bluuebunny/crossref_metadata_2025 huggingface dataset:
Optimization and validation of a derivatization method for analysis of biogenic amines in wines using RP-HPLC-DAD
Authors: Tashev Krste , Ivanova-Petropulos Violeta , Stefova Marina
Published: June 2016

An analytical method for determination of the biogenic amines: tryptamine, putrescine  histamine, phenylethylamine, tyramine, cadaverine, spermidine and spermine in red and white wines using pre-column derivatization with dansyl chloride (DnsCl) and reversed phase-high performance liquid chromatography with diode array detector (RP-HPLC-DAD) was developed and optimized. Concentration of DnsCl, pH, time of reaction and evaporation under nitrogen were tested and optimized. Best recoveries, ranging from 72 to 102 % were obtained for all analyzed amines applying derivatization with 10 mg/mL of DnsCl for 1 h at 60 oC and pH 9. The developed method showed excellent linearity with R2>0.99 for all tested amines. The accuracy was checked with the standard addition method showing satisfactory recovery, good repeatability and reproducibility. The optimized and validated method was applied for analysis of white and red wines from Macedonian origin, observing higher total amounts of biogenic amines in red wines.
Skawennati's-Timetraveller™: Deconstructing the colonial matrix in virtual reality
Authors: Pullen Treva Michelle
Published: June 2016

This article examines the decolonizing imperatives of the nine-episode machinima film series TimeTraveller™ (2008–2013) by the Mohawk artist, writer and curator Skawennati. TimeTraveller™ assesses the (re)presentation of Indigenous pasts and futures. Using avatar characters, Skawennati delinks (Mignolo, 2011) from colonial, Western and imperialistic narratives and the hegemonic structures of a Eurocentric worldview. Avatar bodies act as a catalyst in order to break down the contemporary, political episteme of classification and create spaces for fluid identities-in-politics (Mignolo, 2011)—virtual bodies that reflect the layering of subjective personal experiences which may be multiple and changing. In asserting her Indigenous presence in cyberspace, Skawennati's work lies in between new media art production and decolonial gesture, provoking a rereading of bodies and identities in order to reimagine and reassert denied and silenced Indigenous voices in virtual reality.
Isolation and Characterization of Flavonol Glycosides from Leaves Extract of Lupinus arboreus Sims
Authors: Sylvester C. Ohadoma  , Peter A. Akah  , Chris E. Okolo
Published: June 2016

We planned to isolate the active constituents from methanol extract of Lupinus arboreus leaves. The crude methanol extract (CME) was fractionated into hexane, ethyl acetate and methanol fractions. The fractions were isolated from silica gel column chromatography, which were eluted with gradient mixtures. The isolated fractions were characterized by using flavonoid screening, IR, UV and NMR spectral analyses. The result of the phytochemical analysis and chromatography of the ethyl acetate fraction over silica gel lead to the isolation of a flavonol glycosides, and identified as tetrahydroxyflavone-3α-rhamnoside. Bioactivity-guided result indicated tetrahydroxyflavone-3α-rhamnoside and imparts anti-inflammatory compound in this plant.
Use of Ternary Diagram in Formulation Design of Paracetamol Tablets
Authors: Jennifer Drambi Audu-Peter  , Musa Andrew  Ibrahim
Published: June 2016

The development of a drug into a stable and marketable product involves many stages and processes using various equipment and experimental designs, and these have taken a toll on the cost and time it takes to produce such products. It will be desirable to develop a process that can shorten the time and cost using minimal facility. The ternary diagram was used to develop such a tool chart that could be used to study the effect of formulation factors; binder, disintegrant and compression pressure on tablet properties with a view to predicting tablet characteristics. The values of each factor (less than to greater than the maximum used in tablet formulations) were plotted along each axis of the three sides of the ternary diagram. Points were selected randomly within the ternary diagram to obtain concentrations or values to be used for each factor in tablet formulation. Paracetamol tablets (500 mg) were formulated by wet granulation to give a total tablet weight of 700 mg. The tablets were evaluated for friability, hardness, disintegration time and weight variation. Regions on a ternary diagram that produced tablets batches that passed disintegration time test were delineated as satisfactory while those that failed were delineated as unsatisfactory. Subsequently, new tablet batches were formulated according to values of selected points along tie-lines drawn across satisfactory and unsatisfactory regions on two sides of the diagram. The tablets were evaluated for tablet properties in which results showed that tablets batches made from satisfactory regions passed while those from unsatisfactory regions failed. Thus ternary diagram could be used as a tool to select formulation factor values for making acceptable tablets.
Role of Repair Enzymes - Damage Control of DNA From Ageing pans
Authors: Shilpa Singh  , Mitasha Purohit
Published: June 2016

DNA is a precious molecule. It encodes vital information about cellular content and function. DNA repair maintains genomic stability and the loss of DNA repair capacity results in genetic instability that may lead to a decline of cellular function. The accumulation of DNA damage in multicellular organisms is linked to aging. To prevent deleterious effects, damage is balanced by repair pathways. Cells evolved a number of mechanisms to detect and repair the various types of damage that can occur to DNA, no matter whether this damage is caused by the environment or by errors in replication. The present review summarizes the various issues of DNA damage and their repair mechanism to overcome from aging.
Review on Diagnosis and Treatment of Breast Cancer
Authors: T. Mangilal  , K. S. K Rao Patnaik  , Kishan Bookya
Published: June 2016

Breast cancer is the second leading disease in women worldwide. Unfortunately, no adequate treatment available for progressing disease condition. In addition, severe pain experienced by the patients leads to negative psychosocial and physical impact on their lives. Patient-centered pain management therapies effectively working for controlling the pain caused by cancer. Early prognosis of breast cancer is more advisable. The risk of breast cancer depends mainly on menarche at an early age and menopause and first birth at late age. Ultrasonography and mammography are the most effective technique for the detection of cancer in pre and post menopausal women. Recent advancements in the treatment of breast cancer that include sentinel lymph node biopsy, partial breast irradiation, MRI, breast-conserving surgery, adjuvant systemic therapy and neoadjuvant systemic therapy. In addition; recently, minimal invasive techniques have been introduced, which include radiofrequency ablation, focused ultrasound ablation and cryotherapy. The present review article mainly discussing the diagnosing methods and treatment procedures of breast cancer to minimise the risk of severity in carcinoma patients.
Comparative Evaluation of Hypoglycemic Properties of Raw And Boiled Allium cepa in Alloxan-Induced Diabetes Mellitus Rats
Authors: Ojieh, AE  , Ugorji AE  , Ovuakporaye IS  , Ewhre OL  , Ossai NR
Published: June 2016

Diabetes Mellitus is a chronic disorder of carbohydrate metabolism whose prevalence is rising globally. The hypoglycemic property of raw Allium cepa has been established by several authors, and this study, was carried out to investigate the effect of heat on the hypoglycemic property of Allium cepa. This is against the backdrop that Allium cepa is mostly consumed boiled in Africa and several parts of the World. 40 Wistar rats were used for the study and diabetes was induced in 35 of them using single intraperitoneal dose of 40mgkg-1 of alloxan monohydrate. There were eight groups (n= 5). Group one and two served as the control groups, group three is insulin and group four is metformin.  Group five to eight were treatment groups. Result showed the following reduction at 400 mgkg-1 (raw- 57.2%; boiled-41.3%). At 600 mgkg-1, (raw-30.9%; boiled-20.9%). It is therefore concluded based on these findings that boiling Allium cepa reduced its hypoglycemic potential and hence its effectiveness in ameliorating hyperglycemia associated with diabetes mellitus. In the same experiment, insulin at (40 µgkg-1) and metformin at (50 mgkg-1) show plasma glucose reduction of (52.7%) and (12.3%) respectively when compared with the control. Result shows that heat reduces hypoglycemic property of onions.
Green Synthesis of Zinc Nanowires using Spilanthes acmella Leaf Extract
Authors: Nilesh Paul  , Eesha Khole  , Swapnil Jagtap  , Harshada Tribhuvan  , Gajanan Kakde  , Pratiksha Kuwar
Published: June 2016

Biogenic synthesis of metal nanomaterials has garnered attention in current nanobiotechnology. Among other metal nanoparticles, zinc nanoparticles have gained importance due to their applications in diverse fields. In this paper, we report on the biological synthesis of zinc nanowires using Spilanthes acmella leaves extract as a reducing agent. Synthesized nanoparticles have been confirmed by Transmission Electron Microscopy (TEM). The characterization revealed the wire shape of zinc nanoparticles.
THE SURVEY OF ENGLISH TEXTBOOKS USED IN FEMALE SCHOOLS IN BUKOVYNA (1900 – 1918)
Authors: Tumak Oksana
Published: June 2016

The given article presents a survey of the English textbooks which were used at the lessons of English in female schools of Bukovyna in the beginning of the XX century. The author gives an overview of reference sources relevant to the issue under discussion and proves that the studied topic had not been in the focus of the scientific research before. The analysis of the textbooks was made using formal, functional, structural and subjective criteria. We reviewed 5 English textbooks, found in the scientific library and identified the English language teaching methods used in these books. The textbooks were divided into 3 groups: grammar references, textbooks and readers. The characteristic feature of the textbooks is that they were written in German, thus, English in Bukovyna, which at that time was a part of Austria-Hungary, was taught via the German language. We contemplated on the methodological aspects of teaching English in the Bukovynian schools for girls and the techniques applied for the development of English pronunciation, reading, speaking, writing and translation skills. Thus, the peculiarities of the principles of realization of grammar-translation and text-translation methods are revealed and the process of transition of the above-mentioned methods to the direct method of teaching English is illustrated in the textbooks being analyzed.
Abordaje nutricional de pacientes ingresados con anorexia nerviosa
Authors: Marugán de Miguelsanz José Manuel
Published: June 2016

La anorexia nerviosa (AN) es el trastorno del comportamiento alimentario más prevalente en niños y adolescentes; su tratamiento es largo ycomplejo, e involucra a múltiples profesionales. La rehabilitación nutricional y la recuperación de un peso corporal normal es uno de los objetivoscentrales en las fases iniciales del tratamiento del paciente ingresado. Sin embargo, las recomendaciones actuales sobre los requerimientosenergéticos iniciales para estos pacientes son inconsistentes, con una clara ausencia de estudios controlados, evidencia científi ca disponible yconsenso global sobre la forma de realimentación más efectiva y segura en adolescentes ingresados con anorexia nerviosa (AN). Clásicamentese han recomendado una realimentación conservadora para prevenir el síndrome de realimentación. No obstante, han aparecido recientementevarios trabajos recomendado una ingesta calórica inicial más elevada, sin observar más complicaciones ni síndrome de realimentación, y asociadasa estancias medias más cortas. Presentamos aquí nuestra experiencia en el tratamiento de la AN restrictiva con un tratamiento progresivoconservador. Hemos obtenido buenos resultados con este abordaje, bien tolerando por los pacientes, y sin observar complicaciones. Gracias aél, el equipo médico pudo establecer más fácilmente un acuerdo sobre los objetivos terapéuticos con el paciente.
Asociación entre autopercepción de imagen corporal y patrones alimentarios en estudiantes de Nutrición y Dietética
Authors: Fehrman-Rosas Pamela
Published: June 2016

Objetivo: asociar patrones alimentarios con la autopercepción del estado nutricional en estudiantes universitarios chilenos de Nutrición y Dietética.Material y métodos: estudio transversal en el que se evaluó a 634 estudiantes de Nutrición y Dietética, de los cuales un 86,4% eran mujeres.A cada alumno se le mostraron siete modelos anatómicos correspondientes a valores de índice de masa corporal (IMC) de 18, 22, 25, 27, 30,35 y 40 kg/m2. Cada estudiante debía elegir el modelo con el que mejor se identifi caba. Posteriormente, se realizó la evaluación antropométrica,se calculó el IMC real comparándolo posteriormente con el IMC percibido, y fi nalmente se le aplicó una encuesta alimentaria.Resultados: se observa que los sujetos que sobreestiman su peso presentan un menor porcentaje de cumplimiento en el consumo de frutasy verduras al día; en cambio, el mayor porcentaje de sujetos que sigue las recomendaciones se encuentra en el grupo que se ve igual. Hay unaasociación entre una buena percepción de la imagen corporal y el consumo de 3 o más porciones de frutas al día OR = 0,554 (IC 95%; 0,360-0,852), 2 o más porciones de verduras al día OR = 0,438 (IC 95%; 0,283-0,678) y un consumo de alcohol menor de una vez a la semanaOR = 0,451 (IC 95%; 0,270-0,752).Conclusión: los estudiantes que registran una ingesta adecuada de verduras y frutas autodefi nen su alimentación como saludable e ideal ytienden a autopercibirse coherentemente en relación con su estado nutricional; además, estos sujetos son los que presentan una ingesta menorde alimentos poco saludables.
Abordaje de la disfagia en enfermos de alzhéimer
Authors: Baena González Marta
Published: June 2016

Introducción: la disfagia es un síntoma que se refi ere a la difi cultad para mover el bolo alimentario desde la boca al estómago. A pesar de surelevancia y de la gravedad de sus posibles complicaciones, es poco conocida y estudiada. La prevalencia de la disfagia orofaríngea en enfermosde alzhéimer es de un 84% y puede originar complicaciones de gran trascendencia clínica como consecuencia de las alteraciones en la efi caciade la deglución, y en la seguridad de la misma.Objetivo: conocer el estado actual del conocimiento en relación al abordaje de la disfagia en enfermos de alzhéimer, localizando aquellosfactores que permitan un diagnóstico precoz que facilite la prevención de complicaciones y la elección de la pauta de actuación más adecuada.Metodología: revisión sistemática. Estudios publicados entre 2005 y 2014 en inglés y castellano. Bases de datos: PubMed, Cochrane, Scopus,Elsevier, Scielo y Dialnet. Términos MeSH empleados: disfagia, dysphagia, alzheimer, modifi ed y texture food.Resultados: el diagnóstico en los pacientes de alzhéimer se realiza mediante métodos clínicos y exploraciones complementarias como lavideofl uoroscopia, considerada como el estándar para el estudio de la disfagia orofaríngea, ya que permite identifi car entre 1/3 y 1/4 delos pacientes que presentan aspiraciones silentes no diagnosticables clínicamente. Existen estrategias terapéuticas que incluyen cambiosen el volumen y viscosidad del bolo, cambios posturales, maniobras deglutorias, procedimientos de rehabilitación y técnicas de incrementosensorial que han demostrado su efi cacia, pero se trata de una labor compleja que exige un abordaje multidisciplinar para un correctodiagnóstico y tratamiento.Conclusiones: existe una escasa evidencia científi ca en el abordaje de la disfagia y un gran desconocimiento en cuanto a la alimentaciónde los enfermos de alzhéimer. Esta patología necesita una intervención multidisciplinar en la cual las medidas dietéticas desempeñan unpapel primordial.
S.H.E.: Values among WVSUnian-Janiuay Students
Authors: C. Ortigas Hedda , P. Pendon Guiller
Published: June 2016

In order to create an effective school culture that promotes improved learning for all students, schools must first verify the level of knowledge on the set of core values the university that will function as explicit foundational commitment to students and the community. Once the school has established the students’ level of knowledge on its core values, it can step forward  to ensure that these can be actively reflected in the culture of the school and curriculum, instruction, and assessment practices in every function of a university. This descriptive study ascertained the level of students’ knowledge on the core values of Service, Harmony and Excellence. Slovin formula was utilized in the determination of respondents. The result clearly revealed that students regardless of course, sex and year level were extremely knowledgeable of the university core values, however mean scores were ranked to further explain the result of the study. Recommendations were made based on the findings of the study.
An Identity for Canadian University Education
Authors: Selman Mark
Published: June 2016

A distinct lack of clarity regarding the identity of university-based continuing education seems commonplace. Continuing educators have tended to focus on the institutional structure of continuing education, linking its identity to its degree of centralization, size of budget, and whether it houses its own faculty members. This paper suggests starting with the function of continuing education, regardless of how and by whom it is carried out. It then proceeds to identify some key values that might guide the practice of continuing education, arguing that in some cases, these values must be in tension with the impulses of the broader institution.Universities today, by necessity, are large bureaucratic institutions with little flexibility. This situation provides continuing education with the opportunity to address the gaps or tensions in the system by offering programs that are more responsive to participants' needs and that allow for a deeper exploration of the values of specific interest groups. UCE programs can also provide alternative entry points to those who want to further their education but have little access to mainstream university programs. Finally, continuing educators can help communities of interest connect with relevant university departments and thereby contribute to the university's mission.
Student Engagement and Study Abroad
Authors: Rourke Liam , Kanuka Heather
Published: June 2016

In this study the authors assessed student engagement during a short-term study-abroad program using the National Survey of Student Engagement (NSSE). Data were collected from a group of Canadian undergraduates spending six weeks in Mexico. Their program included a 10-day bus tour, three half-credit courses, and accommodations with local families. The authors administered the NSSE twice: once at the conclusion of the students’ current school year and six weeks later at the end of their study-abroad program. A comparison of responses from the two administrations of the NSSE indicates an advantage, though modest, for the study-abroad setting. Study abroad’s stature in higher education as a high-impact learning activity received moderate support from the data. The authors encourage administrators and researchers to use student engagement and the NSSE to refine study-abroad programs.
An Aging Workforce: A Manitoba Perspective
Authors: Sloane-Seale Atlanta , Kops Bill
Published: June 2016

This paper reports on the results of an online survey that asked Manitoba employers about the employment of older workers. The survey attempted to gain insight into benefits of and challenges to engaging older workers; strategies to recruit, retain, and engage older workers; and the role of education and training for older workers. This research was informed by an earlier inquiry about age, work, retirement, and lifelong learning where focus groups were conducted with senior management and selected human resources (HR) managers in a public sector organization. Those results were reported at the Canadian Association of University Continuing Education (CAUCE) Conference in 2010. The results of this survey provide a look at practices for retention, recruitment, and engagement of older workers, and they outline organizational conditions that allow those practices to be successfully implemented.
A Praxis Model of Program Planning
Authors: Sloane-Seale Atlanta
Published: June 2016

Praxis, or reflective action, is at the heart of the program planning process. Planners are involved in a continual process of constructing and deconstructing planning activities, reflecting upon these activities, and renegotiating and analyzing these activities. The praxis model presented in this paper fosters a spirit of critical reflection and action in the planning process. It also recognizes that those involved in program planning come to appreciate that values, beliefs, ideologies, and contextual factors are not only constructed, but are also culturally transmitted, provisional, and relative. This awareness facilitates their challenge of the taken-for-grantedness of institutional settings within which program planning is practised, relationships are mediated, and political and economic agendas dominate.
Academic Decision Making Among Adult Learners: Personal and Institutional Factors
Authors: Fleet Joan , Moore Donna , Rodger Susan
Published: June 2016

This study, designed with considerable input from adult learners, focuses on influences that affect academic decision making. Using questionnaires and selected interviews, information was gathered on institutional and personal influences on academic decision making for current and future courses, along with demographic information. Three quarters of the respondents were under 39 years of age and were looking to their university education to provide knowledge and skills needed for future job opportunities. Within-group analysis revealed a stronger influence on academic decision making from the institution rather than from personal influences, despite a fairly strong positive correlation of the two sets of variables. This pattern was consistent across groups, with no differences being attributed to part- or full-time status or to year in program. Open-ended questions on the questionnaire, as well as follow-up individual interviews, allowed for the input of suggestions to improve the experiences of adult learners in post-secondary institutions. Additional preliminary course information and increased accessibility to courses and services were common themes. In general, the university experience had been very positive; however, some students expressed satisfaction at being invited to contribute suggestions that, if implemented, could improve the experience of future adult learners.
Reconceptualizing University Extension and Public Service
Authors: Thompson Gordon , Lamble Wayne
Published: June 2016

The full development and potential contribution of university extension is limited by confusion about its basic nature and misunderstanding about its relationship to other concepts such as public service and outreach. This article addresses the evolution, role, and basic characteristics of university extension, as well as various sources of uncertainty and confusion about it and the importance of achieving greater common understanding about its function. A framework and definition are provided for developing a shared perspective on the concept of university extension in the context of scholarship and public service.
The Prairie Symposium for Research on University Continuing Education: A Report
Authors: Sloane-Seale Atlanta
Published: June 2016

This paper presents a summary report of The Prairie Symposium for Research on University Continuing Education (PSRUCE) held in Winnipeg, Manitoba on June 3 and 4, 1999. The SSHRC-funded symposium was attended by the Deans and faculty from four prairie universities (Alberta, Calgary, Manitoba, and Saskatchewan). The Symposium was designed to provide a forum for the four universities to assess the current state, future directions, and challenges facing research on university continuing education in Canada; and to strengthen continuing education research networks and collaboration across these universities. This report summarizes the discussion including the definition and prioritization of research issues, recommendations made for strengthening research, and concrete plans for action.
Non-Formal Adult Learning Programs at Canadian Post-Secondary Institutions: Trends, Issues, and Practices
Authors: Kirby Dale , Curran Vernon , Hollett Ann
Published: June 2016

A number of recent policy reports have suggested that Canadian universities and community colleges should play a more significant role in response to the adult education and training needs of Canada‚Äôs workforce. This article discusses the results of a study that examined investment trends and the characteristics of non-formal adult learner programming at Canadian postsecondary institutions. Public universities and community colleges were surveyed, and a purposive sample of key informants, representing the broad spectrum of postsecondary education in Canada, was interviewed. The results indicated that institutional investments in non-formal programs for adult learners have trended upward over the past decade. Colleges reported larger average annual institutional expenditures on and larger enrolments in non-formal adult learner programs. However, adult learners comprise only a small minority of the overall student population at post-secondary institutions. Financial barriers at both the institutional and individual levels were identified as key barriers to increasing access and participation. Limited operational funding at the institutional level has influenced the nature and scope of offerings and, for many institutions, has resulted in program offerings that do not necessarily target the needs of nontraditional and disadvantaged adult learner groups. The study findings have important public-policy implications for improving access and participation in non-formal adult learning, including the need for greater incentives for individuals (e.g., tax incentives) and increased support for disadvantaged learners to enhance basic-skills training.
University Continuing Education Part-time Instructors' Professional Development
Authors: Sloane-Seale Atlanta
Published: June 2016

This paper examines the nature of University Continuing Education (UCE) part-time instructors and their needs with respect to professional development and renewal activities. It also casts light on the kinds of experiences that can shape positive professional development and renewal activities. Survey and focus group methodologies were used to collect data for this study. Analysis of that data indicated that professional development and renewal activities must be understood within the context of practice and the nature of part-time instructors; that these activities may be supported by the principle of "mattering," a critical first step in the provision of a nurturing and supportive work environment for part-time instructors; and that part-time instructors' ownership, articulation, and identification of needs are important in the provision of high quality programs and professional development and renewal activities.
Editorial
Authors: Campbell Katy
Published: June 2016

N/A
Essor, chute, puis renaissance des études à temps partiel pour adultes à l’Université de Montréal
Authors: McLean Scott
Published: June 2016

In 1952, the University of Montréal established an Extension Service. One of the first initiatives of this service was to create a bachelor’s degree for part-time adult students. This initiative resulted in a struggle with the Faculty of Arts and, for a few years, the university prohibited the Extension Service from offering credits for its training. In 1968, the Extension Service was replaced by the Continuing Education Service. This new service quickly created approximately 50 university diplomas for part-time students, and became a faculty of its own in 1975. In 1980, one out of every six people who were studying at the University of Montréal was enrolled in the Faculty of Continuing Education. By drawing attention to these data, this paper enriches the literature pertaining to the history of adult education within the context of Canadian higher education. Based on this historical account, the paper questions the links between higher education, lifelong learning, and social inequality.
Management Development Programs: Impacts of Same-Gender and Mixed Models
Authors: Sloane-Seale Atlanta
Published: June 2016

This paper compares the career progress of women who took a same-gender or mixed-gender, post-secondary Management Development Certificate program. It includes the challenges they faced and the strategies they used to advance into, and through, management. Survey methodology and documents (i.e., formal course evaluations, informal feedback from respondents, and instructors) were used to collect data for the study. Analysis indicated that completion of a same-gender program appeared to be associated with greater gains into higher levels of management, higher income, and greater critical awareness of gendered organizational structures.
University Continuing Education in a Civil Society
Authors: Campbell Katy
Published: June 2016

N/A
The Great Diversity of our Research and Practice
Authors: Archer Walter
Published: June 2016

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Multi-layered Collaboration: From Online Development to Delivery
Authors: Matheos Kathleen , Wong Angelina , McManus Katherine
Published: June 2016

Collaboration is often a significant element in course development and/or delivery. This paper describes a project that was collaboratively developed and facilitated by a team of faculty under the auspices of a consortium of universities called the Collaboration for Online Higher Education and Research (COHERE). The project is ongoing and its significance lies in overcoming or circumventing the typical barriers that stand in the way of success for many consortia-created collaborative projects of this nature.
Higher Education and the Debate on Key/Generic Skills
Authors: Mehralizadeh Dr. Yadollah , Salehi Dr. Ebrahim , Marashi Dr. Sid Mansur
Published: June 2016

This article addresses current questions about the importance of key/generic skills in higher education, based on a Meta-evaluation methodology. It is argued that key skills are a matter of debate among educators and other researchers in the neo- and post-Ford economy. The article also analyzes questions that relate to the rationality of key/generic skills, such as whether these skills are occupationally or professionally specific, whether they are professionally or organizationally specific, and how they can be transferred or taught in higher education. The authors’ findings reveal that, first, key skills are specific to particular social domains and, second, there are strategies in line with Bridges’s distinction of transferable and transferring skills that can be employed to transfer key skills. Also with regard to key/generic skills, the authors assert that there are ranges of preparatory work to be done in higher education or other educational institutions and that fluency can only be achieved through practice in specific contexts. The limitation of these findings is that there remains a high degree of indeterminacy because the “generic” elements that are taught in higher education must still be applied in a wide range of different contexts.
Works in progress / Travaux en cours: Mobilizing Knowledge and Building Capacity for Technology-Enhanced Professional Development
Authors: Buzza Dawn , Bringelson Liwana , Eaton Chris , Loucks Campbell Sandra , Degutis Vic , Bookan Koorus
Published: June 2016

Technology-enhanced knowledge mobilization can be extremely useful for helping practicing professionals keep abreast of research and development efforts in their field. The initiative described in this paper encourages collaboration among university and community partners to effectively use online learning and communications technology for professional and staff development for multiple types of professional communities. We are engaged in pilot projects with two parallel professional communities within the health care sector (optometric training and practice) and the public education sector (school boards). While these communities differ in both their professional relationships and their learning needs, their variability allows us to design and test the technical, social, and instructional requirements of a generic strategy for using technology for effective knowledge mobilization.
The Weir: Storytelling that Transforms
Authors: Karpiak Irene E.
Published: June 2016

Through the acts of telling our stories, writing our stories, and reading others’ stories, we become known both to others and to ourselves. Drawing on the theme of transformation in the recent play The Weir, this article explores the place of story in adult and continuing education and considers how story told by students can break through the dam of resistance to learning and create a classroom space of trust, sharing, mutual regard, and engagement that is both sustaining and transformative.
Demand for University Continuing Education in Canada: Who Participates and Why?
Authors: Adamuti-Trache Maria , Schuetze Hans G.
Published: June 2016

The demand for and participation in continuing education by Canadian university graduates who completed bachelor and/or first professional degrees in 1995 are analyzed in this article. Within five years of completing their first degree, in addition to participating in graduate programs, a large number of those graduates participated in non-degree programs and courses for career and job purposes and for personal reasons. Through a descriptive analysis of National Graduate Survey (NGS) data for the 1995 cohort, the authors examined the socio-demographic profile of participants, their motives for participating in continuing education, and their choice of specific programs. According to the study findings, the respondents' labour-market situation, both in objective and subjective terms, was an important reason for participating in continuing education; indeed, more than three-quarters of participants had a job/education-related reason for participating in continuing education. In particular, the study provides information and insight into the demand (expressed and latent) of a targeted university continuing education audience. The National Graduate Survey together with Adult Education and Training Survey (AETS) and institutional data, allow a more realistic assessment of participants' needs and program preferences.
The Boomers are Coming: Trends in Older Adult Education
Authors: Thompson Gordon , Foth Dennis
Published: June 2016

The front edge of the baby-boom generation cohort will reach age 65 in 2011. By 2027, when the trailing edge of this cohort reaches that age, people aged 65 and older will comprise 20% of Canada's population, twice as much as today. Boomers at age 65 will be healthier, wealthier, and better educated than the current 65-and-older cohort. They will also be more demanding, as society has been both shaped by and has had to respond to their needs and wants. In particular, the educational system has accommodated the boomers through K-12 and post-secondary institutions. Looking to the year 2030, the authors speculate that some universities will provide educational programs and support services to meet the needs of the boomers and others will not. They further speculate that boomers themselves may create their own learning organizations to meet their needs, particularly if universities are unresponsive.
Problem-Based Learning in Canadian Undergraduate and Continuing Medical Education
Authors: Jubien Peggy
Published: June 2016

This article provides an overview of problem-based learning (PBL) in Canadian undergraduate medical education and continuing medical education (CME) programs. The CME field in Canada is described, and the major professional associations that require physicians to take annual courses and programs are noted. A brief history of PBL in undergraduate medical education is presented, along with definitions of PBL and a discussion of the strengths and weaknesses of the approach. Problem-based learning in CME has been adapted, in some cases, to suit its special circumstances; this is demonstrated by examples of how the CME departments of three universities have implemented PBL. Finally, the future of research in this field is reviewed.
Are We Aiding the Enemy? Adult Education in the Global Economy
Authors: Cruikshank Jane
Published: June 2016

This article explores the impact of economic globalization on the future of work. It argues against the view of training as a panacea for solving our economic problems and suggests a role for adult educators to take in proposing and supporting alternate solutions.
Continuing Education in Non-University Tertiary Institutions in Nigeria: Emerging Roles and Challenges
Authors: Garuba Ayo
Published: June 2016

Institutional continuing education practices have received widespread attention in literature on adult and continuing education. However, the research community seems to restrict continuing education to universities. This paper reviews the contribution of non-university tertiary institutions to continuing education in Nigeria, using the Federal College of Education in Yola as a case study. In this instance, the impact of non-university tertiary institutions has been pronounced, especially in extending access to further education and training to teachers and mid-level workers in general. The paper advocates for more time and resources to study continuing education programs of non-university institutions. Non-university institutions are encouraged to diversify their programs and place more emphasis on research and development.
The Roller Coaster Life of the Online Learner: How Distance Educators Can Help Students Cope
Authors: Wiesenberg Faye
Published: June 2016

This paper describes a study of how one small group of graduate students coped with the stresses of learning at a distance over the course of the three to five years in which they were enrolled in their program of study. The study used a model of transition to examine how their coping responses changed as they moved into, through, and out of their program. It also assessed the students' perceptions of the "adult student friendliness" of the educational institution offering the program. The findings portrayed a "roller coaster ride" for these online students, whose somewhat limited initial coping strategies eventually became more adaptive. The findings suggested that adult educators who teach in online programs might benefit from looking to the field of transition counselling for help in addressing their students’ coping needs, as well as to the attributes of online communication as a way of maximizing support services for these students.
More than Artistry: The Integral Aspect of Autobiography
Authors: Karpiak Irene
Published: June 2016

Autobiography has generally been recognized for its literary and artistic aspects, and as a result has been largely overlooked as an instructional method in adult and continuing education. This paper argues for a wider use of autobiography in adult and continuing education programs, proposing that autobiography actually encompasses not only the artistic and literary aspects of life writing, but also the theoretical and philosophical. Based on the autobiographical writings of adult learners collected over a decade of teaching, the author suggests that in the course of bringing these dimensions of their lives together, these writers further not only their understanding of themselves and their world, but also their commitment to educational practice, action, and change.
Economic Globilization: A Need for Alternative Visions
Authors: Cruikshank Jane
Published: June 2016

This article argues against the economic globalization agenda. It describes the impact of economic globalization on Canada, explores ways for university adult educators to challenge the pro-globalization forces, and calls for adult educators to take a strong stand on this issue.
Differential Participation of Males and Females in a Computer-Mediated Communication Course
Authors: Ross John A.
Published: June 2016

The narrow bandwidth of computer-mediated communication (CMC) courses reduces status differences, suggesting that men and women will participate equally in course activities. In contrast, gender differences in computing skill, attitude, experience, and family support for students' CMC activities suggest that females will have lower levels of participation. A study of interactions among 15 students enrolled in a graduate course in education found no instances of sexist language or overt exclusionary behaviour. However, women exercised less procedural leadership, had reduced influence on group products, contributed less to the advancement of their group's argument, and overall had fewer productive contributions.
Life Paths and Educational and Employment Outcomes of Disadvantaged Aboriginal Learners
Authors: Sloane-Seale Atlanta , Wallace Lori , Levin Benjamin
Published: June 2016

This paper examines the linkages between education and training and labour market outcomes. It is based on a study that sought to improve our understanding of the longer-term relationship between disadvantage and educational/economic achievements. The population used in this study, as well as in two previous studies (Cooke, Wallace, Sloane-Seale, & Levin, 2000; McClure, Wallace, Sloane-Seale, Lavallee, & Levin, 1999) comprised Manitoba adults with backgrounds of low educational achievement. The study investigated factors that help adults overcome disadvantage to become successful post-secondary learners. Specifically, the impact of agency (decisions and choices that adults make) and biography (negative and positive personal experiences) on labour force participation, income, and skill acquisition was investigated.
Adult Learning and Change: An Autobiographical Portrait of a Chinese Woman in Canada
Authors: Liu Chun Ge
Published: June 2016

The themes of adult learning, cross-cultural learning, and transformative learning are common to many continuing educators working at universities across Canada. In this essay, I narrate my experiences as a mature, adult learner returning to university. Following a literature review and discussion of methodology, I begin this autobiographical portrait with a description of my initial education and life experiences in China. From this foundation, I describe and interpret my cross-cultural sojourn as a graduate student in Canada. This sojourn was both happy and sad, both empowering and disempowering. My story is one of learning—learning as an adult, learning in a cross-cultural setting, and learning that ultimately had a transformative impact on how I view myself and my world. Through exploring my own experiences with learning and change, I hope to offer readers of the Canadian Journal of Continuing Education a unique opportunity for insight into personal processes that are difficult to truly understand at a theoretical level alone.
Reaching and Teaching Women on the Web: The Challenge of Barriers and Bottom Lines
Authors: Joseph Gillian M.
Published: June 2016

This paper describes the experience of a private-sector facilitator in developing and offering an online course through the Women's International Electronic University. It highlights the challenges that many women face in overcoming barriers to participation in continuing education. In particular, the difficulties of balancing the demands of work, family, and educational responsibilities are noted. The paper also considers the difficulties the provider encounters when trying to balance the demands of cost-recovery with pedagogical goals.
Electronic Publishing, Scholarly Communication, and the Canadian Journal of University Continuing Education
Authors: Conrad Dianne
Published: June 2016

Although in some parts of the academic community the popularity of electronic journals allows research to be conducted almost exclusively online, the social sciences, of which education is a part, have generally been slower to accept the electronic publishing (e-publishing) of journals and research data. Using a nationally distributed questionnaire, the readership of the Canadian Journal of University Continuing Education was asked to provide input on this topic. The discussion paper that follows presents the results of that questionnaire, framing them within the issues that underlie academic journals' decisions to move to e-publishing formats. As a Forum contribution, this paper is intended to generate response or discussion.
Perceptions of Writing Confidence, Critical Thinking, and Writing Competence among Registered Nurse-Learners Studying Online
Authors: Carter Lorraine
Published: June 2016

Historically, nursing education has recognized that writing enhances critical thinking, the basis of the clinical reasoning process. The online learning recently adopted by Nursing involves considerable writing, which may enhance critical thinking more than face-to-face courses. In the study reported here, the critical thinking and writing experiences of 34 registered nurses in an online course at an Ontario university were considered from several perspectives: perception of writing competence; demonstration of levels and kinds of critical thinking; and demonstration of writing competence. Although the participants’ perceptions of their writing competence increased significantly, these results were not reflected in their levels of writing competence when compared to that of younger nurse-learners and students in an Arts course at the university. The study did not demonstrate that online writing results in different levels of critical thinking; it did, however, suggest a connection between and among online writing, different kinds of critical thinking, and assignment design.
Using Computerized Career Guidance Systems with Continuing Education Students
Authors: Wiesenberg Faye P.
Published: June 2016

This paper describes a study conducted at the Faculty of Continuing Education, The University of Calgary, that examined the use of two different computer-assisted career guidance systems (SIGI PLUS and CAREER BUILDER2) with a small group (n=40) of adult learners. The results indicate that both systems significantly increased participants' sense of vocational identity, and that SIGI PLUS was somewhat more effective in this regard than CAREER BUILDER2. Implications for the use of this kind of career service with adult continuing education students are discussed.