Relevant bibliographies by topics / New Adult Learninq Movement

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'New Adult Learninq Movement'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "New Adult Learninq Movement"

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Čubajevaitė, Marta. "Transformative Adult Learning in New Social Movement – a Case Study from South Africa." International Journal of Area Studies 10, no. 2 (December 1, 2015): 139–71. http://dx.doi.org/10.1515/ijas-2015-0007.

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Abstract New social movements in South Africa could play a prominent role in mobilizing the communities to reflect critically and address the repercussions of the neo-liberal agenda which manifests itself in perpetual exclusion of under-educated adults and provision of poor quality education. Few studies especially from the perspective of the activists leave a potential research area of a very interesting phenomenon of how people learn while struggling for social justice. Therefore this article based on a single multi-site case study on a social movement cohering around literacy issues in Gauteng, South Africa, aims at answering, what forms of learning and education the social movement encompassed, how did the group conscientization occur and what are the individual transformations. Semi-structured interviews and a focus group discussion were held with 13 learnersactivists and 2 adult educators. By applying Mezirow’s individual transformation and Freirean group conscientization models the analysis of primary and secondary data, revealed that the engagement in the social movement challenged and changed learnersactivists’ understanding of educational status within their respective communities. This in turn led to transformative action addressing the problems identified. On the individual level, some learners-activists became more tolerant and willing to cooperate with those of different political ideologies, able to tap into community resources. Finally, the potential of social movements as adult learning environments are outlined.
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Scott, Leodis. "Learning Cities for All: Directions to a New Adult Education and Learning Movement." New Directions for Adult and Continuing Education 2015, no. 145 (March 2015): 83–94. http://dx.doi.org/10.1002/ace.20125.

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Redondo, Gisela. "Dialogic Leadership and New Alternative Masculinities: Emerging Synergies for Social Transformation." Masculinities & Social Change 5, no. 1 (February 21, 2016): 70. http://dx.doi.org/10.17583/mcs.2016.1929.

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<p>Leadership plays a relevant role in the improvement of organisations and its study has influenced the analysis of dynamics of social change in current societies. There is a trend to analyse leadership considering issues such as its distribution or transformative dimension. According to recent developments in this field, dialogic leadership implies the whole community in the process of creation, development and consolidation of leadership practices. However, less is known about the role of dialogic leadership in relation to men´s movements and masculinities, particularly in the field of the New Alternative Masculinities (NAM). This article presents the results of a qualitative case study developed in an adult school being part of the Learning Communities project. It illustrates existing synergies between dialogic leadership and the NAM movement. It is explored in which ways the school influence transformative processes beyond its organisation and contributes to make more visible the NAM movement. The paper shows evidence on how dialogic leadership contributes to create an environment in which emerging leadership practices of the community in relation to the NAM movement have flourished. </p>
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Mwewa, Christian Muleka, Ana Inés Renta Davids, and Abudo Machude. "ADULT EDUCATION MANAGEMENT IN PORTO AND CATALONIA: A CASE STUDY." Revista Tempos e Espaços em Educação 11, no. 27 (September 21, 2018): 9–22. http://dx.doi.org/10.20952/revtee.v11i27.7582.

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The purpose of this study was to analyze the organizational structure and educational methods of two training centers, namely the Professional School of Minho (Portugal) and the Association for Social and Occupational Promotion (Spain). Data collection included daily observation of and participation in the "departments" of adult education and training in both centers. We argue that training in these institutional contexts is based upon a permanent dialogue between learners’ home experiences and learning opportunities that allow them to acquire new professional, cultural, political and social skills. Therefore, the training process in these centers becomes a movement between prior knowledge and new experiences. This process is observed in the dialogue between learners, instructors, context and everyone involved in the educational process.
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Stiegele, Dace, and Mirdza Paipare. "ARTS THERAPIES IN LIFELONG LEARNING – OPPORTUNITIES AND SOLUTIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 274. http://dx.doi.org/10.17770/sie2020vol5.5092.

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Observing lifelong learning programs in Latvia, there is a tendency to develop study courses that ensure the acquisition of new professional knowledge and skills, as well as their development, but a very minor section of courses and programs is devoted to the personality, resources, needs and acquisition of broad skills involved in adult education.In professional and scientific literature there is no reflection of the research conducted so far in Latvia on the use of arts therapies in maintaining the quality of life of adults in the context of lifelong learning.Purpose of the article: to research education as one of the indicators of quality of life in Europe and Latvia and differences and similarities in andragogy and arts therapies in order to get an idea of the possibilities of using arts therapies in lifelong learning.Method: content analysis of pedagogical and psychological literature, scientific articles, data of Eurostat population quality of life surveys, as well as official EU and Republic of Latvia guidelines on quality of life and lifelong learning issues.Results: the professional and personal competencies of an adult educator and an art therapist are highly demanding and have a number of common features. An adult educator and an art therapist have similar professional tasks - to see the needs of those involved in adult education and arts therapies, to support individual self-development, to encourage personality development, thus improving the quality of life. For each specialisation of arts therapies (music, dance and movement, drama and visual plastic) a specific application can be made according to target groups, educational stage and programs, as well as areas of needs.
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Thomas, Margaret. "Acquisition of the Japanese reflexive zibun and movement of anaphors in Logical Form." Second Language Research 11, no. 3 (October 1995): 206–34. http://dx.doi.org/10.1177/026765839501100302.

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Several recent accounts of crosslinguistic variation in the properties of anaphors have rejected Manzini and Wexler's (1987) parameterized binding principles. Pica (1987), Battistella (1989), Cole et al. (1990) and Katada (1991), among others, claim that anaphors move in Logical Form (LF) such that 'long-distance' binding can be reduced to a series of local relationships. This article looks at research on adult second language learning in the light of the proposal that reflexives move in LF. A first approach to the issue reanalyses data from earlier research on the acquisition of the Japanese long-distance anaphor zibun, research conducted under the assumption that the binding principles are parameterized. Secondly, a new study of 58 adult learners of Japanese is presented, showing that learners' knowledge of zibun at a high-proficiency level is largely consistent with a key prediction of the movement in LF approach. Although relatively few high-proficiency learners in the subject pool seem to have arrived at the full native-speaker grammar of zibun, there is little evidence that the grammars they construct violate principles of Universal Grammar. On the other hand, data from lower-proficiency learners are less readily accounted for from the perspective of movement in LF.
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Feiler, Kimberly E. "Brain Breaks Go To College." Pedagogy in Health Promotion 5, no. 4 (September 17, 2018): 299–301. http://dx.doi.org/10.1177/2373379918799770.

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As health education specialists, we are called to practice what we promote. American adult physical activity levels are low, and too much time is spent sedentary. New habits can be learned early in adult life in the higher education setting. Most time students and faculty spend in higher education learning environments is spent while sedentary—this norm must change. Brain breaks in formal learning environments have worked well in K-12 schools; they can be incorporated into higher education in order to reengage students and improve their academic achievement. Brain Breaks are short (2-5 minutes), movement-based activities to break-up prolonged periods of sitting by students, thus increasing physical activity. Health and health-related college courses provide an ideal platform to begin adding back in brain breaks and active learning strategies where there has traditionally been little to none.
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Niesz, Tricia, Aaron M. Korora, Christy Burke Walkuski, and Rachel E. Foot. "Social Movements and Educational Research: Toward a United Field of Scholarship." Teachers College Record: The Voice of Scholarship in Education 120, no. 3 (March 2018): 1–41. http://dx.doi.org/10.1177/016146811812000305.

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Background/Context Educational research addressing social movements appears to be growing rapidly but, with a few exceptions, this body of literature has remained largely isolated in pockets stretched across myriad fields of educational scholarship. Awareness and dialogue across researchers is limited because social movement-focused educational research lacks the structure, identity, profile, and networks of a field of scholarship. Purpose/Objective The purpose of this article is to explore how educational researchers have addressed social movements in their scholarship. Through presenting the findings from a wide-ranging literature review, we aim to generate greater awareness of social movement-oriented educational scholarship and argue for a more united field of research on social movements and education. Research Design We conducted an extensive review of educational scholarship with an explicit focus on social movements. Our sample included more than 370 publications from myriad fields of educational research, including adult education, higher education, social foundations of education, and other fields addressing K–12 schooling. Findings/Results We found that most of the educational literature addressing social movements can be grouped into one of two categories: the study of education and learning in social movements, and the study of the influence of movements on formal education. The first category of scholarship, produced primarily (though not entirely) in the field of adult education, has the appearance of a research program, with researchers engaged in scholarly conversation with shared theoretical touchstones. The second category of scholarship does not have the appearance of a research program, as it is produced across a number of fields that do not appear to be in dialogue. Although there is little sign of mutual awareness across these two large categories of literature, we found that researchers on both sides of the divide have much in common, including theoretical, methodological, and topical interests. Conclusions/Recommendations We conclude the literature review by arguing for the establishment of a more united field of research on social movements and education. We posit that an interdisciplinary and multi-perspective field devoted to understanding the educational dimensions and implications of social movements would not only benefit researchers and their scholarship but also pose and answer new and important questions related to formal, non-formal, and informal education. A more united field of inquiry related to social movements and education would also raise the profile of this scholarship such that it could have greater influence on educational policy and practice, as well as on social movements themselves.
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Ignatieva, G. A., O. V. Tulupova, and S. V. Matchinа. "TECHNOLOGY OF SELF-DETERMINED LEARNING AS A NEW FORMAT OF CONTINUING PROFESSIONAL EDUCATION OF TEACHERS." Education and science journal 21, no. 4 (May 7, 2019): 162–82. http://dx.doi.org/10.17853/1994-5639-2019-4-162-182.

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Introduction. Continuing professional education (CPE) is a strategic resource of cardinal transformations, which are currently taking place in education. The essence of such transformations generally consists in necessary rejection of a subject-information learning model and transition to designing the model of vocational self-development and self-determination.The aim of this research was to reveal the essence of teachers’ professional development as the process of positional self-determination and formation of managerial position. The hypothesis of the study consists in the assumption that the technology of self-determined learning is the institutional form of mastering and implementing the practice of CPE for teachers as a practice of human potential development in the professional and anthropological self-determination of an adult learner.Methodology and research methods. The methodological basis of the study was the comparative educational strategy of CPE, which is embodied in the model of self-determined adult education, focused on the formation of the human ability to manage their own development in an unstable world through the development of new types of cultural thinking and behaviour. The methods of research of teachers’ management position included the system of the following initiatives: interviews, results of group reflections, content-analysis, methods of included observation using video recording of training sessions and educational products.Results and scientific novelty. The complex of diagnostic technologies allowed the authors to establish management positions of teachers (implementer, leader or strategist) and their ability to design the paths of own development and to organise the system of managerial challenges. As the most adequate technological scheme of self-determined learning, the authors tested the mechanism of projectresource management, which regulates the learner’s movement in the educational space from actions carried out in a particular situation in accordance with the circumstances to an activity determined by a local goal, then to the reflection of own activity elevating to the status of a new norm, and, finally, to the reflection of changes in their own position. It was established that the developmental trajectory of human potential in professiogenesis starts from mastering the subject and means of activity (implementer) and passes through building up funds in transforming a special subject of activity (leader) towards designing new standards of means and subject of activity (strategist).The authors introduce the concept of “anthropological self-determination of an adult in the educational process” as the process and the result of formation of own managerial position and development of a new identity in changing life circumstances.Practical significance of the present research is determined by the possibility of designing educational programmes, which ensure co-organisation of adult students in a single event-activity space based on the mechanisms of project-resource management through the system of managerial challenges.
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O'Hagan, Celia, Gerry McAleavy, and John Storan. "Recognising Prior Learning: Investigating the Future of Informal Learning, a Northern Ireland Study." Journal of Adult and Continuing Education 11, no. 1 (May 2005): 29–42. http://dx.doi.org/10.7227/jace.11.1.4.

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Credit accumulation and transfer schemes (CATS) have developed as a means to facilitate access and the recognition and development of formal learning experiences across educational sectors and providers. Modularisation and credit developments have significantly affected the provision of formal learning opportunities over the last three decades. Recognition of experiential learning and the needs of adult students continues to develop. Institutions continue to expound the need for robust provision for accreditation of prior learning in terms of a valued and academically transferable entitlement for experienced learners, but travelling the pathway toward accreditation is still an obscure and uncertain process for learners. New and engaging procedures for the advancement of experienced students have been developed, including access initiatives, strategies for more effective learner support, inclusive curriculum practices and enhanced learning resource capabilities. Why then do we find institutions remaining with limited Accreditation of Prior Experiential Learning (APEL) capabilities? This paper begins by examining the underlying concepts of a credit-based learning culture from the perspective of policy, whilst exploring the educational models linked to APEL and the debate behind the value of informal learning and the process of attaining recognition. The main finding of the Northern Ireland study, as part of a European study, suggests that existing mediums for APEL have, to date, inspired a sense of renewed thinking but that institutional strategies for increased participation have not always addressed adult educational needs appropriately. This paper, based on research at the University of Ulster and project partners, will investigate the obstacles that remain some twenty years after the access movement of the 1980s.
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Dissertations / Theses on the topic "New Adult Learninq Movement"

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Гайворонська, Вікторія Володимирівна. "Освітня система NALM ("освіта дорослих") як технологія удосконалення навчального процесу." Thesis, Харківський національний технічний університет сільського господарства ім. Петра Василенка, 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/33096.

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Гайворонська, Вікторія Володимирівна. "Нова європейська освітня система NALM." Thesis, НТУ "ХПІ", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/29801.

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Христофорова, Татьяна Анатольевна, Татьяна Васильевна Школьникова, Галина Борисовна Фадеева, and Светлана Викторовна Ширяева. "Изучение общей химии по методике нового образования взрослых NALM." Thesis, Полтавський національний педагогічний університет ім. В. Г. Короленка, 2016. http://repository.kpi.kharkov.ua/handle/KhPI-Press/35175.

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Христофорова, Татьяна Анатольевна, and Т. В. Мельник. "Опыт проведения занятий в рамках методики нового образования взрослых NALM." Thesis, Полтавский национальный педагогический университет им. В. Г. Короленка, 2013. http://repository.kpi.kharkov.ua/handle/KhPI-Press/20180.

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Христофорова, Татьяна Анатольевна, В. И. Романенко, and Е. П. Денисенко. "Семь шагов по ступеням нового образования взрослых. Методика проведения лабораторной работы по химии металлов." Thesis, НТУ "ХПИ", 2013. http://repository.kpi.kharkov.ua/handle/KhPI-Press/20181.

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Христофорова, Татьяна Анатольевна, Н. Й. Никифорова, and О. В. Никифорова. "Семь шагов от наблюдения к творчеству. Новое образование взрослых." Thesis, Полтавский национальный педагогический университет им. В. Г. Короленка, 2012. http://repository.kpi.kharkov.ua/handle/KhPI-Press/20177.

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Христофорова, Татьяна Анатольевна, Виктор Иванович Булавин, and И. В. Жмуркова. "Три барьера в обучении взрослых и пути их преодоления." Thesis, Полтавский национальный педагогический университет им. В. Г. Короленка, 2011. http://repository.kpi.kharkov.ua/handle/KhPI-Press/20170.

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Христофорова, Татьяна Анатольевна, Г. П. Зубарь, and А. Л. Топтыгин. "О новом образовании взрослых." Thesis, НТУ "ХПИ", 2004. http://repository.kpi.kharkov.ua/handle/KhPI-Press/20146.

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Христофорова, Татьяна Анатольевна, А. И. Христофоров, and Н. Й. Никифорова. "Особенности нового образования взрослых в рамках NALM." Thesis, НТУ "ХПИ", 2009. http://repository.kpi.kharkov.ua/handle/KhPI-Press/20168.

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Христофорова, Татьяна Анатольевна. "NALM – новое в образовании взрослых." Thesis, НТУ "ХПИ", 2013. http://repository.kpi.kharkov.ua/handle/KhPI-Press/20178.

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Books on the topic "New Adult Learninq Movement"

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Crowley, Terence Allan. The New Canada Movement: Agrarian youth revolt and adult education in the 1930's. Guelph, Ont: Dept. of Rural Extension Studies, University of Guelph, 1988.

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Cassidy, Cathy. Dizzy. London: Puffin, 2004.

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Aubyn, Edward St. Mother's milk. Rearsby: W.F. Howes, 2007.

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Aubyn, Edward St. Mother's milk: A novel. New York City: Open City Books, 2006.

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Aubyn, Edward St. Mother's milk. London: Picador, 2006.

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Byrne, Rhonda. The secret. Warszawa: Nowa Proza, 2007.

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Mingxian, Xie, ed. Mi mi: The secret. Taibei Shi: Fang zhi chu ban she gu fen you xian gong si, 2007.

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Kōya, Yamakawa, Yamakawa Akiko, and Sano Miyoko, eds. Za shīkuretto: The secret. Tōkyō: Kadokawa Shoten, 2007.

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Byrne, Rhonda. The Secret. New York, NY: Atria Books / Beyond Words Pub., Inc., 2006.

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The secret. New York: Atria Books, 2006.

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Book chapters on the topic "New Adult Learninq Movement"

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Huxtable, Simon. "From Word to Deed." In News from Moscow, 123–52. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192857699.003.0005.

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Khrushchev’s vision of communism envisaged a key role for grass-roots initiative. Journalists supported energies from below in the belief that smaller collectives were crucial carriers of communist ideas. This chapter focuses on one attempt to build communism from the grass-roots: the Communard Method, a pedagogical movement started by activists in Leningrad and which, with the support of journalists at Komsomol’skaia pravda, became a national phenomenon. The method offered an antidote to traditional Komsomol and Pioneer activities by placing children at the heart of learning: children would decide on activities, take the lead in implementing new ideas, and later debate the effectiveness of their efforts. Adult involvement was kept to a minimum. Journalists at Komsomol’skaia pravda publicised the new method, printing articles that reported on the new phenomenon, devising new rubrics to encourage young people to become involved. This chapter places the Communard Method, and Komsomol’skaia pravda’s involvement with it, within a broader pedagogical and political context, linking it to the ideas of Ukrainian pedagogue Vasyl Sukhomlinsky as well as Khrushchev’s work-based school reforms. However, it also shows how the Communard method challenged the status quo by painting run-of-the-mill youth activities as top-down and dull. After Khrushchev’s ouster in October 1964, the new leadership placed pressure on Communard leaders to return to the political mainstream and forced many of its leading exponents—and their supporters in the press—to leave their positions.
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Macdonald, Alastair S. "Evaluating the visualisation of dynamic biomechanical data for healthcare and design." In The New Dynamics of Ageing Volume 1. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447314721.003.0012.

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Biomechanical data is derived from the musculoskeletal system and the way it operates dynamically in relation to muscle force and the effects of gravity. Biomechanical analysis can be used to scientifically assess the causes of movement problems in individuals. This chapter discusses how, through the use of an innovative tool developed by the researchers to visualise older adult biomechanical data, evidence of understanding and experience of mobility issues during activities of daily living was gathered from older adults, healthcare professionals and design practitioners. It also discusses the potential role of this tool to facilitate cross-disciplinary discourse and deepen professional-practitioner understanding, and insights obtained about the experiences of older adults through empowering them, through the tool, to better engage in meaningful discussions with professionals.
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Hendrick, Harry. "The re-imagining of adult–child relations between the wars." In Narcissistic Parenting in an Insecure World. Policy Press, 2016. http://dx.doi.org/10.1332/policypress/9781447322559.003.0002.

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The chapter, together with the next chapter, argues that the period saw the re-imagining of age relations between adults and children away from a disciplinary approach towards one characterized by liberal principles based on a 'scientific' understanding of the child's emotional interiority; the parenting goal was to 'help and understand' children. The chapter examines several of the influences involved in the process such as cultural responses to the widely perceived post 1918 'crisis' in Western civilization, as well as the impact of Freudian psychoanalytic thought and practice. It also considers the 'new psychology', the rejection of behaviourism, notably by Susan Isaacs, the child guidance movement and the emergence of 'new era' progressive education. These developments, it is claimed, were important origins in what came to be known as social democracy's post 1940s family ideal.
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Whitney, Sarah E. "Sharpening the Pointe: The Intersectional Feminism of Contemporary Young Adult Ballet Novels." In Beyond the Blockbusters, 203–18. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496827135.003.0014.

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This chapter explores a new movement within the female-focused YA dance novel. Rather than narrate the meritorious rise of an individual dancer, today's ballet novels instead interrogate how structural prejudices of racism and sexism create barriers to the center stage. Focusing primarily upon works authored by women of color, or told through queered perspectives, the chapter surveys how YA narratives in varied melodramatic, thriller, and paranormal forms work to trouble the pink and pretty “music box ballerina” iconography.
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Woodin, Tom. "Sources of radicalism." In Working-class writing and publishing in the late-twentieth century, 12–34. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9780719091117.003.0002.

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Working class writing and publishing workshops had their origins in the counter cultural trends of the late 1960s. By the 1970s they engaged with urban communities where there was a strong class consciousness. This chapter charts the way in which working class culture became a significant source of new ideas and practices. In particular, the cultural role of schools, adult education, community organising, adult literacy, popular history and the labour movement are examined in relation to the emergence of a movement of working class writing and publishing workshops. In each of these areas, ideas about culture, technology and tradition were being reworked in order to foster popular cultural participation.
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Murray, Peter, and Maria Feeney. "Sociology and the Catholic social movement in an independent Irish state." In Church, State and Social Science in Ireland. Manchester University Press, 2016. http://dx.doi.org/10.7228/manchester/9781526100788.003.0002.

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A key reason why the Irish Catholic social movement failed to realize its project of reconstruction was because a conservative Hierarchy baulked at the radicalism of some of its proposals. Critiques of banking and finance capital formulated within the movement were particularly divisive and on these issues ecclesiastical disciplinary mechanisms were invoked to silence some of its radical voices. During the Second World War/Emergency period communist influence became the movement’s overriding concern and Catholic adult education initiatives were launched to counter this threat. To provide such education a number of new institutions with a social science focus – the Catholic Workers College and the Dublin Institute of Catholic Sociology – were created alongside the colleges of the National University of Ireland.
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Saxby, Troy R. "For All My Bravado, Deeply Engrained Notions of Respectability Filled Me with Distress, 1926–1940." In Pauli Murray, 39–93. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469654928.003.0002.

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This chapter examines Pauli Murray’s early adult years. Murray relocated to New York City to complete high school and undergraduate study at Hunter College. The Great Depression severely disrupted her education, but also facilitated her tramping across the country, often passing as a teenage boy. Gender identity concerns and the social stigma around homosexuality led Murray to seek gender reassignment and contributed to mental health problems, which were also exacerbated by a fear of hereditary insanity. Work on New Deal projects led to immersion in the labor movement and an interest in communism. These influences, and Gandhian civil disobedience, inspired Murray’s groundbreaking contributions to nonviolent direct-action civil rights protests, which included challenging segregated education by applying to the University of North Carolina and being arrested for violating segregated bus seating.
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Matthews, Martin, and James Wynne. "The Use of a Dynamic Elastomeric Fabric Orthotic Intervention in Adolescents and Adults with Scoliosis." In Spinal Deformities in Adolescents, Adults and Older Adults. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96391.

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The use of dynamic elastomeric fabric orthoses in the non-surgical management of scoliosis has been growing over the last 20 years in the paediatric populations and has now started to be used in adolescent and adult patients as well. The concepts of treatment concentrate on the use of movement and changes in the neurological pattern generation, to reduce scoliosis curve Cobb angles and pain that is sometimes experienced due to an altered positional sense. This chapter introduces research, including recent computer modeling, to demonstrate the effects of the combination of two different layered textiles which enable improved comfort, aesthetics as well as scoliosis clinical management. The textile combination enables a total body suit to use 3D scoliosis brace knowledge to assist in developing new orthotic interventions for adolescents and adults with both neurological and idiopathic onset scoliosis, for several different presentations.
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Hochschild, Jennifer L., and Nathan Scovronick. "Choice." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0009.

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ALL OF THE REFORMS DISCUSSED SO FAR seek to promote the individual and collective goals of education by improving public schooling—making schools and classrooms more racially integrated, more equitably funded, more academically challenging, more focused on student learning. The most vehement critics of public education, however, look at the forty-year history of reform in this country and conclude that pursuit of the American dream through public schooling is bound to fail. They believe that the current system of public education exists for the adults who work in it and eats money, that the public has invested more than enough time and resources in trying to make the system work and should try another approach. In the words of a mother and choice advocate from New Hampshire, the public system is about “Power and money! The public school system is a powerful monopoly. The people running this monopoly fear change. They fear the resulting demise of their power.” To her mind, only by fighting this “chokehold” can we promote collective as well as individual goals of schooling: … If the school system doesn’t live up to our standards, we should have the right to “save” our children. . . . Any child not educated to be the best that he can be is heartbreaking to most parents. Any child not educated to be the best that he can be is of less value to the community he lives in. . . . This is where the concept of “school choice” becomes so important as a civil right…. Advocates of choice believe that public schooling cannot work and dooms poor children. “The combination of monopoly in the public sector, significant profitability for those who serve the monopoly and the unique ability for the wealthy to choose the best schools has translated into a nightmare of predictable results for ‘haves’ and ‘have-nots,’” says Lisa Keegan, the former superintendent of public instruction in Arizona:… Public education in the United States should be that in which the money necessary for an education follows a child to the school his or her parent determines is best. . . . The nation cannot abide a system that is blatantly unfair in the access it provides its students to excellent education. This battle for the right of all children to access a quality education is the civil rights movement of our time, and it will succeed.
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Goldman, Wendy Z., and Donald Filtzer. "The Public’s Health." In Fortress Dark and Stern, 263–93. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190618414.003.0009.

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The war saw a protracted mortality crisis among civilians. The movement of millions of refugees and evacuees with little access to sanitary facilities, clean water, or medical care led to widespread epidemics. Evacuation took an especially heavy toll on small children, who died from a measles epidemic as well as starvation, diarrhea, and pneumonia. Widespread hunger and nutritional deficits damaged the health of people of all ages. In 1943 and 1944 starvation and tuberculosis—a disease highly sensitive to malnutrition—together became the largest single contributor to adult mortality. Defense production exposed workers to new, toxic chemicals. The war made unprecedented demands on public health, but health officials and medical staff lacked almost everything they needed. After the majority of medical professionals were drafted, only a “skeleton staff” remained to treat the civilian population. Yet public health officials managed to contain the worst epidemic outbreaks. During the final years of the war starvation and malnutrition became the country’s primary health hazard.
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Conference papers on the topic "New Adult Learninq Movement"

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Oh, Jinseok, Arash Mahnan, Jiapeng Xu, Jessica Holst-Wolf, Hannah Block, and Jürgen Konczak. "A System for the Objective Assessment of Hand Proprioceptive Function in Pediatric and Adult Populations." In 2020 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/dmd2020-9088.

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Abstract Proprioceptive signals from mechanoreceptors embedded in ligaments, tendons, and muscles are essential for the control of muscle tone and voluntary movement. Numerous neurological and orthopedic disorders are associated with proprioceptive dysfunction that impairs the control of balance and/or fine motor function. However, obtaining objective measures of proprioceptive function is difficult in most clinical settings, because available assessment methods rely on specialized equipment, expertise, or are too time-consuming. This paper presents a new tablet-based system that objectively measures finger position sense by implementing a psychophysical threshold search method. We here provide initial data that demonstrate the ease-of-use and efficacy of the system.
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