4,208 research outputs found
Monoposto racecar wheel aerodynamics: investigation of near-wake structure and support-sting interference
No full textMonoposto racecar development is routinely carried out using wheels supported not by the car
suspension but by individual, externally-mounted stings. The interference effect of these stings
was acknowledged but unquantified in the existing literature. Appraisal of the literature has
found that the structure of a wheel wake was not understood, rendering it difficult to assess the
support sting interference. These two issues were thus jointly addressed using experimental and
computational methods.
The two phases of this project each tested a different industrially-representative racecar wheel
model. Phase One investigated a single wheel and sting combination, whilst Phase Two extended
the work to include two further stings and a model racecar. Non-intrusive velocity measurements
were made in the near wakes of the various combinations to extract vertical planes, perpendicular
to the tunnel freestream.
The measurements made behind the isolated wheels were used to investigate the main flow
features of the wake. The flow surrounding an unsupported wheel was established computationally
and used to evaluate the interference effects of the support sting. Different wheel support
methods (three stings and the car suspension) were used to provide further insight into the sting
interference effects and also the impact of sting design on those effects. Testing with and without
the model racecar allowed evaluation of its effect on the wheel wake and sting interference.
The main characteristics of the near-wake of an isolated wheel rotating in ground contact are
proposed from analysis of the data generated in this study. A simplified model of the trailingvortex
system induced in the wake of such a wheel is proposed to clarify contradictory literature.
The specific interference effects of a wheel support sting are proposed with reference to the main
characteristics of the wake. The mechanisms behind these effects are, where possible, identified
and presented. The main impact of the support sting, and thus the root of several of the observed
effects, is the modification of the axial flow through the wheel.
The main effects of the presence of the car on the near-wake are proposed alongside the observation
that the wake structure is not fundamentally different to that of an isolated wheel. The
proposed sting interference effects are also observed in the presence of the car, albeit at a reduced
level
Genome plasticity in the mouse oocyte and early embryo
No full textIn dissecting the molecules and molecular mechanisms that control mammalian oocyte-to-embryo transition, we found abundant transcripts representing developmentally regulated ERVs (endogenous retroviruses) in mouse oocyte and two-cell stage embryo cDNA libraries. These retrotransposons can act as alternative promoters and first exons for diverse genes, synchronizing their expression. Heritable genetic change due to replication of these retrotransposons probably occurs specifically in oocytes and early embryos. ERVs are usually epigenetically silenced, through DNA methylation and chromatin-based mechanisms. Their activation and silencing indicates a change in the epigenetic state of the genome. The thousands of endogenous retro-elements in the mouse genome provides potential scope for large-scale co-ordinated epigenetic fluctuations and leads to the hypothesis that differential transposable element expression triggers sequential reprogramming of the embryonic genome during the oocyte-to-embryo transition.A. E. Peaston, B. B. Knowles and K. W. Hutchiso
Uczenie się dorosłych bezrobotnych na przykładzie uczestników kursu „Opieka domowa” w ramach projektu „Profesjonalna opieka"
No full textAuthor describes the process of adult persons study at unemployment
situation during participation in course of senior home care. Old person pro-
tector is supposed to be a new occupation for unemployed person, who take a
participation in the described project. Author analyses the adult education
foundations described by M. Knowles trying to place them in educational
practice
Assessment for learning : a model for the development of a child’s self competence in the early years of education
No full textIn recent years policy documents, curricula and other educational initiatives have promoted a pedagogy founded on the concept of independent learning. This is broadly defined as ‘having the belief in yourself to think through learning activities, problems or challenges, make decisions about your learning and act upon those decisions (Blandford and Knowles, 2009:336). The central role of Assessment for Learning (AfL) in this process is often overlooked in practice. By considering the findings from a small scale research study this article addresses the central role of the teacher /practitioner in developing effective AfL in the early years classroom (3-5 years)
HERWIG 6: an event generator for Hadron emission reactions with interfering gluons (including supersymmetric processes)
No full textHERWIG is a general-purpose Monte Carlo event generator, which includes the simulation of hard lepton-lepton, lepton-hadron and hadron-hadron scattering and soft hadron-hadron collisions in one package. It uses the parton-shower approach for initial- and final-state QCD radiation, including colour coherence effects and azimuthal correlations both within and between jets. This article updates the description of HERWIG published in 1992, emphasising the new features incorporated since then. These include, in particular, the matching of first-order matrix elements with parton showers, a more correct treatment of heavy quark decays, and a wide range of new processes, including many predicted by the Minimal Supersymmetric Standard Model, with the option of R-parity violation. At the same time we offer a brief review of the physics underlying HERWIG, together with details of the input and control parameters and the output data, to provide a self-contained guide for prospective users of the program
Experimental and computational studies of factors affecting impinging jet flowfields
No full textAn experimental and computational study was made of a single circular jet
impinging onto a flat ground board. A 1/2" nozzle running at a fixed nozzle pressure ratio
of 1.05 was used in the experimental phase (giving an nozzle exit Reynolds number of
90xlO'), the nozzle to ground plane separation being varied between 2 and 10 nozzle
diameters. Measurements were performed in the free and wall jets using single and
cross-wire hot-wire anemometry techniques and pitot pressure probes in order to
detemine mean velocity and normal and shear stress distributions. Some analysis is also
presentedo f earlier measurementso n high pressurer atio impinging jets.
Nozzle height was found to effect the initial thickness of the wall jet leaving the
impingement region, increasing nozzle to ground plane separation increasing the wall jet
thickness, although this separation distance did not seem to affect the rate at which the
wall jet grew. Nozzle height was also found to have a large effect on the peak level of
turbulence found in the wall jet up to a radial distan ce from the jet axial centre line of
4.5 nozzle diameters, after which the profiles become self-similar. Lowering the nozzle
tended to increase the peak level measured in all the turbulent stresses within this
development region. The production of turbulent kinetic energy in the wall jet, which is
an indication of the amount of work done against the mean flow by the turbulent flow
was found to increase dramatically with decreasing nozzle height. This was attributed to
greater shearing of the flow at lower nozzle heights due to a thinner wall jet leaving the
impingement region. A moving impingement surface was found to cause separation of
the wall jet inner boundary layer on the 'approach' side leading to very rapid decay of
peak velocity. The point of separation was found to occur at radial positions in the
region of 7.0 to 8.0 nozzle diameters, this reducing slightly for lower nozzle heights.
A parametric investigation was performed using the k-e turbulence model and the
PHOENICS CFD code. It was found that due to inadequacies in the model, it failed to
predict accurately the growth of the wall jet, both in terms of its initial thickness and the
rate of growth. It did, however, predict an increase in wall jet thickness with both increasing nozzle height and exit turbulence intensity and decreasing nozzle pressure
ratio. Modifications were made to the constants in the model to try and improve the
predictions,w ith a limited degreeo f successT. he low Reynoldsn umber k-F-t urbulence
model was shown to give a slightly improved non-dimensional wall jet profile, although
this did not improve the predicted rate of growth of the wall jet
Supp_material_Coding_Template_Rise_Diversity_Review – Supplemental material for A 16-Year Review of Participant Diversity in Intervention Research Across a Selection of 12 Special Education Journals
No full textSupplemental material, Supp_material_Coding_Template_Rise_Diversity_Review for A 16-Year Review of Participant Diversity in Intervention Research Across a Selection of 12 Special Education Journals by James Sinclair, Sarah G. Hansen, Wendy Machalicek, Christen Knowles, Kara A. Hirano, Jill K. Dolata, Allison W. Blakely, John Seeley, and Christopher Murray in Exceptional Children</p
Alternative Exon 9-Encoded Relay Domains Affect More than One Communication Pathway in the Drosophila Myosin Head
No full textWe investigated the biochemical and biophysical properties of one of the four alternative regions within the Drosophila myosin catalytic domain: the relay domain encoded by exon 9. This domain of the myosin head transmits conformational changes in the nucleotide-binding pocket to the converter domain, which is crucial to coupling catalytic activity with mechanical movement of the lever arm. To study the function of this region, we used chimeric myosins (IFI-9b and EMB-9a), which were generated by exchange of the exon 9-encoded domains between the native embryonic body wall (EMB) and indirect flight muscle isoforms (IFI). Kinetic measurements show that exchange of the exon 9-encoded region alters the kinetic properties of the myosin S1 head. This is reflected in reduced values for ATP-induced actomyosin dissociation rate constant (K(1)k(+2)) and ADP affinity (K(AD)), measured for the chimeric constructs IFI-9b and EMB-9a, compared to wild-type IFI and EMB values. Homology models indicate that, in addition to affecting the communication pathway between the nucleotide-binding pocket and the converter domain, exchange of the relay domains between IFI and EMB affects the communication pathway between the nucleotide-binding pocket and the actin-binding site in the lower 50-kDa domain (loop 2). These results suggest an important role of the relay domain in the regulation of actomyosin cross-bridge kinetics
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.
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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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Introduction to Aerial Vehicle Flight Mechanics, Stability and Control
No full textThis article provides an introduction to Section 5.1 on flight mechanics and
dynamics, stability and control, and navigation. It introduces some basic
concepts of flight control, and static and dynamic stability. Some particular
features of vertical or short take-off and landing (V/STOL) aircraft flight
control, not covered elsewhere in this Section, are discussed briefly. The other
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- …
