Journal articles: 'Adult'

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Carter, Betty. "Adult Books for Young Adults." English Journal 86, no. 3 (March 1997): 63. http://dx.doi.org/10.2307/820649.

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‘Aini, Wirdatul. "Adult Self-Concept." Digital Press Social Sciences and Humanities 6 (2020): 00001. http://dx.doi.org/10.29037/digitalpress.46367.

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Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school should be based on learning needs that grow from within themselves, and not based on the influence of conditions from outside themselves. For the success of an adult learning activity, out-of-school education practitioners need to pay attention to the factors that affect adults in learning and should understand the assumptions about adults in learning. Among the assumptions of adult in learning is that adult has self-concepts. Adult self-concept among others has seemed themselves as independent people who are not dependent on others anymore. This self-concept as a guide for education practitioners to carry out learning activities for adults.

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N. Subramanian, N. Subramanian. "Adult Learning Principles." International Journal of Scientific Research 2, no. 2 (June 1, 2012): 247–48. http://dx.doi.org/10.15373/22778179/feb2013/82.

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Smith, Darcy K., Ran An, and Klaus Libertus. "Influences of Adult Gender and Parenthood on Adult-Child Interaction Style." Children 9, no. 12 (November 24, 2022): 1804. http://dx.doi.org/10.3390/children9121804.

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Previous studies report differences between mothers and fathers during parent–child interactions. However, the origins of these differences remain unknown. We address this gap by examining the impact of adult gender and gender perceptions on adult-child interactions. Unlike previous studies, we observed both parent and non-parent adults during one-on-one interactions with a child. Further, for non-parent adults the child’s identity was held constant while the child’s assumed gender was actively manipulated using clothing cues. Results reveal systematic differences between parents and non-parents, but also between male and female adults in language quantity, quality, and engagement strategies during adult-child interactions. Adults’ perceptions of gender roles partially explain these findings. In contrast, the child’s gender did not impact adult-child interactions. Together, our results support the notion that male and female adults offer unique contributions to a child’s development.

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Stein, Mark A. "Treating Adult ADHD with Stimulants." CNS Spectrums 13, S13 (2008): 8–11. http://dx.doi.org/10.1017/s1092852900026845.

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AbstractTreatment of attention-deficit/hyperactivity disorder (ADHD) may positively impact the neurobiology of adult patients with ADHD. Treatment may also minimize impairment from core symptoms and may alter the course of co-morbid disorders such as depression and substance use disorder. However, much of the information on stimulant use in adult ADHD comes from studies conducted in children, and it remains unclear whether there is a difference between children and adults when it comes to the side effects and tolerability of ADHD treatments. It is known that clinical presentation differs between adults and children, with adults demonstrating a higher percentage of mood disorders. Current treatments for adult ADHD include psychosocial therapies and pharmacologic therapies, the latter of which include the stimulants d-methylphenidate extended release (XR), OROS methylphenidate, lisdexamfetamine, and mixed amphetamine salts XR; and the nonstimulant atomoxetine, a selective norepinephrine reuptake inhibitor. There is need for additional study of treatment strategies for adult ADHD. Although all classes of ADHD medications are approved in adults, there are fewer approved formulations for adults than for children. Efficacy in adults is more subjective than in children, which may affect how efficacy rates for adult treatments are calculated. Adults also present a greater diversion risk than children. In addition, there are several new and emerging medication treatments worth considering.This Expert Roundtable Supplement represents part 2 of a 3-part supplement series on adult ADHD led by Lenard A. Adler, MD. In this activity, Thomas J. Spencer, MD, discusses the neurobiology and genetics of adult ADHD; Mark A. Stein, PhD, discusses stimulant therapy; and Jeffrey H. Newcorn, MD, reviews nonstimulants and psychosocial treatments.

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Mazolevskiene, Aldona. "Child's attitude towards adult." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 01–07. http://dx.doi.org/10.18844/prosoc.v4i1.2044.

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Dyanmote, Anuradha, Vinayak Kshirsagar, Sagar R. Ambre, Shahaji Chavan, Sree Ganesh B, Shrreya Akhil, and N. T. Nitin. "Adult Female Lump Abdomen." New Indian Journal of Surgery 8, no. 4 (2017): 598–600. http://dx.doi.org/10.21088/nijs.0976.4747.8417.27.

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Patankar, Dr Sachinkumar M., Dr Rajendra V. Bhagwat, Dr Pranesh Puri, and Dr Somnath Magdum. "Adult Onset Still’s Disease." International Journal of Scientific Research 3, no. 8 (June 1, 2012): 256–57. http://dx.doi.org/10.15373/22778179/august2014/72.

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Myers, David L. "Adult Crime, Adult Time." Youth Violence and Juvenile Justice 1, no. 2 (April 2003): 173–97. http://dx.doi.org/10.1177/1541204002250878.

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Rege, S. V., Harshad Patil, and Sharadendu Narayan. "Adult medulloblastoma." Romanian Neurosurgery 30, no. 4 (December 1, 2016): 557–61. http://dx.doi.org/10.1515/romneu-2016-0090.

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Abstract Medulloblastoma is a highly malignant central nervous system (CNS) tumor that arises from the cerebellum. It is the most common primary malignant intracranial childhood neoplasm. In adults, medulloblastoma are much less common, accounting for < 1% of all adult brain tumors. Herein, author has described a rare case of cerebellar medulloblastoma in adult.

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Deterding, Sebastian. "Alibis for Adult Play." Games and Culture 13, no. 3 (July 25, 2017): 260–79. http://dx.doi.org/10.1177/1555412017721086.

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The social meanings of play sit at odds with norms of responsible and productive adult conduct. To be “caught” playing as an adult therefore risks embarrassment. Still, many designers want to create enjoyable, nonembarrassing play experiences for adults. To address this need, this article reads instances of spontaneous adult play through the lens of Erving Goffman’s theory of the interaction order to unpack conditions and strategies for nonembarrassing adult play. It identifies established frames, segregated audiences, scripts supporting smooth performance, managing audience awareness, role distancing, and, particularly, alibis for play: Adults routinely provide alternative, adult-appropriate motives to account for their play, such as child care, professional duties, creative expression, or health. Once legitimized, the norms and rules of play themselves then provide an alibi for behavior that would risk being embarrassing outside play.

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Till, Barry. "Adult education ‐ or the education of adults." Policy Studies 6, no. 1 (July 1985): 59–66. http://dx.doi.org/10.1080/01442878508423438.

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Hofer, Thomas. "Lichen striatus in Adults or ‘Adult Blaschkitis’?" Dermatology 207, no. 1 (2003): 89–92. http://dx.doi.org/10.1159/000070955.

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Russo, Marianne Robin. "Social Justice and Adult Education." International Journal of Adult Vocational Education and Technology 3, no. 4 (October 2012): 14–23. http://dx.doi.org/10.4018/javet.2012100102.

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It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton’s philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.

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Brown, Ashley M. L., and Jaakko Stenros. "Adult Play." Games and Culture 13, no. 3 (April 15, 2018): 215–19. http://dx.doi.org/10.1177/1555412017690860.

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Welcome to the Adult Play Special Issue. In this introduction, we (the editors) explain the origin of the collection and our unique take on what adult play means as a term. Rather than be specifically about sexual play, the term adult is taken here to reference the age of players. The article included how adults play, what they play with, and when they play. This of course includes, but is not limited to, play of a sexual nature. We hope you enjoy reading this issue as much as we enjoyed editing it.

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Adler, Gregory H., Mark L. Wilson, and Michael J. DeRosa. "Effects of adults on survival and recruitment of Peromyscus leucopus." Canadian Journal of Zoology 65, no. 10 (October 1, 1987): 2519–23. http://dx.doi.org/10.1139/z87-380.

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A population of Peromyscus leucopus (white-footed mouse) in northeastern Massachusetts was manipulated for 3 years to determine the effects of adults on survival and recruitment. Two experimental grids were established, from which either all adult males or all adult females were removed continually. The effects of these two manipulations were compared with demography on a control grid. Manipulations had no apparent effect on breeding intensity of young, survival rates of adults, or residency rates of adults and young. Recruitment of adult males was higher on the adult male removal grid than on the control grid. Recruitment rates of adult males and of young males and young females were lower on the adult female removal grid than on the control grid. Survival rates of young males were higher on the adult female removal grid than on the control grid; this effect may have been due to either reduced adult female residency or adult male recruitment. All differences between experimental and control grids were noted only during breeding seasons. Adult males apparently limited recruitment of adult consexuals. The effects of manipulations on other measured parameters were inconclusive because of high immigration rates of adult males onto the adult male removal grid and reduced recruitment of adult males and decreased production of young on the adult female removal grid.

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Jones, Kenneth, and Daniel Perkins. "Youth and Adult Perceptions of Their Relationships Within Community-Based Youth Programs." Journal of Child and Youth Care Work 24 (November 17, 2020): 240–59. http://dx.doi.org/10.5195/jcycw.2012.64.

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This study examined perceptions and experiences of youth and adults engaged in various types of community-based youth-adult relationships. Involvement and interaction rating scales were completed by 108 participants involved in community groups from 12 communities in 10 states. The rating scale measured three constructs: youth involvement, adult involvement, and youth- adult interaction. Significant gender differences in participants’ perceptions were found on all three constructs, with females being more positive. Rural participants were found to be significantly more positive than urban participants on the construct of youth involvement. Finally, significant differences were found between all participants within categories of the youth-adult relationship continuum. Participants in youth-led collaborations were significantly more positive toward youth involvement than participants in adult-led collaborations. Moreover, adults in youth-adult partnerships were significantly more positive toward youth involvement and youth-adult interaction than those adults in adult-led collaborations.

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Hadwin, Peter. "Good Practice in Safeguarding Adults – Working Effectively in Adult ProtectionGood Practice in Safeguarding Adults – Working Effectively in Adult Protection." Nursing Standard 23, no. 44 (July 7, 2009): 30. http://dx.doi.org/10.7748/ns2009.07.23.44.30.b929.

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García Alba, Javier, Justo Fernando Ramos Alla, and Mª Eugenia Martín Palacios. "VARIABILIDAD DEL PERFIL COGNITIVO EN ESCOLARES Y ADULTOS CON SÍNDROME DE DOWN." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 203. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.495.

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Abstract:VARIABILITY COGNITIVE PROFILE IN CHILDREN AND ADULTS WITH DOWN SYNDROME. A NEUROPSYCHOLOGICAL STUDYIntroduction: Down syndrome (DS) is a chromosomal disorder that has a specific and highly complex cognitive and behavioral phenotype. Objectives: To study the degree of variability cognitvo profile through neuropsychological diagnostic tests into two distinct developmental ages : aulta school age and older . Participants and Methods: 105 subjects aged child and adult , 43 with and 62 without SD SD were studied. Neuropsychological variables were assessed . Comparative study of different neuropsychological variables between SD and comparison groups was performed , and between groups of children and adults. Results: Children and adult SD neuropsychological performance groups had significantly (p < 0.05) lower than the control groups . 84% of the neuropsychological variables studied in child SD group showed a significant degree of variability ( p < 0.05 ) in the SD group showed adult 44% of the studied variables with a significant degree of variability. Conclusions: The neuropsychological performance in all cognitive deficit in study areas with different levels of representation according to cognitive function, and with a high degree of cognitive variability, especially in childhood.Keywords: Down syndrome , neuropsychology , cognitive variability , intellectual disability, childhood , adulthood.Resumen:Introducción: El síndrome de Down (SD) es una alteración cromosómica que presenta un fenotipo cognitivo y conductual específico y de una gran complejidad. Objetivos: estudiar el grado de variabilidad del perfil cognitvo a través de pruebas de diagnóstico neuropsicológico en dos edades claramente diferenciadas del desarrollo: edad escolar y edad aulta. Participantes y métodos: Se estudiaron 105 sujetos de edad infantil y adulta, 43 con SD y 62 sin SD. Se valoraron variables neuropsicológicas. Se realizó estudio comparativo de las diferentes variables neuropsicológicas entre los grupos SD y comparación, y entre los grupos infantiles y adultos. Resultados: Los grupos SD infantil y adulto presentaron un rendimiento neuropsicológico significativamente (p<0.05) más bajo que los grupos control. El 84% de las variables neuropsicológicas estudiadas en el grupo SD infantil mostraron un significativo grado de variabilidad (p<0.05), en el grupo SD adulto apareció un 44% de las variables estudiadas con un significativo grado de variabilidad. Conclusiones: El rendimiento neuropsicológico en deficitario en todas las áreas cognitivas estudiadas con diferente grado de representación según la función cognitiva, y con un alto grado de variabilidad cognitiva, especialmente en la edad infantil.Palabras clave: síndrome de Down, neuropsicología, variabilidad cognitiva, discapacidad intelectual, edad infantil, edad adulta.

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Ayalon, Liat. "Transition and Adaptation to the Continuing Care Retirement Community From a Life Course Perspective: Something Old, Something New, and Something Borrowed." Journal of Applied Gerontology 37, no. 3 (March 16, 2016): 267–88. http://dx.doi.org/10.1177/0733464816637851.

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The study examined the accounts of older adults and their adult children concerning the transition to the continuing care retirement community (CCRC) and the adjustment to it, using a life course perspective. Up to three waves of interviews, consisting of a total of 187 interviews with older adults and their adult children, were conducted between 6 months and 6 years from the transition to the CCRC. Thematic analysis was employed using comparisons across groups of interviewees (older adults and adult children) and waves of interviews (up to three waves) to identify core categories of meaning. Time perception was an organizing principle across interviews. Both older adults and their adult children perceived themselves as moving forward and backward in time following the transition to the CCRC and future expectations for deterioration. The study emphasizes the linked-lives of older adults and their adult children.

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P Gentile, Julie. "Adult ADHD: A Brief Review." Journal of Quality in Health Care & Economics 5, no. 3 (2022): 1–5. http://dx.doi.org/10.23880/jqhe-16000273.

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In the treatment of Attention-Deficit/Hyperactivity Disorder (ADHD), the psychiatrist may consider both stimulants and non-stimulant medications; in addition, there are some over the counter substances and adjunct medications that may be helpful in mitigation or resolution of symptoms. Behavioral, environmental and psychosocial approaches should be instituted in association with pharmacology and extra caution and conservatism should be used in patients under the age of 18 years and those diagnosed with Substance Use Disorders or Bipolar Disorder. When making clinical decisions, it is important to consider use of both immediate release and sustained release stimulant preparations, in addition to consideration of first line, second line and adjunct agents. It has been long recognized that the prominent central nervous system neurochemicals intimately involved with ADHD symptoms affect dopamine and/or norepinephrine receptor systems. Many consider ADHD to be largely a childhood condition, although there is evidence for two-thirds of patients to continue to experience symptoms into adulthood.

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Rao, K. R. S. Prasad. "CYTOARCHITECTURE OF HUMAN ADULT HIPPOCAMPUS." International Journal of Anatomy and Research 4, no. 3.2 (August 31, 2016): 2764–70. http://dx.doi.org/10.16965/ijar.2016.330.

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D., Beena Nambiar. "Foot Arch Parameters in Adult." Indian Journal of Anatomy 6, no. 4 (2017): 467–70. http://dx.doi.org/10.21088/ija.2320.0022.6417.10.

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Nakamura, Tomiyo, Yasuyuki Nakamura, Naoyuki Takashima, Aya Kadota, Katsuyuki Miura, Hirotsugu Ueshima, and Yosikuni Kita. "Eating Slowly Is Associated with Undernutrition among Community-Dwelling Adult Men and Older Adult Women." Nutrients 14, no. 1 (December 23, 2021): 54. http://dx.doi.org/10.3390/nu14010054.

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The double burden of malnutrition refers to the co-occurrence of overweight and obesity and undernutrition. Eating quickly has been linked to overweight and obesity. However, no study has examined the association between eating speed and undernutrition. This retrospective, cross-sectional study analyzed data from 3529 community-dwelling residents. Eating speed was divided into three categories: fast, medium, and slow. Undernutrition was defined as body mass index (BMI) of <18.5 kg/m2 in adults aged < 70 years (adults) and as <20 kg/m2 in adults aged ≥ 70 years (older adults), in accordance with the Global Leadership Initiative on Malnutrition criteria for Asians. Multivariable logistic regression analysis was used to examine the association between eating speed and undernutrition. Among adult men, compared with eating quickly, eating slowly was associated with elevated prevalence of undernutrition (odds ratio (OR) 9.68, 95% confidence interval (CI) 2.32–40.51, p = 0.001). Among older adult women, the prevalence of undernutrition in the slow-eating group was higher than that in the fast-eating group (OR 3.82, 95% Cl 1.51–9.69, p = 0.005). Eating slowly is independently associated with the prevalence of undernutrition among community-dwelling adult men and older adult women in Japan.

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Kao, I.-Chan. "Study on adult career planning on adult education program and assessment of adaptive design model." MATEC Web of Conferences 169 (2018): 01027. http://dx.doi.org/10.1051/matecconf/201816901027.

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This study explores adults‘ on-the-job current career planning and the selection trends of future development as the criteria for a training program design for adult education and the basis of the design model of adaptive assessment. This study regards the contents of the TTQS training process, the items, indicators, and standards of the Workforce Development Agency, and the occupational categories of the “Occupational Competency Standards”, as disclosed by the “Integrated Competency and Application Platform”, as the framework for the reference model; and probes into the impact of globalization, adult career planning, adult occupational training program design, and adaptive assessment, and adopts a questionnaire survey to understand the design model of the adaptive adult education program, in order to effectively implement adaptive assessment. The purposes are to assist adults to accomplish adaptive career planning, achieve their goals of vocational cultivation, and solve the problems of adult unemployment, in order to lead to successful adult employment and transfer to globalization workplaces to create positive career development.

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Teixeira, Rachel Coelho Ripardo, José Henrique Benedetti Piccoli Ferreira, and Anna Beatriz Carnielli Howat-Rodrigues. "Collins and Read Revised Adult Attachment Scale (RAAS) validity evidences." Psico 50, no. 2 (August 1, 2019): 29567. http://dx.doi.org/10.15448/1980-8623.2019.2.29567.

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This study aimed to find validity evidence of different versions of the Revised Adult Attachment Scale (RAAS) that measures adult attachment style and have been translated into Portuguese, in order to obtain a final version of the instrument for application in a Brazilian sample. We used the original version of the RAAS and its recent variations. Four independent studies were held, with a total of 1436 participants, mostly young adults from the states of São Paulo and Bahia. Exploratory and confirmatory analyses corroborated the validity of the three-factor structure (secure, anxious and avoidant) from the scale, with satisfactory indexes for Brazilian data. We found differences in frequency of attachment styles between sexes, confirming evolutionary hypotheses of intersexual variation. The scales showed satisfactory evidence of validity, and it is advised to use its latest version to measure adult attachment. *** Evidências de validade da Escala de Apego Adulto de Collins e Read (RAAS) ***Este estudo teve o objetivo de encontrar evidências de validade de diferentes versões da Revised Adult Attachment Scale (RAAS) que aferem o estilo de apego adulto e que foram traduzidas para a língua portuguesa, a fim de buscar uma versão final do instrumento para aplicação em uma amostra brasileira. Usou-se a versão original da RAAS e suas variações recentes. Realizamos quatro estudos independentes, com um total de 1436 participantes, sendo majoritariamente adultos jovens dos estados de São Paulo e da Bahia. Análises exploratórias e confirmatórias corroboraram a validade da estrutura de três fatores (seguro, ansioso e evitativo) da escala, apresentando índices satisfatórios para os dados brasileiros. Diferenças na frequência entre os sexos em relação aos estilos de apego foram encontradas, confirmando hipóteses evolucionistas de variação intersexual. As escalas apresentaram evidências satisfatórias de validade, e aconselhamos o uso da versão mais recente.Palavras-chave: apego adulto; validação de escala; estilo de relacionamento.

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Kabadayi, Sertan, Kejia Hu, Yuna Lee, Lydia Hanks, Matthew Walsman, and David Dobrzykowski. "Fostering older adult care experiences to maximize well-being outcomes." Journal of Service Management 31, no. 5 (March 16, 2020): 953–77. http://dx.doi.org/10.1108/josm-11-2019-0346.

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PurposeCaring for older adults is an increasingly complex and multi-dimensional global concern. This article provides a comprehensive definition of the older adult care experience and discusses its key components to help practitioners deliver older adult-centered care to maximize well-being outcomes for older adults.Design/methodology/approachBased on prior research on service operations, service experience, person-centered care and the unique, evolving needs of older adults regarding their care, this paper develops a conceptual framework in which the older adult care experience is the central construct, and key dimensions of well-being are the outcomes.FindingsThe older adult care experience is shaped by older adults' perceptions and evaluations of the care that they receive. Older adult-centered care has autonomy, dignity, unique needs and social environment as its core dimensions and results in those older adults feel empowered, respected, engaged and connected as part of their experience. The article also discusses how such experience can be evaluated by using quality dimensions from service operations, hospitality and healthcare contexts, and challenges that service firms may face in creating older adult care experience.Research limitations/implicationsGiven the changing demographics and unique needs of older adults, it is an imperative for academics and practitioners to have an understanding of what determines older adult care experience to better serve them. Such understanding is important as by creating and fostering older adult care experience, service organizations can contribute to individual and societal well-being.Originality/valueTo the authors' best knowledge, this is the first paper to provide a comprehensive conceptualization of the older adult care experience.

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Bakare, T. V. "Factors Affecting the Use of Andragogical Principles in Adult Education Programmes." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 10, no. 1 (January 2010): 105–19. http://dx.doi.org/10.1177/0972558x1001000109.

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The argument that adults deserve to be treated differently in the teaching/learning milieu has been brought to the forefront by many researchers and adult educators spearheaded by Malcolm Knowles’ notion of andragogy. Knowles asserted that adults require certain conditions to learn. Generally, literature has also supported the idea that teaching adults should be approached differently from that of adolescents. This is backed by ‘ainformed professional opinion; philosophical assumptions associated with the humanistic psychology and progressive education; and a growing body of research and theory on adult learning, development, and socialization’. There are several adult education programmes going on in the Lagos State of Nigeria. The study examined the level of awareness and use of andragogical principles in the programmes. 361 participants from different adult education programs, along with 132 facilitators (total of 493 respondents) were used for the study. Interviews, Sit-in-Observations were used in conjunction with the Questionnaire to gather data and statistical analysis with the chi-squared tool revealed that facilitators were mostly aware of, but do not make use of andragogical principles in helping adults to learn. Factors responsible for these include the lack of appropriate adult education training, too much reliance on the belief that the training as child educators should suffice to help adults learn and the belief that the culture and background (adults should be respected etc) influence the interpersonal relationship between adult learners and the facilitators. Suggestions made include that appropriate training for adult educators be encouraged, as well as more focus the use of technology, to facilitate adult learning among others.

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Draper, Thomas W., Thomas B. Holman, Whitney White, and Shannon Grandy. "Adult Attachment and Declining Birthrates." Psychological Reports 100, no. 1 (February 2007): 19–23. http://dx.doi.org/10.2466/pr0.100.1.19-23.

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Attachment scores for 658 young adults living in the USA were obtained using the Experiences in Close Relationships scale. The participants came from a subsample of the RELATE data set, who had also filled out the adult attachment measure. Those young adults living in Utah County, Utah, an area of the country with a higher than normal birthrate (88% members of the Church of Jesus Christ of Latter-day Saints), also had higher than average adult attachment scores. While the methodology was not sufficient to assess causal direction nor eliminate the possibility of unidentified influences, an undiscussed psychological factor, adult attachment, may play a role in the numerical declines observed among nonimmigrant communities in the USA and Europe.

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Boiarska-Khomenko, Anna. "Regulatory support of adult education in EU countries." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 105–10. http://dx.doi.org/10.28925/1609-8595.2018.3-4.105110.

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In the article, the analysis of the European Parliament's normative legal documents on adult education has been carried out. The role and significance of lifelong learning at the present stage have been determined by the help of normative acts. Trends and vectors of adult education development are: popularization of education among the adult population, the use of the latest educational technologies, improvement of teaching methods, involving different target groups in education, formal recognition of non-formal and informal education, provision of qualified pedagogical personnel to the adult education system. The tasks of adult education are: increasing access to adult education; development of new approaches to adult education; promotion of adult education among the public; encouraging the development of new adult education systems; comprehensive provision of high-quality non-formal and informal education for adults; promoting employers' awareness of the benefits of adult learning: adult education contributes to increasing workers’ productivity, competitiveness, creativity, introduction of innovations and entrepreneurship is an important factor of increasing the mobility of employees in the labor market encouraging adults to enter higher education institutions; promoting a balanced distribution of learning and educational resources throughout the lifecycle of a person; creation of well-developed educational provision for the elderly. The ways of realization of the set tasks are: to identify priority target groups for education at the national level; to educate adults in accordance with the stages; to offer adults an opportunity to take tests; to provide proposals for education for migrants; to carry out a periodic check of non-formal and informal education; to implement motivational and informational and advocacy measures. In the article, the main proposals of the European Parliament on further prospects for improving the adult education system have been highlighted.

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Crowe, Chris. "Young Adult Literature: Sports Literature for Young Adults." English Journal 90, no. 6 (July 2001): 129. http://dx.doi.org/10.2307/822081.

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Felson Duchan, Judith. "Evaluating Adults' Talk to Children: Assessing Adult Attunement." Seminars in Speech and Language 10, no. 01 (February 1989): 16–27. http://dx.doi.org/10.1055/s-0028-1082486.

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Levick, Nadine, and Thanaporn Lorchirachoonkul. "Is the adult emergency department really adults only?" Emergency Medicine 8, no. 3 (August 26, 2009): 163–68. http://dx.doi.org/10.1111/j.1442-2026.1996.tb00601.x.

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Ayalon, Liat. "Perceptions of old age and aging in the continuing care retirement community." International Psychogeriatrics 27, no. 4 (November 13, 2014): 611–20. http://dx.doi.org/10.1017/s1041610214002415.

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ABSTRACTBackground:The continuing care retirement community (CCRC) is a long term care alternative available to older adults who are independent upon entrance. The present study evaluated perceptions of old age and aging among new CCRC residents and their adult children.Methods:A qualitative study with 34 dyads of older adults and their adult children (34 adult children and 36 older adults) was conducted. Interviews were analyzed using constant comparisons within and across interviews. Dyadic analysis of older adults-adult children interviews was followed.Results:Three major themes concerning the perception of old age and aging emerged: (a) expectations for multiple losses that occur in old age; (b) different views and definitions of old age as being composed of various dimensions including chronological age, mental age, physical age and appearance and (c) diverse perceptions of the CCRC as a luxurious hotel vs. the “last stop.”Conclusions:A more balanced portrayal of old age and the CCRC might result in an easier acceptance of these concepts among older adults and their adult children.

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Abraukhova, Valentina, and Anastasija Zimovetc. "Transformation in Russian adult additional education." E3S Web of Conferences 273 (2021): 12125. http://dx.doi.org/10.1051/e3sconf/202127312125.

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The present work considers the development of adult education in Russia from the elimination of illiteracy from the late 19th -early 20th centuries to the use of information and communication technologies at the beginning of the 21st century. The aim of the article is to consider the stages of development of adult education and to determine at the stages of development the most sought-after educational areas and technologies in additional adult education. In this work, differences in the process of teaching children and adults are considered, an excursion is made into the history of the formation of adult education in Russia. A modern picture of additional adult education is given. Based on the studies, the authors conclude that for adults the most sought-after educational field is the study of a foreign language using remote technologies.

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Buehler, Kathleen, Bernadette Sánchez, Danielle Vaclavik, Elsa Rodriguez, and Tenè Gray. "Rules of Disengagement: Negative Relationships and Interactions Between Adults and Youth." Youth & Society 52, no. 6 (August 17, 2018): 1033–56. http://dx.doi.org/10.1177/0044118x18793157.

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This study examined the negative adult characteristics and practices that prohibit connection between youth and nonparental adults. Racially/ethnically diverse youth from five community-based out-of-school-time programs participated in focus groups on youth–adult relationships. Analyses revealed that the following adult characteristics and practices prohibited connection: (a) unengaging communication styles, (b) inappropriate behavior, (c) lack of respect, (d) contradictory expectations, and (e) adult-driven approaches. Participants also reported the negative psychological consequences of these practices: (a) decreased self-esteem, (b) decreased motivation, and (c) disconnect from adults. This study provides a unique contribution to the literature on negative youth–adult interactions and has implications for training programs for adults who work with youth to improve relationships and promote positive youth outcomes.

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Bohlin, Roy M., William D. Milheim, and Karen J. Viechnicki. "The Development of a Model for the Design of Motivational Adult Instruction in Higher Education." Journal of Educational Technology Systems 22, no. 1 (September 1993): 3–17. http://dx.doi.org/10.2190/gk2v-e5u5-jgra-7nr4.

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This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.

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Swift, John Stewart. "RETENTION OF ADULT COLLEGE STUDENTS." NACADA Journal 7, no. 2 (September 1, 1987): 7–19. http://dx.doi.org/10.12930/0271-9517-7.2.7.

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There are many studies dealing with retention of traditional college-age students, but few about retention of adult students. Some of the reasons traditional college-age students withdraw, while others remain enrolled, can be found in that literature. What is lacking is data about adults who do not finish a degree program, data that indicate whether or not they follow the patterns that characterize traditional college-age students. In this article some of the reasons traditional college-age students withdraw are applied to adults, as summarized by a review of the literature. In addition to offering additional conclusions regarding adults who persist versus those who drop out, suggestions are given for increasing the retention of adult students.

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Isaacowitz, Derek M., George E. Vaillant, and Martin E. P. Seligman. "Strengths and Satisfaction Across the Adult Lifespan." International Journal of Aging and Human Development 57, no. 2 (September 2003): 181–201. http://dx.doi.org/10.2190/61ej-ldyr-q55n-ut6e.

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Positive psychology has recently developed a classification of human strengths (Peterson & Seligman, in press). We aimed to evaluate these strengths by investigating the strengths and life satisfaction in three adult samples recruited from the community (young adult, middle-aged, and older adult), as well as in the surviving men of the Grant study of Harvard graduates. In general, older adults had higher levels of interpersonal and self-regulatory strengths, whereas younger adults reported higher levels of strengths related to exploring the world. Grant study men tended to report lower strength levels than older adults from the community. Among the young adults, only hope significantly predicted life satisfaction, whereas among the middle-aged individuals, the capacity for loving relationships was the only predictor. Among community-dwelling older adults, hope, citizenship, and loving relationships all positively and uniquely predicted life satisfaction, compared with loving relationships and appreciation of beauty in the Grant sample.

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Jacklet, Jon W. "Adult Bald Eagle Kills Conspecific Adult." Journal of Raptor Research 41, no. 1 (March 2007): 72–73. http://dx.doi.org/10.3356/0892-1016(2007)41[72:abekca]2.0.co;2.

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Paterson, Catherine F. "Book Review: Adult Learning, Adult Teaching." British Journal of Occupational Therapy 56, no. 12 (December 1993): 457. http://dx.doi.org/10.1177/030802269305601212.

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Kasworm, Carol E. "Adult Learning and Adult Education (review)." Review of Higher Education 29, no. 2 (2006): 248–50. http://dx.doi.org/10.1353/rhe.2005.0084.

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Makuuchi, M. "Adult–adult living donor liver transplantation." Journal of Gastrointestinal Surgery 8, no. 3 (April 2004): 303–12. http://dx.doi.org/10.1016/j.gassur.2003.12.005.

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Desjardins, Richard, Thomas Lans, and Peer Ederer. "Adult Learning, Adult Skills and Innovation." European Journal of Education 51, no. 2 (May 14, 2016): 141–45. http://dx.doi.org/10.1111/ejed.12175.

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Lee, Soohyoung r. "CORESIDENCE OF OLDER PARENTS AND ADULT CHILDREN BENEFITS OLDER ADULTS’ PSYCHOLOGICAL WELL-BEING: PATH ANALYSIS." Innovation in Aging 3, Supplement_1 (November 2019): S324. http://dx.doi.org/10.1093/geroni/igz038.1181.

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Abstract Even though the coresidence of older parents and their adult children is no longer a rare phenomenon in current society, a little is known about the benefit of living with adult children from older adults’ perspectives compared to the risk of this living situation. Previous research suggests that older adults’ psychological well-being is low when they live with their adult children, and this become more salient among single parents, such as widowed or divorced. The current paper utilizes the National Health Measurement Study with a sample of age 55 and over, and their SF-36 Mental Health Component score, and psychological well-being self-acceptance score was measured. Path analysis reveals while mental health and psychological well-being scores are lower among single older adults at the time of the survey (e.g., divorced, widowed) than non-single, coresidence of older adults and adult children completely mediates the negative relationship between being single and both mental health psychological well-being. A complete mediation effect of living with an adult child on older adults’ mental health and psychological well-being is consistent with both white and non-white minority older adults. This suggests that living with adult child benefits older adults’ mental health and psychological well-being. The current study seeks to stimulate ideas that might generate the next answer to community-based care in our current aging society.

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Lowe, Patricia A., and Cecil R. Reynolds. "Psychometric Analyses of the Adult Manifest Anxiety Scale–Adult Version among Young and Middle-Aged Adults." Educational and Psychological Measurement 64, no. 4 (August 2004): 661–81. http://dx.doi.org/10.1177/0013164404263881.

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Siahaan, Putri Amelia, and Damayanti Nababan. "The Creativity of Adult PAK Services in the Church." Formosa Journal of Applied Sciences 1, no. 6 (November 30, 2022): 1121–26. http://dx.doi.org/10.55927/fjas.v1i6.1839.

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I am interested in creativity in services, which in this journal I will explain, regarding service creativity in Adult PAK services, because creativity in Adult PAK services is needed to foster the spirit of serving Adults. The PAK Adult ministry also conducts teaching based on biblical theological knowledge. And through this theological knowledge, it can lead adults to live a good spiritual life, so that it has a positive impact on the church and society. The creativity of the PAK Adult ministry in the church is very influential on the development of the ministry of adults in the church, because most church members think that it is the adults in the church who will be the next generation of the church, so they really need souls who want to serve.

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Quayson, Felix. "The Continuing Education Of Adult Development And Lifelong Transformation: A Multidisciplinary Approach To Promote Adult Learning." Interdisciplinary Journal of Advances in Research in Education 2, no. 1 (November 1, 2019): 1–8. http://dx.doi.org/10.55138/sq104284qoa.

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This paper aims to offer seminal knowledge on the engaging process of lifelong learning on adult development and transformation to adult learners through critical analysis of the publications of (Vella 2002; Clark & Caffarella, 1999; Baumgartner & Merriam, 1999; King, 2007). This particular discussion intersect a multidisciplinary approach and present positive images of aging and the pivotal role educators play in its process. There are some theories that promote and reveal adult education with a higher purpose, and still, there are some theories that inhibit such growth and transformation. In particular, biological, psychological (cognitive and psychomotor), and socio-economic dimensions influences the ability for adults to function in their environment as a whole. Regardless of the differences individuals possess, adult learners are linked with the power of dialogue, and the willingness to make their own decisions. This paper intends to capture readers’ mind to embrace the complexities adult learners face in education and the scope of mind-body connection pertaining to their decisions in adulthood and to make sense of the diverse and multidimensional development of adults for the purpose of their education. In a larger sense, the most important tasks of adult learning and education are meaningful feedback and communication skills that are necessary to facilitate their learning process. Keywords: Adult Development, Adult Transformation, Lifelong Learning, Adult Theories, Continuing Education, Adult Learning, https://orcid.org/0000-0001-8444-8619

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Merino Soto, César, and Candy Ariza-Cruz. "Parámetros Iniciales de Validación del Adult ADHD Self Report Scale (ASRS-6) en Adultos Jóvenes Peruanos." Salud Uninorte 37, no. 03 (February 17, 2022): 675–82. http://dx.doi.org/10.14482/sun.37.3.616.858.

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Objetivo. Presentar los parámetros métricos iniciales del Adult ADHD Self Report Scale V 1.1 abreviado (ASRS-6) en participantes adultos jóvenes peruanos, y comparar estos resultados con los obtenidos en el estudio primigenio. Material y métodos. Estudio observacional y trasversal; 70 participantes (39 mujeres), de Lima Metropolitana (Perú); 26 en actividad laboral, entre 17 y 33 años (edad promedio 21.7), de varias carreras profesionales en estudio. Resultados. la estructura interna fue unidimensional, con correlaciones ítem-test y cargas factoriales mayores a .35. La fiabilidad de consistencia interna fue alrededor de .64. La correlacion con el GHQ y una medida de estrés fue alrededor de .32. Conclusiones. Los resultados fueron similares al estudio original anglosajón, e indican parámetros basales adecuados que dan soporte al estudio inicial de validación del ASRS.

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Trivedi, Itishree, and Laurie Keefer. "The Emerging Adult with Inflammatory Bowel Disease: Challenges and Recommendations for the Adult Gastroenterologist." Gastroenterology Research and Practice 2015 (2015): 1–11. http://dx.doi.org/10.1155/2015/260807.

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Incidence of pediatric inflammatory bowel disease (IBD) is rising. Adult gastroenterologists are seeing increasing numbers of young adults with IBD, a subpopulation with unique needs and challenges that can impair their readiness to thrive in an adult healthcare system. Most adult gastroenterologists might not have the training or resources to address these needs. “Emerging adulthood” is a useful developmental lens through which this group can be studied. With complex disease phenotype and specific concerns of medication side effects and reproductive health, compounded by challenges of geographical and social flux and lack of adequate health insurance, emerging adults with IBD (EAI) are at risk of disrupted care with lack of continuity. Lessons learned from structured healthcare transition process from pediatric to adult services can be applied towards challenges in ongoing care of this population in the adult healthcare system. This paper provides an overview of the challenges in caring for the post transition EAI from the perspective of adult gastroenterologists and offers a checklist of provider and patient skills that enable effective care. This paper discusses the system-based challenges in care provision and search for meaningful patient-oriented outcomes and presents a conceptual model of determinants of continuity of care in this unique population.

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Journal articles on the topic 'Adult'

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