1,021 research outputs found
An Account of the expedition to Carthagena : with explanatory notes and observations.
No full textAuthorship attributed to Captain (afterwards Admiral) Sir Charles Knowles. cf. Dict. nat. biog., v. 58, p. 272.Expedition of Admiral Vernon and General Wentworth.Mode of access: Internet
Assessment and optimization of Theileria parva sporozoite full-length p67 antigen expression in mammalian cells.
No full textDelivery of various forms of recombinant Theileria parva sporozoite antigen (p67) has been shown to elicit antibody responses in cattle capable of providing protection against East Coast fever, the clinical disease caused by T. parva. Previous formulations of full-length and shorter recombinant versions of p67 derived from bacteria, insect, and mammalian cell systems are expressed in non-native and highly unstable forms. The stable expression of full-length recombinant p67 in mammalian cells has never been described and has remained especially elusive. In this study, p67 was expressed in human-derived cells as a full-length, membrane-linked protein and as a secreted form by omission of the putative transmembrane domain. The recombinant protein expressed in this system yielded primarily two products based on Western immunoblot analysis, including one at the expected size of 67 kDa, and one with a higher than expected molecular weight. Through treatment with PNGase F, our data indicate that the larger product of this mammalian cell-expressed recombinant p67 cannot be attributed to glycosylation. By increasing the denaturing conditions, we determined that the larger sized mammalian cell-expressed recombinant p67 product is likely a dimeric aggregate of the protein. Both forms of this recombinant p67 reacted with a monoclonal antibody to the p67 molecule, which reacts with the native sporozoite. Additionally, through this work we developed multiple mammalian cell lines, including both human and bovine-derived cell lines, transduced by a lentiviral vector, that are constitutively able to express a stable, secreted form of p67 for use in immunization, diagnostics, or in vitro assays. The recombinant p67 developed in this system is immunogenic in goats and cattle based on ELISA and flow cytometric analysis. The development of a mammalian cell system that expresses full-length p67 in a stable form as described here is expected to optimize p67-based immunization
An Account of the expedition to Carthagena, with explanatory notes and observations.
No full textAuthorship attributed to Captain (afterwards Admiral) Sir Charles Knowles. cf. Dict. nat. biog., v. 58, p. 272.Expedition of Admiral Vernon and General Wentworth.On verso of half title: "See the plan of the city and harbour of Carthagena, published in the London magazine for April 1740; which will serve to give the readers of this pamphlet a clearer idea of its contents."Mode of access: Internet
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Superinfection dynamics of a clinically silent-novel EMA superfamily variant of the apicomplexan Theileria equi
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Characterization of humoral immune response in horses immunized with a recombinant Bm86 protein and challenge with Rhipicephalus (Boophilus) microplus tick
No full textBabesia equi, has become a very important tick-borne parasite that is impacting the horse industry worldwide. As for both endemic and free areas, the presence of potential tick vectors capable to acquire and transmit the infection to naïve horses during mobilization, plays a very important role in Babesia equi transmission. The Rhipicephalus (Boophilus) microplus midgut protein Bm86 is a component of a partially protective anti-tick vaccine in cattle. However, whether Bm86-based vaccines also confer protection in immunized horses remained unknown. In this study we characterized the humoral immune response of horses immunized with rBm86 and challenged with Rhipicephalus (Boophilus) microplus larvae, as a preliminary step towards testing whether vaccination with rBm86 results in decreasing the fitness of Rhipicephalus (Boophilus) microplus in horses. Immunization was able to elicit a strong anti-Bm86 immune response with antibody titers between 1,000 and 10,000 at the time of tick challenge. Furthermore, characterization of the IgG sub-isotypes demonstrated a significant increase starting at week 3 after the first immunization in all IgG (T), IgGa and IgGb except for IgGc. IgG (T) was the most prevalent sub-isotype with titers greater or equal to 100,000, followed by IgGa and IgGb and not significant presence of IgGc at any of the analyzed time points. Horses from both groups, experimental and control were challenged with ≈ 2,500 R. microplus larvae per animal. Tick's feeding success, a way to assess the efficiency of the immunization, was evaluated measuring three different parameters, i.e. survival, tick weight, and eggs weight. The number of surviving ticks was significantly lower in the Bm86 group compared to the control group. No significant differences were observed either in ticks or eggs weight. All immunized animals, but one in the control group, developed a strong local skin inflammatory response in the areas where the ticks were feeding, likely interfering with the ticks feeding efficiency. Our results demonstrate that immunization with a recombinant Bm86 protein elicits a strong antibody response. However, under these experimental conditions and likely due to the strong inflammatory responses we are not able to confirm whether rBm86 immunization confers protection against tick's infestation in horses
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Eradication of Theileria equi from a ranch in Texas
No full textIn October 2009, Theileria (Babesia) equi infection was confirmed in a herd of domestic Quarter Horses on a large ranch in south Texas. There were 2,500 horses ultimately tested for equine piroplasmosis (EP) as part of the traceback and epidemiological investigation with a total of 413 T.equi-positive horses disclosed in connection with the outbreak. Active natural transmission of T. equi to horses on the index ranch was confirmed to have been occurring via Amblyomma cajennense and Dermacentor variabilis ticks. Epidemiological investigation and testing of the horses sold from the premises indicates that T. equi infection had been present in horses on the ranch since prior to 1990. The original source of the infection is likely to have been from longterm periodic movement of horses between the Texas ranch and another premises owned by the ranch and located in Brazil. The epidemiology and regulatory response to the outbreak is described which included extensive trace-back and testing of potentially exposed horses, longterm quarantine of infected premises, acaricide mitigation of tick vectors, culling of selected infected horses, and treatment of 163 T. equi-infected horses with a published high-dose imidocarb dipropionate protocol under the USDA-APHIS-VS and USDA-ARS EP treatment research program. The combined response measures ultimately resulted in successful eradication of T. equi from the index ranch. This is the only known outbreak of natural tick-borne transmission of T. equi on the U.S. mainland
An Overview of Malcolm Knowles' Concept of Andragogy - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
An Overview of Malcolm Knowles' Concept of Andragogy
Jack Boeve
Instructional Technologist
Center for Support of Instruction
Published: September-October 2012
Category: » Online-pedagogy » Teaching-strategies
Introduction
This article provides a brief overview of the concept of andragogy as put forth by Malcolm Knowles and
suggests that his work in this area may contain some helpful ideas for educators to consider.
The concept of andragogy has been around for less than 200 years, and more formal theorizing and
study of the idea that adults learn differently than children and, therefore, require another approach for
education, has been around for less than 100 years. During that time, theorists, educators, and
practitioners have discussed and debated whether a distinction between pedagogy and andragogy
actually exists, and if so, what the implications may be. Part of the conversation, too, has included the
question of what sort of model lies behind andragogy, whether it is a process or a body of content.
Background on the Concept and the Educator
Andragogy reportedly first appeared as a term in 1833, when German teacher Alexander Kapp used it
in reference to elements of Plato's educational theory (Smith, 1996; 1999), but the term did not
achieve mainstream use and was not used for decades thereafter. In the 1920s, educators Eugen
Rosenstock-Huessy and Eduard Lindeman revived the term somewhat in the United States and used it
to refer to a concept of adult education, a set of requirements that included a particular philosophy and
special teachers and methods (Smith, 1996, 1999).
Malcolm Knowles (1913-1997) is considered to be a central 20th-century figure in U.S. adult education.
A lifelong educator in both informal and formal settings, Knowles is credited as the one who popularized
for English language readers the concept of andragogy-the discipline that focuses on the process and
science of adult education (Smith, 1996; 1999).
Knowles' role in adult education began in 1935 under the influence of Lindeman. He latched onto the
idea of adult education and delved into it over the course of the next several decades as he led adult
education programs for the YMCA, served as executive director of the Adult Education Association of
the United States in the 1950s, and then was a university faculty member for 20 years (Smith, 2002).
Along the way, he became more focused on adult informal education as he sought for "a coherent and
comprehensive theory of adult learning" (Knowles, 1989, p. 76). For Knowles, formal educational
programs were most likely to be sponsored by established educational institutions, while informal
programs were more likely to occur within the contexts of community associations and centers,
organizations, unions and industries, and religious institutions (Smith, 2002). He thought that formal
programs were usually better for "new learning of an intensive nature" while informal settings provided
the best opportunities for practicing and refining what had been learned already or for arousing
interests (Knowles, 1950, p. 125).
Knowles' Assumptions About Adult Learners...and Some Possible
Questions for Application
An Overview of Malcolm Knowles' Concept of Andragogy - DE Oracle
Malcolm Knowles
Source: http://www.nl.edu
/academics/cas/ace/resources
/malcolmknowles.cfm (http://www.nl.edu
/academics/cas/ace/resources
/malcolmknowles.cfm)
Knowles initially based his concept of andragogy on four
assumptions about the characteristics of adult learners
that are distinct from those traditionally held for pedagogy
(Smith, 2002) and subsequently added two more in later
publications (Keesee, 2010). He assumed that as people
mature, they move along a continuum in areas that reflect
each of these six assumptions, and that this movement is
from a level of dependence and passivity toward greater
levels of independence, initiative, and action.
As you teach your courses, what do you think about these
assumptions about adult learners? Do they appear true?
Do you consider these ideas when you are teaching
courses and interacting with students? Drawing on these
assumptions about adult characteristics, how might you
incorporate any of these ideas into your courses or
faculty-student interactions?
Learning
Characteristic
Assumption: Pedagogy Assumption: Andragogy Application
Self-Concept The learner is a dependent
personality and is directed
by a teacher whose societal
responsibility is to determine
the conditions and outcomes
of learning.
As a person matures, he/she
moves from being a
dependent personality
toward being a self-directed
human being whose
movement a teacher
encourages and nurtures.
What do you observe of
students' self-concepts and
where they are on the
spectrum of dependence/
independence or being
other- versus self-directed?
Experience A learner's own experience
is limited, of little worth, and
may be only a starting point.
Valuable experience is that
of the teacher, content
author/producer, and
expert. Teaching methods
are didactic and focus on
transmission.
As a person matures, he/she
accumulates a growing
reservoir of experience that
becomes an increasing
resource for learning.
Teaching methods are more
experiential and encourage
incorporating experience
into education.
How are students drawing
upon the various reservoirs
of experience available to
them, either their own or
those of others within their
spheres? Are they applying
experience as an
educational resource? How
might you encourage them
to do so?
Readiness
to Learn
Readiness to learn is
determined by a learner's
age and developmental
stage; learning and
curriculum are organized
around a standardized,
uniform progression for all
learners (learning what
As a person matures,
his/her readiness to learn
becomes orientated
increasingly to the
developmental tasks of
his/her social roles (learning
what one needs to know to
fulfill particular roles).
Are students ready to learn
and apply knowledge to
their wide range of roles and
tasks? How might you assist
students in the process,
being open to new
information and integrating
and applying new
An Overview of Malcolm Knowles' Concept of Andragogy - DE Oracle
society and school expects
one to know).
knowledge?
Orientation
to Learning
Learners see education as a
process of acquiring subject
matter content, the greatest
application of which is
sometime in the future.
Accordingly, curriculum is
organized into subject
matter units following the
logic of the subject.
Learners are subject-centered
in their orientation
to learning.
As a person matures,
his/her time perspective
changes from one of
postponed application of
knowledge to immediacy of
application, and accordingly
his/her orientation toward
learning shifts from one of
subject-centeredness to one
of task- or problem-centeredness.
How might you assist
students with their
application of knowledge,
whether intended for later
application or directed to
present, more immediate life
situations? Do your course
materials focus on either
subject knowledge or
problem solving-or do you
maintain a focus on both
concerns?
Motivation
to Learn
Learners are motivated by
external rewards and
punishment.
As a person matures, the
motivation to learn is
internal.
Do you know what
motivates students to learn?
How might you discover, tap
into, and support their
motivations?
Relevance Learners may be less
inclined to question why
they need to learn
something.
As a person matures, he/she
increasingly needs to know
why he/she needs to learn
something.
Do students know why they
need particular courses or
content? Are they able to
answer this for themselves,
or do you inform and guide
their understanding of
content relevance?
Desired Outcomes of Adult Learning
Over the course of his career, Knowles also identified desired outcomes of adult learning that he
believed were crucial to the formation of "citizen-rulers" in a democratic society. He believed that these
aptitudes and abilities were developed best within diverse educational settings. Knowles' (1950, pp.
9-10) seven baseline outcomes (followed by shortened or paraphrased descriptions) include:
Adults should acquire a mature understanding of themselves. This includes their "needs,
motivations, interests, capacities, and goals," as well as possessing self-acceptance, self-respect, and a
desire to become better.
Adults should develop an attitude of acceptance, love, and respect toward others. They need
to "learn to distinguish between people and ideas, and to challenge ideas without threatening people."
Ideally, this leads to empathy and the desire to help others.
Adults should develop a dynamic attitude toward life. They should accept change, including
personal, and develop the skill and "habit of looking at every experience as an opportunity to learn."
Adults should learn to react to the causes, not the symptoms, of behavior. This entails seeking
solutions at the level of root causes, not in the symptoms.
Adults should acquire the skills necessary to achieve the potentials of their personalities. A
goal of education should be providing skills and nurturing capacities necessary for human flourishing in
individuals and societies.
Adults should understand the essential values in the capital of human experience. This refers
to "the heritage of knowledge," ideas, and traditions of their world and a respect for common, binding
values.
Adults should understand their society and should be skillful in directing social change. Every
adult should know enough about the diverse aspects of social order in order to be intelligent, effective,
and productive participants.
Do you agree with these stated outcomes? If so, how does education at UMUC-and your course
An Overview of Malcolm Knowles' Concept of Andragogy - DE Oracle
instruction specifically-support these broad goals?
Critique
If you find yourself questioning elements of Knowles' theory, you are not alone. Each of his assertions
and the claims of difference between andragogy and pedagogy have been the subject of considerable
debate and critique over the years. Smith (1996, 1999; 2002) highlights and summarizes some points
of critique, including that of Hartree (1984), who asserts that it is not clear whether Knowles' work is a
theory or set of assumptions about learning, or a theory, or model of teaching, or a set of guidelines for
practice. She believes "The assumptions can be read as descriptions of the adult learner...or as
prescriptive statements about what the adult learner should be like" (Hartree, 1984, quoted in Merriam
and Caffarella, 1999, p. 250).
Knowles (1980) later reconsidered his ideas and admitted that the line between pedagogy and
andragogy was not always so clear and that the two are more properly understood as different models
of assumptions--not as dichotomous but as two ends of a spectrum. According to Clark (2011), he
conceded that a number of his key assumptions could apply equally to adults and children and that
possibly the main distinction between them within this arena was that of experience. Thus, andragogy
is perhaps more concerned with being learner-focused while pedagogy traditionally has been more
concerned with being teacher-directed; both concepts exist on a spectrum shared by both adults and
children.
Conclusion
In spite of these critiques, as educators you may still find ideas of merit within either Knowles'
particular set of learning outcomes or his six educational assumptions. You may wish to consider some
of the questions posed above in response to Knowles' ideas, or perhaps reflecting on these assumptions
and learning outcomes generates questions and potential applications of your own. In either case, the
six assumptions related to adult learners may influence or help guide you in your instruction and
interactions with your students.
References
Clark, D. R. ( 2011). Malcolm Knowles. Retrieved from http://www.nwlink.com/~donclark
/hrd/history/knowles.html (http://www.nwlink.com/~donclark/hrd/history/knowles.html)
Hartree, A. (1984). Malcolm Knowles' theory of andragogy: A critique. International Journal of Lifelong
Education, 3, 203-210.
Holmes, G. & Abington-Cooper, M. (2000 Summer/Fall). Pedagogy vs. andragogy: A false dichotomy?
The Journal of Technology Studies, 26(2). Retrieved from http://scholar.lib.vt.edu/ejournals
/JOTS/Summer-Fall-2000/holmes.html (http://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-2000
/holmes.html)
Keesee, G. (2010). Andragogy-Adult learning theory. Retrieved from
http://teachinglearningresources.pbworks.com/w/page/30310516/Andragogy--
Adult%20Learning%20Theory (http://teachinglearningresources.pbworks.com/w/page/30310516/Andragogy--
Adult%20Learning%20Theory)
Knowles, M. S. (1950). Informal adult education. New York: Association Press.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy.
Englewood Cliffs, NJ: Cambridge Adult Education.
Knowles, M. S. (1989). The making of an adult educator. An autobiographical journey. San Francisco:
Jossey-Bass.
An Overview of Malcolm Knowles' Concept of Andragogy - DE Oracle
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Knowles, M. S. & Associates. (1984). Andragogy in action. Applying modern principles of adult
education. San Francisco: Jossey-Bass.
Merriam, S. B. & Caffarella, R. S. (1991). Learning in adulthood: A comprehensive guide. San
Francisco: Jossey-Bass.
Smith, M. K. (1996; 1999). Andragogy. In The Encyclopaedia of Informal Education. Retrieved from
http://www.infed.org/lifelonglearning/b-andra.htm (http://www.infed.org/lifelonglearning/b-andra.htm)
Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. In The
Encyclopaedia of Informal Education. Retrieved from http://www.infed.org/thinkers
/et-knowl.htm (http://www.infed.org/thinkers/et-knowl.htm)
About the Author(s)
Jack Boeve joined the CSI staff as an instructional support specialist in November 2011. Prior to joining CSI, he was a project
specialist for with UMUC's Center for Intellectual Property, where his roles included Web and resource development,
instructional support for courses and conferences, and creative communications and publications. He has also worked in the
publishing industry and the nonprofit sector. Jack has a BA in English literature and an MDiv.
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THEILERIA PARVA: IMMUNOPATHOLOGY, CORRELATES OF PROTECTION, AND VACCINE DEVELOPMENT
No full textThesis (Ph.D.), Veterinary Microbiology and Pathology, Washington State UniversityEast Coast Fever (ECF), caused by the apicomplexan parasite, Theileria parva, kills over a million cattle each year in sub-Saharan Africa. Cattle that develop ECF succumb to respiratory failure-induced pulmonary edema; however, the immunopathogenesis of these lesions is poorly understood. While Cape buffalo and cattle herds raised in T. parva endemic areas seem to develop innate resistance to disease and experience a low mortality rate, cattle herds newly introduced to regions with T. parva often experience up to a 90% mortality rate. These findings led us to hypothesize that ECF results from immune dysregulation during acute infection in naïve cattle. To test this hypothesis, we compared antemortem clinical pathology data, necropsy findings, and histopathology results from twenty African Boran calves and five Holstein calves infected with a lethal dose of T. parva. Infected cattle developed severe vasculitis of medium to large caliber vessels within the lungs and lymphoid organs. Immunohistochemical studies revealed that intralesional macrophages were positive for the pro-inflammatory cytokine, IL-17, and expressed the marker of alternative activation, CD163. These findings, coupled with the antemortem clinical pathology results, suggest that ECF is a form of macrophage activation syndrome (MAS), an often-fatal form of immune dysregulation observed in many infectious diseases and neoplasia. In ECF, parasite-driven lymphoproliferation likely leads to secondary systemic macrophage activation syndrome, vasculitis, pulmonary edema, respiratory failure and death. These findings are discussed in Chapter 1.
Following our discovery of the complexity of the immune response in acute T. parva, we began work to better characterize responding leukocyte populations and to define cellular phenotypes associated with both protection and harm in T. parva. Although cytotoxic CD8+ T-cell responses specific for T. parva-infected cells correlate well with protection from T. parva challenge, other features of protective and detrimental immune responses have not yet been elucidated. To fill this gap, we developed flow-cytometric assays to assess cytotoxicity and cytokine production in bovine leukocytes. These assays enable concurrent, multi-parameter assessment of responding leukocytes, and will greatly enhance our understanding of the immune response to T. parva. The development and optimization of these assays is described in Chapter 2Washington State University, Veterinary Microbiology and Patholog
COMPARATIVE INVESTIGATION OF THE IMMUNE SYSTEMS OF TWO OVINE SPECIES (OVIS ARIES AND OVIS CANADENSIS)
No full textThesis (Ph.D.), Immunology and Infectious Diseases, Washington State UniversityChapter 1 describes the economic and ecologic significance of respiratory disease in domestic sheep (DS; Ovis aries) and bighorn sheep (BHS; Ovis canadensis) and the need for interspecies comparative immune analyses. In order to identify inherent immune differences, possible confounding factors in immune analyses need to be minimized, including age, exposure history (immune status), and environmental stressors. Therefore, the studies described herein were performed on hand-raised DS and BHS lambs, raised to adulthood, maintained under similar environmental conditions.
Hand-raising DS and BHS lambs allowed for interspecies comparative evaluation of maternal passive transfer of total IgG, reported in Chapter 2. This research revealed no significant interspecies differences for total IgG concentrations in ewe sera, colostrum, or lamb sera at 1 day through 12 weeks of age, and no significant difference in apparent efficiency of absorption were identified. Maternal IgG waned similarly over time in DS and BHS, with the nidus at 6 weeks of age.
Chapter 3 describes a set of cross-reactive monoclonal antibody reagents valuable in comparative immune system analyses of these two ovine species. Interspecies comparative analyses performed on neutrophils and ConA stimulated lymphocytes revealed interspecies differences in abundances of molecules that play critical roles in host responses to bacterial infection, including 2 integrin subunits, CD18, CD11a, and CD11b; the pathogen recognition receptor for lipopolysaccharide, CD14; an inflammation regulatory protein, CD172a; and a subunit of the receptor for IL-2, CD25. This study provides novel base data and insight for further elucidating immune system differences in DS and BHS.
Chapter 4 describes interspecies in vitro comparative analyses of responsiveness of DS and BHS neutrophils to two bacteria identified in association with ovine pneumonia, Mannheimia haemolytica (Mh) and Fusobacterium necrophorum (Fn), and the exotoxin that each secretes. Analyses include cytotoxicity, cytotoxicity neutralization, and bacterial proliferation inhibition assays. While more susceptible to the cytotoxic effects of both Mh and Fn exotoxins, BHS neutrophils are similarly capable of controlling Mh proliferation, provided similar in vitro immune conditions. Our results also indicate an importance for both humoral immunity (antibody) and complement in controlling Mh proliferation.Washington State University, Immunology and Infectious DiseasesBy student request, this dissertation cannot be exposed to search engines and is, therefore, only accessible to Washington State University users
Evangelical universalism? A critical analysis of the universalist tendencies in the work of Gregory MacDonald and Tom Greggs
No full textMy aim in this thesis is to analyse the recent development of evangelical writers who defend Christian universalism. I will look at why this theological position is so attractive to them. I will examine and evaluate in some detail the writings of Gregory MacDonald and Tom Greggs on this issue. I will consider just how compatible Christian universalism is with traditional evangelicalism.Waverton Evangelical Fellowshi
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