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This book explores examples of this process of invention and addresses the complex interaction of past and present in a fascinating study of ritual and symbolism.

How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.

This book presents a collection of essays in seven academic disciplines on the topic of international perspectives in those academic fields. The disciplines represented are geography, history, political science, sociology, psychology, journalism and mass communication, and philosophy. The book includes the following essays: "Higher Education, International Education, and the Academic Disciplines" (Sven Groennings); "Geography and International Knowledge" (Association of American Geographers); "Culture and Nationality" (Marvin W. Mikesell); "Technology as a Central Theme for World History" (L. S. Stavrianos); "Commonly Articulated Goals for World History Courses" (Kevin Reilly); "Politics: American and Non-American" (Suzanne Berger); "Cutting Across the Institutional Grain: the Study of Political Parties" (Leon D. Epstein); "How Can We Get There from Here? Thoughts on the Integration of American and Comparative Politics" (Susanne Hoeber Rudolph; Lloyd I. Rudolph); "The Bifurcation of American and Non-American Perspectives in Foreign Policy" (Ole R. Holsti); "Teaching International Relations to American Students" (George H. Quester); "Teaching How to Ask Questions about International Relations" (Robert O. Keohane); "Sociology's Great Leap Forward: The Challenge of Internationalization" (Edward A. Tiryakian); "Sociology for Undergraduates: Social Systems as World Systems, World Systems as Historical Systems" (Immanuel Wallerstein); "The Deparochialization of American Sociology" (J. Michael Armer); "Cross-Cultural Psychology" (Harry C. Triandis; Richard W. Brislin); "Psychology in Its World Context" (Roger W. Russell); "American Psychologists and Psychology Abroad" (Virginia Staudt Sexton; Henryk Misiak); "Annotated Bibliography of Materials to Add an International Dimension to Undergraduate Courses in Developmental and Social Psychology" (Judith Torney-Purta); "Integrating International Perspectives into the Research Methods Course" (L. John Martin); "Covering the World from Villages" (Richard Critchfield); "Learning from African Models" (Sharon M. Murphy; James F. Scotton); "The Case of the Athenian Stranger: Philosophy and World Citizenship" (Peter Caws); "Reflections on the Mutual Benefits of Philosophical and Global Education" (Anita Silvers); "Overcoming Ethnocentrism in the Philosophy Classroom" (Ofelia Schutte); "Socrates, Meet the Buddha" (David A. Hoekema); and "A Bibliography: International Perspectives in the Undergraduate Curriculum." (DB)

Includes a foreword by Major General David A. Rubenstein. From the editor: "71F, or "71 Foxtrot," is the AOC (area of concentration) code assigned by the U.S. Army to the specialty of Research Psychology. Qualifying as an Army research psychologist requires, first of all, a Ph.D. from a research (not clinical) intensive graduate psychology program. Due to their advanced education, research psychologists receive a direct commission as Army officers in the Medical Service Corps at the rank of captain. In terms of numbers, the 71F AOC is a small one, with only 25 to 30 officers serving in any given year. However, the 71F impact is much bigger than this small cadre suggests. Army research psychologists apply their extensive training and expertise in the science of psychology and social behavior toward understanding, preserving, and enhancing the health, well being, morale, and performance of Soldiers and military families. As is clear throughout the pages of this book, they do this in many ways and in many areas, but always with a scientific approach. This is the 71F advantage: applying the science of psychology to understand the human dimension, and developing programs, policies, and products to benefit the person in military operations. This book grew out of the April 2008 biennial conference of U.S. Army Research Psychologists, held in Bethesda, Maryland. This meeting was to be my last as Consultant to the Surgeon General for Research Psychology, and I thought it would be a good idea to publish proceedings, which had not been done before. As Consultant, I'd often wished for such a document to help explain to people what it is that Army Research Psychologists "do for a living." In addition to our core group of 71Fs, at the Bethesda 2008 meeting we had several brand-new members, and a number of distinguished retirees, the "grey-beards" of the 71F clan. Together with longtime 71F colleagues Ross Pastel and Mark Vaitkus, I also saw an unusual opportunity to capture some of the history of the Army Research Psychology specialty while providing a representative sample of current 71F research and activities. It seemed to us especially important to do this at a time when the operational demands on the Army and the total force were reaching unprecedented levels, with no sign of easing, and with the Army in turn relying more heavily on research psychology to inform its programs for protecting the health, well being, and performance of Soldiers and their families."

German original not published. Spanish translation (1944) has title: Las corrientes liberales en los Estados Unidos. Includes index. Bibliography: p. 183-205.