, along with an ever growing number of free Wi-Fi hotspots located within urban areas becoming available, has meant that there are now more opportunities than ever to access online information. For the adult learner, technology considered innovative a decade ago to pioneering online communities of UK head teachers who collectively made up Talking Heads has now become commonplace, particularly in the guise of virtual learning environments (VLEs). This chapter sets out to show how the knowledge gained from those early communities of practice informed the development of the fully online Ultraversity degree, which in turn has been able to provide pointers to the possible framework for online learning provision in higher education. This is particularly pertinent for this sector of education in the UK, which is faced with raising course fees threefold. By making a greater number of university courses accessible online, available anytime, and from virtually anywhere, particularly via mobile Internet devices, an alternative and more affordable route to higher education in the UK and elsewhere in the world awaits to be developed.
A New SWOT Analysis of an E-Government System
Authors: Ha Huong
Published: September 2012

E-Government is defined as the utilization of the Internet and other technological means to deliver public services to citizens. Following the success of the iGov2010 plan, Singapore has recently launched an e-Government Master Plan 2011-2015 (eGov2015), which opens a new epoch of relationship between government and the public. This chapter aims to (i) discuss the current state of the e-Government system in Singapore, (ii) provide a SWOT (strengths, weaknesses, opportunities and threats) analysis of this e-Government system, and (iii) make policy recommendations on how to address challenges, facing e-Government in order to enhance public trust via the effective and efficient delivery of public services. This chapter is significant as it (i) addresses the issues from a practical perspective and from the view of users, and (ii) provides a better insight for further research in e-Government systems. Finally, neighbouring countries may benefit from the lessons drawn from the Singapore experience in terms of how to achieve a balance between technology adoption, citizen engagement, and delivery of electronic public services.