Ultraversity-Integrating Technology in Adult Education

2010 ◽  
pp. 221-237 ◽  
Author(s):  
Geraint Lang
Keyword(s):  
United Kingdom ◽  
Adult Education ◽  
Experiential Learning ◽  
Lifelong Learning ◽  
Innovative Technology ◽  
Work Place ◽  
Adult Educators ◽  
The United Kingdom ◽  
Integrating Technology ◽  
Technology Tools

The influence of technology in our daily live grows unabated and exponentially; some see it as a culture in itself. It has been hailed variously as a universal panacea for enabling lifelong learning; a means of opening the doors to knowledge barred by the education gatekeepers. Recent research has revealed that the metaphoric barriers put in place to obstruct the use of the innovative technology tools for the purposes of engaging in lifelong learning, particularly with reference to adult education may not be due to the often perceived intransigence of adult educators, but to potential learners themselves. Recent research into adult uses of technology draw out interesting results, but do not take into account, nor acknowledge recent and successful wholly online undergraduate degree courses, based upon adult experiential learning in the work place. This chapter outlines one such degree course in the United Kingdom, Ultraversity.

scholarly journals Empathy in Adult Education

2015 ◽  
Vol 21 (3) ◽  
pp. 65-73
Author(s):  
Natalija Vrečer
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Learning Process ◽  
Interpersonal Relations ◽  
Educational Process ◽  
Intercultural Dialogue ◽  
Adult Educators ◽  
Human Relations ◽  
Full Extent ◽  
Intercultural Competencies

Empathy is an important part of emotional intelligence and the latter is crucial for human relations, whether they be interpersonal relations, relations among people at work, or in a wider community. Therefore, empathy is important for adult education, for guidance counsellors, and for other adult educators. Adult educators must be empathic in order to understand the perspectives and needs of the participants in the educational process and empathy is a precondition for understanding. The development of empathy as a competence is a lifelong learning process. Namely, despite some biological predispositions for empathy, the latter can be learnt. It is the contention of the article that empathy is one of the most important intercultural competencies, because if a person is not empathic, other intercultural competencies vary rarely cannot develop to their full extent. Thus empathy is a precondition for successful intercultural dialogue.

scholarly journals Risk and Prevention of Meningococcal Disease among Education Workers: A Review

2004 ◽  
Vol 15 (2) ◽  
pp. 89-93 ◽  
Author(s):  
Philippe De Wals ◽  
Pierre Deshaies ◽  
Gaston De Serres ◽  
Bernard Duval ◽  
Lise Goulet ◽  
...  
Keyword(s):  
United Kingdom ◽  
Pregnant Women ◽  
Meningococcal Disease ◽  
Disease Risk ◽  
The United States ◽  
Population Based ◽  
Work Place ◽  
Societal Benefit ◽  
The United Kingdom ◽  
The Cost

The aims of the present study were to review the risk of invasive meningococcal disease (IMD) among education workers, particularly pregnant women, and to evaluate preventive measures, in a context of endemicity, outbreak or epidemic as observed in the province of Quebec. The literature was reviewed and persons in charge of IMD surveillance in France, Quebec, the United Kingdom and the United States were interviewed. Surveys of asymptomatic carriage ofNeisseria meningitidisshow that transmission among students is higher than transmission between students and teachers. IMD incidence among education workers was analyzed in Cheshire (United Kingdom) in the period from 1997 to 1999, and the results indicated a risk six times higher than that in the general population. Overestimation of the magnitude of the risk is possible because the analysis focused on a cluster. None of the population-based studies of IMD mentioned a risk of secondary cases among education workers. Six IMD cases in education workers were identified in five clusters in schools in the United Kingdom, but not in the other countries. There is no epidemiological study on IMD risk among pregnant women, and this factor was not mentioned in any published review of IMD. Immunization of education workers at the beginning of their employment, using serogroup C glycoconjugate vaccine or a combined A, C, W-135, and Y conjugate vaccine (still under development), could reduce IMD risk, but the cost effectiveness of this measure should be evaluated. The societal benefit of excluding pregnant women from the work place during an outbreak seems to be very low, even if disease risk could be decreased for this specific group. When chemoprophylaxis is indicated for the control of an outbreak in an educational setting, treatment should be offered both to students and teachers in the group at risk.

scholarly journals Professionalisation as development and as regulation: Adult education in Germany, the United Kingdom and India

2016 ◽  
Vol 62 (3) ◽  
pp. 317-341 ◽  
Author(s):  
Lesley Doyle ◽  
Regina Egetenmeyer ◽  
Chetan Singai ◽  
Uma Devi
Keyword(s):  
United Kingdom ◽  
Adult Education ◽  
The United Kingdom

Technical Innovation in Light Aircraft Aerial Dispersant Application Systems

2003 ◽  
Vol 2003 (1) ◽  
pp. 269-272
Author(s):  
David Salt ◽  
Roger Stockham ◽  
Stuart Byers
Keyword(s):  
United Kingdom ◽  
Low Cost ◽  
Cost Effective ◽  
Innovative Technology ◽  
Response Strategies ◽  
The United Kingdom ◽  
Application Systems ◽  
Significant Step ◽  
Cost Efficient ◽  
The Uk

ABSTRACT Recent changes in legislation within the United Kingdom created pressure for change in the response strategies applicable in the UK offshore environment. To meet the new requirements, innovative technology was required which was capable of speedily delivering a payload of approximately one ton of dispersant. To provide a cost efficient solution, a system was developed capable of being mounted on a non-dedicated aircraft, which can be rapidly adapted to meet the response requirements. This paper describes the design criteria for the system and goes on to detail the development, construction and flight testing programme for the dispersant pods. It then goes on to briefly describe the operational response system which has been established to provide a response for the offshore operators in the United Kingdom Continental Shelf (UKCS). The development represents a significant step forward in providing a low cost, effective solution to changing response requirements using innovative engineering solutions, allowing for potential application in other parts of the world.

Oil Immobilization Program at Sellafield: An Innovative Approach

2007 ◽  
Author(s):  
Helen Cassidy
Keyword(s):  
United Kingdom ◽  
Hazardous Waste ◽  
Polymer System ◽  
Cost Effective ◽  
Innovative Technology ◽  
Waste Oil ◽  
Experimental Development ◽  
The United Kingdom ◽  
Contaminated Waste ◽  
Treatment And Disposal

Non-standard wastes — those defined as being both hazardous waste under the United Kingdom Hazardous Waste Regulations 2005 [1] and radioactive under the Radioactive Substances Act 1993 [2] — pose particular, unique challenges for radioactive waste management organizations [3]. Treatment and disposal routes for such wastes are limited, in some cases non existent, and generally not cost effective. A non-standard waste of particular concern in the United Kingdom, and indeed on the Sellafield site, is that of radiologically contaminated waste oil. The optioning process for treatment of bulk contaminated waste oil on the Sellafield site has assessed a range of options including incineration, chemical decontamination, physical decontamination and immobilization. Immobilization has proved to be a potentially useful option for oil wastestreams that fail to meet waste acceptance criteria for incineration facilities. Experimental development work has been undertaken at Sellafield during 2006 to test the suitability of an innovative technology for the solidification of waste oil with a cross section of wastestreams from the site. These trials have demonstrated that this polymer system is able to successfully immobilize a range of aged, chemically and physically diverse contaminated oil wastestreams and thus provide a potential solution to the disposal problem posed by this wastestream.

Perceived Effectiveness of Adult Education as a Contributor to National Development in Southern Africa Today

2005 ◽  
Vol 11 (1) ◽  
pp. 80-90
Author(s):  
Akpovire Oduaran ◽  
Lucy Okukpon
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
21St Century ◽  
Southern Africa ◽  
National Development ◽  
Adult Educators ◽  
Perceived Effectiveness ◽  
Enabling Environment ◽  
Global Trend ◽  
Purposive Sample

This qualitative interpretivist study analyses the perceptions of a stratified and purposive sample of university-based adult educators with a view to understanding how they perceive the effectiveness of adult education as a contributor to national development in southern Africa at the beginning of the 21st century. These perceptions of university-based adult educators are investigated against the background of the current global trend to project adult education as a component of the configuration of lifelong learning. Among the findings are that university-based adult educators in southern Africa differ to some extent as to whether or not the discipline has contributed significantly to southern African national development, and that the need for an enabling environment for the utilisation of adult education is as yet unappreciated.

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