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Lifelong Learners (lifelong + learner)
Selected AbstractsExploring the Challenges of Climate Science Literacy: Lessons from Students, Teachers and Lifelong LearnersGEOGRAPHY COMPASS (ELECTRONIC), Issue 9 2010Lesley-Ann L. Dupigny-Giroux Today more than ever, being climate literate is a critical skill and knowledge area that influences our interaction with the environment around us, our understanding of scientific news and the daily decisions that we make. Yet, the term climate literacy can be misunderstood, as are the terms weather, climate and climate variability. This article surveys the existing literature and highlights six challenges to achieving a climate literate citizenry in both formal and informal or lifelong learning. The lessons learned from high school and undergraduate students, teachers and lifelong learners, many of whom are retired, serve as the threads which are woven into a tapestry of strategies for embedding climate science principles across entire school curricula as well as society at large. [source] Internet Survey of Nutrition Claim KnowledgeJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2005Mary E. Camire ABSTRACT: Consumer interest in healthy foods has spurred approval of several health claims for foods and dietary supplements. Although undergraduate and graduate food science curricula address food laws and regulations, nutrition claims may not be fully addressed. We posted a survey on the Internet for 2 mo for food industry professionals and others interested in taking the survey to assess their understanding of laws and regulations pertaining to nutrition labeling for foods and dietary supplements. The purpose of this survey was to measure knowledge in this area so that our university and others could reevaluate their curricula to provide student and lifelong learners with appropriate information about this important topic. Respondents were asked to indicate whether displayed claims were health claims, structure-function claims, or not approved for use on food labels. Respondents (N= 136) indicated that they gained information about nutrition claims from many sources. Although respondents correctly identified approved health claims and claims that are not approved for foods, some confusion about nutrition claims may exist because not all respondents correctly identified claims in the appropriate category. Issues in educating food scientists include keeping food labeling information current and defining complex topics such as structure-function claims. The findings of this pilot study have been used to incorporate lectures about health claims in courses in addition to the food law class at the Univ. of Maine. [source] John Wiley & Sons: 200th anniversary!LASER TECHNIK JOURNAL, Issue 1 2007Andreas Thoß Dr. This year, the publisher John Wiley & Sons celebrates its 200th anniversary. When Charles Wiley first opened his print shop in lower Manhattan in 1807, America was a young nation, full of potential and seeking its cultural identity on the global stage. Wiley was there, contributing to the emerging American literary tradition by publishing such great 19th century American writers as James Fenimore Cooper, Washington Irving, Herman Melville, and Edgar Allan Poe. Later on, Wiley published the works of outstanding European writers such as Hans Christian Andersen, Charles Dickens, John Ruskin, and Elizabeth Barrett Browning. Yet, during the second industrial revolution , and its resulting knowledge revolution , Wiley abandoned its literary programme to pursue knowledge publishing for a global community. Today Wiley publishes a broad variety of journals, encyclopedias, books, and online products. The spectrum reaches from medicine to astronomy, from trade journals to consumer books and it includes educational materials for students as well as for lifelong learners. Since 1807, the world has seen 41 U.S. Presidents, but there have only been ten Wiley Presidents. Today, Wiley is a publicly held, independently managed family business. That is the formula of success that has sustained the company for two centuries. In 2007 Wiley is one of the major global publishers with more than one billion dollar revenue and about 3.900 employees. This will increase even more, when the acquisition of Blackwell Publishing will be completed in 2007. Aged only three years, the Laser Technik Journal is one of the youngest among the Wiley Journals. But it fits well in the history of Wiley. Thomas Alva Edison, the "Wizard of Menlo Park", held William H. Wiley in high regard, and so there is a long tradition of close contacts between the publishing house and the engineering community. The purpose of the journals has changed little: Our mission is to provide the community with up to date information on the latest in technology, reports and discussions on trends and markets, and finally the journal serves as a forum for key people from science and business to share their visions and experiences. 2007 will be a great year not only for Wiley, but for the laser community as well. Company reports from Coherent, Trumpf or Rofin Sinar show two-digit growths and excellent earnings. Record numbers are expected also at conferences and trade shows. At Photonics West in San Jose, CA, 1.000 exhibitors and more than 15.000 visitors are expected. The Laser. World of Photonics 2007 in Munich (June) will be even bigger. It is a "can't miss" event particularly for those visitors interested in Laser material processing. The Laser Technik Journal will be on both shows. Please stop by at the Wiley booth, for a chat or to see the latest from the Wiley book program! [source] Global educational goals, technology, and information literacy in higher educationNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 114 2008Loanne SnavelyArticle first published online: 11 JUN 200 In today's rapidly evolving environment, information literacy is a key underlying element in global educational goals and in disciplinary learning in higher education; ultimately it is essential in producing lifelong learners. [source] New directions for lifelong learning using network technologiesBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 6 2004Rob Koper The requirements placed on learning technologies to support lifelong learning differ considerably from those placed on technologies to support particular fragments of a learning lifetime. The time scales involved in lifelong learning, together with its multi-institutional and episodic nature are not reflected in today's mainstream learning technologies and their associated architectures. The article presents an integrated model and architecture to serve as the basis for the realisation of networked learning technologies serving the specific needs and characteristics of lifelong learners. The integrative model is called a ,Learning Network' (LN) and its requirements and architecture are explored, together with the ways in which its application can help in reducing barriers to lifelong learning. [source] Learning How to Learn: A CritiqueJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 3-4 2008CHRISTOPHER WINCH The claim that ,learning how to learn' is the central ability required for young people to be effective ,lifelong learners' is examined for various plausible interpretations. It is vacuous if taken to mean that we need to acquire a capacity to learn, since we necessarily have this if we are to learn anything. The claim that it is a specific ability is then looked at. Once again, if we acquire an ability to learn we do not need the ability to learn how to learn. After noting the implausibility of any such general ability, the paper goes on to examine the claim that certain specific but transferable abilities might satisfy the description ,learning how to learn'. Various candidates are considered: forming and testing hypotheses and abduction are two promising ones, but each has significant weaknesses. Numeracy and literacy are thought to be more promising, but achievements at the national level leave a lot to be desired, despite the clear advantages for learning of being able to read, write and count. If we needed to learn how to learn before we learned how to read, write and count, it is unlikely that we would get anywhere. Finally, certain non-cognitive dispositions and character traits rather than cognitive attributes are considered and, drawing on the work of Robert Dearden and others, it is suggested that the development of these aretaic (virtue-based) and personal qualities rather than cognitive ones may be most decisive for developing independent learning in a range of subject matters. [source] | |||||||||||||