Relevant bibliographies by topics / Adult education Christian education of adults

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adult education Christian education of adults'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Adult education Christian education of adults"

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Labai, Paulus. "STRATEGI PEMBELAJARAN PENDIDIKAN KRISTEN BAGI JEMAAT DEWASA DI GEREJA BEM TAMAN TUNKU MIRI, MALAYSIA." Excelsis Deo: Jurnal Teologi, Misiologi, dan Pendidikan 2, no. 2 (November 23, 2020): 1–12. http://dx.doi.org/10.51730/ed.v2i2.45.

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Abstract: Christian education learning serves as a guide to help Christian educators in training adults in the church so that the congregation will understand more about the image or concept of identity, role and responsibility as adults more clearly and steadily in everyday life and in their relationship with society. around. The problems that arise are: What is the definition of adult andragogy? What is the significance of Christian education for adults? What is the Christian education learning strategy for adult congregations in the BEM Taman Tunku Miri church, Malaysia? The answers to the problems are: (1) Christian education for adult congregations is an effort to educate or educate church members in all existing age groups, including the adult age group. (2) significant Christian education for adults is one form of the church's efforts in educating or educating its citizens by planning a learning program designed in such a way as to achieve the goals of Christian education for adults. (3) The Christian education learning strategy for adult congregations at the BEM Taman Tunku Miri church, Malaysia is to develop Christian education learning for adults who should understand and have skills with regard to design procedures so that Christian education programs for adults become more accommodating and effective.Abstrak: Pembelajaran pendidikan Kristen berfungsi sebagai pedoman untuk menolong pendidik Kristen dalam melatih orang-orang dewasa dalam gereja sehingga jemaat semakin memahami gambar atau konsep jati diri, peran dan tanggung jawabnya sebagai orang dewasa secara lebih jelas dan mantap dalam kehidupan sehari-hari serta dalam relasinya dengan masyarakat sekitar. Persoalan yang timbul adalah: Apakah pengertian andragogi orang dewasa? Apakah signifikan pendidikan Kristen bagi orang dewasa? Bagaimanakah strategi pembelajaran pendidikan Kristen bagi Jemaat dewasa di gereja BEM Taman Tunku Miri, Malaysia? Jawaban dari persoalan-persoalan adalah: (1) pendidikan Kristen kepada jemaat dewasa merupakan usaha mendidik atau membelajarkan warga gereja dalam segala kelompok usia yang ada, tidak terkecuali kelompok usia dewasa. (2) signifikan pendidikan Kristen bagi orang dewasa merupakan salah satu bentuk upaya gereja dalam mendidik atau membelajarkan warganya adalah dengan adanya perencanaan program pembelajaran yang didesain sedemikian rupa untuk mencapai tujuan pendidikan Kristen bagi orang dewasa. (3) Strategi pembelajaran pendidikan Kristen bagi Jemaat dewasa di gereja BEM Taman Tunku Miri, Malaysia adalah mengembangkan pembelajaran pendidikan Kristen bagi orang dewasa hendaknya memahami dan memiliki keterampilan berkenaan dengan prosedur desain sehingga demikian program pendidikan Kristen bagi orang dewasa menjadi lebih akomodatif dan efektif.
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Mambo, Alice W. "The Rationale Motive of Adult Christians’ Participation in Education Programs among Episcopal Churches in Southern California." Christian Education Journal: Research on Educational Ministry 16, no. 1 (December 19, 2018): 7–25. http://dx.doi.org/10.1177/0739891318816105.

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The understanding of the motivational orientations of adults with complex reasons participating in learning activities is a base for church leaders and directors of Christian education to plan educational programs that meet their needs as adult learners. Knowing their motivation helps determine the curriculum, methods of teaching, and the available resources, leading to success in reaching the desired goals for the members and the church. This paper investigates adults’ voluntary participation in congregationally sponsored Christian education programs among Episcopal churches in Southern California. Adaptation of the education participation scale (EPS) (Boshier, 1991) was used to measure the adult’s motivation to participate.
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Olusola Fasipe (Ph.D), Emmanuel. "ADULT CHRISTIAN EDUCATION: A TRAINING OF KINGDOM WORKERS." International Journal of Advanced Research 9, no. 04 (April 30, 2021): 246–54. http://dx.doi.org/10.21474/ijar01/12680.

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Christian adult learners are to be trained to demonstrate Christlikenessand become agents of change in the society where there is the decadence of morality and godliness. Sadly, many Christian institutions that engage in adult education are not preparing their students to function as agents of change in a corrupt society. Instead, most Christian institutions have concentrated on the development of adult learners both intellectually and theologically. The purpose of adult Christian education is to train workers for the kingdom of Christ. Upon completing their training, adult Christians are to be sent to the world as transformation and development agents. They are to engage in good moral conduct as the redeeming salt and light of the world and respond to violence and injustice in society. Therefore, adult learners teachers should be aware that adult Christians teaching and training should not focus mainly on training intellectuals but must also include moral education and spirituality.
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Jaedeog Yu. "Wisdom and Christian Adult Education." Journal of Christian Education in Korea ll, no. 29 (January 2012): 237–64. http://dx.doi.org/10.17968/jcek.2012..29.009.

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Joung, Eun Sim. "Religious representations for Christian adult education." Journal of Beliefs & Values 32, no. 1 (April 2011): 47–56. http://dx.doi.org/10.1080/13617672.2011.549309.

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Baumohl, Anton. "Current Issues in Christian Adult Education." British Journal of Theological Education 2, no. 1 (June 1988): 19–26. http://dx.doi.org/10.1080/1352741x.1988.11673941.

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Colbu, Ştefan. "Christian Education – Between Schooling, Adult Education and Lifelong Learning." Procedia - Social and Behavioral Sciences 142 (August 2014): 279–84. http://dx.doi.org/10.1016/j.sbspro.2014.07.630.

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Thieke, James. "The importance of participation for Christian children’s spiritual education." Theology in Scotland 26, no. 1 (July 30, 2019): 42–55. http://dx.doi.org/10.15664/tis.v26i1.1844.

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This essay addresses the negative influence that consumerism can have on children’s development and looks in particular at how it impacts their spiritual growth. Using evidence from psychology and educational studies, it makes the case that a ‘learning-by-doing’ approach is more effective than employing a system of exchange in spiritual education (whereby the adult is cast as producer and the child as consumer). This participative approach will not only establish the children in their faith, but also strengthen the faith of the adults and the whole church community in turn. (This paper was selected as the winning entry in the 2018 Fraser Essay Prize competition.)
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Pope, Elizabeth M. "“This Is a Head, Hearts, and Hands Enterprise”: Adult Learning in Interfaith Dialogue." Adult Education Quarterly 70, no. 3 (November 12, 2019): 205–22. http://dx.doi.org/10.1177/0741713619888632.

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The purpose of this study was to examine an interfaith dialogue group to understand how adults learn through such an environment. In this qualitative case study, I worked with a group of Jewish, Christian, and Muslim adults located in the southeastern United States. In investigating adult learning through interfaith dialogue, I found that members experience communicative, instrumental, relational, personal, and transformative learning. The findings from this study may help practitioners in both participating in and facilitating interfaith dialogue groups with the intent of learning about other religious traditions. It may also benefit scholars in providing an understanding of how these groups can be intentional learning environments.
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Kybird, Paul. "Using the Bible in Adult Christian Education." Journal of Adult Theological Education 3, no. 1 (March 17, 2006): 49–59. http://dx.doi.org/10.1558/jate.2006.3.1.49.

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Dissertations / Theses on the topic "Adult education Christian education of adults"

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Keuch, James F. "An examination of educational principles as applied to an on-going congregational program of childhood and adult education." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Keikung, Anjo L. "Theological education by extension in India /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Schwarz, John Edward. "Adult Bible studies a look at 20 popular programs /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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DeBock, Gerhard T. "Andragogical principles applied to training adults at Trinity Fellowship seeking more effective ways to fulfill 2 Timothy 2:2 /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Pike, Freddie Raymond. "Designing a Bible teaching skills course for adult teachers." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Fieleke, Curtis. "The implementation of an adult teacher training manual for South Haven Baptist Church." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Donahue, William P. (William Paul). "Adult Christian Education for Baby Boomers: a Descriptive Case Study of Three American Churches." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277779/.

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American churches seeking to assimilate baby boomers are struggling to meet the adult educational needs of this group. To determine what models of church-based adult education are used to meet the educational needs of this group, three large, growing American churches known for attracting boomers were identified as sites for research. A qualitative case study research design was used and results were compared using cross-case analysis. Initial data collection included a three-day visit at each church. Data were collected in three phases: Phase One consisted of personal interviews with staff and lay leaders; Phase Two focused on observation of adult education events which took place during the visitation period; Phase Three involved gathering materials that described adult education programs. To optimize the reliability and accuracy of the findings data were subjected to examination by peers, collection methods were applied consistently in each research phase, follow-up contacts were made with each church to verify observations and findings, and case records were created for each site. Eleven categories were selected and the data were presented by category. Within each category, data were delineated and organized into three areas: trends among the churches, noteworthy comments about individual programs, and comparison to the literature in the adult education field.
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McGee, A. Randy. "A training and development program for prospective adult leaders in the Sunday school ministry at Brookwood Baptist Church, Shreveport, Louisiana." Online full text .pdf document, available to Fuller patrons only, 1995. http://www.tren.com.

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Hassel, William C. "Teach it again Using multiple intelligences in adult christian education /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Gaulke, Stephen. "The educational needs of the adult layperson concerning the mission of God research towards writing an introductory adult mission education course /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Books on the topic "Adult education Christian education of adults"

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Empowering disciples: Adult education in the church. Ottawa: Novalis, 1990.

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Bates, Frank. Adult education idea book: Ideas, perspectives, and strategies for planning effective adult education in the church. Pittsburgh, PA: Kerygma Program, 2000.

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Withnall, Alexandra. The Christian churches and adult education. Leicester [England]: National Institute of Adult Continuing Education, 1986.

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Christian Association for Adult Continuing Education. and National Institute of Adult Continuing Education (England and Wales), eds. The Christian churches and adult education. Leicester: NIACE [for] CAACE, 1986.

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Ostrander, Richard. Reconsidering college: Christian higher education for working adults. Abilene, Tex: Abilene Christian University Press, 2014.

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Paschal, R. Wade. Vital adult learning. Nashville: Abingdon Press, 1994.

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A, Parent Neil, ed. Adult learning and the parish. Dubuque, Iowa: Religious Education Division, W.C. Brown Co., 1985.

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Hoekstra, Donald. Adult education in the church: "a how to primer". Grand Rapids, MI: CRC Publications, 1985.

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Craig, Yvonne Joan. Learning for life: A handbook of adult religious education. London: Mowbray, 1994.

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1946-, Harton R. Michael, ed. The religious education of adults. Macon, Ga: Smyth & Helwys Pub., 2002.

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Book chapters on the topic "Adult education Christian education of adults"

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Selzer, Lou. "A Christian Mentoring Program for Character Education of African American Teens and Young Adults from Detroit." In The Wiley Handbook of Christianity and Education, 165–200. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119098416.ch7.

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English, Leona M., and Peter Mayo. "Environmental Adult Education." In Learning with Adults, 189–96. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_17.

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English, Leona M., and Peter Mayo. "Adult Health Education." In Learning with Adults, 197–206. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_18.

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English, Leona M., and Peter Mayo. "Women And Adult Education." In Learning with Adults, 159–67. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_14.

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English, Leona M., and Peter Mayo. "Racism And Adult Education." In Learning with Adults, 169–77. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_15.

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English, Leona M., and Peter Mayo. "Spirituality And Adult Education." In Learning with Adults, 179–87. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_16.

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English, Leona M., and Peter Mayo. "Adult Education And Work." In Learning with Adults, 77–93. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_8.

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English, Leona M., and Peter Mayo. "Post-Structuralism And Adult Education." In Learning with Adults, 57–67. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_6.

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Bhattacharya, Asoke. "Adult Education and Film/Television." In Learning with Adults, 175–83. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-335-5_13.

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Preece, Julia. "Adult Education and Poverty Reduction." In Learning with Adults, 309–16. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-335-5_24.

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Conference papers on the topic "Adult education Christian education of adults"

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Lähdesmäki, Sirkku. ""IF THIS IS SO FUN FOR ADULTS, IT MUST BE A THOUSAND TIMES MORE FUN FOR CHILDREN!" ADULT TEACHER STUDENT EXPERIENCES ON GROUPING THROUGH DRAMA COURSE PRACTICES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1174.

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Mete, Ipek, and Yonca Toker. "Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5568.

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This study aimed to compare the predictive power of grit and two cognitive ability tests of fluid and crystallized intelligence used for university admission on the success of college students in Turkey. Utilizing Cattell’s Investment Theory and Ackerman’s PPIK Theory of Adult Intelligence, we hypothesized that knowledge tests would be a better predictor of academic achievement in college than tests of fluid intelligence. We collected data from 441 students enrolled in engineering, physical sciences, social sciences, and administrative sciences majors in a technical university. Our results based on hierarchical regression and dominance analyses provided support for our hypothesis. For science, technology, engineering and math (STEM) students, the test of crystallized intelligence not only was a better predictor of college GPA compared to the test of fluid intelligence but also explained incremental variance over and above the fluid intelligence test. For social-administrative sciences, the predictive powers of tests were equivalent to each other. We also found that the perseverance of effort dimension of grit was the best predictor of GPA. Our findings support the notions of the adult intelligence theories suggesting that domain knowledge is a better predictor of typical performance in adults.
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Pellerone, Monica. "THE RELATIONSHIP BETWEEN ADULT ATTACHMENT STYLE, HOMOPHOBIA AND ATTITUDES TOWARDS SAME-SEX COUPLES AS ADOPTIVE PARENTS: A RESERCH CONDUCTED ON A GROUP OF ITALIAN YOUNG ADULTS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0948.

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Hazzan, Afeez A., Kristin Heffernan, and Jason Dauenhauer. "Promoting Intergenerational Engagement Within the College Classroom: Faculty Training Needs." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12865.

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Institutions of higher education are increasing efforts to focus on ways to meet the growing needs of older adult learners. Many institutions are addressing these needs by joining the Age-Friendly University (AFU) Global Network. Affiliated institutions are required to promote intergenerational learning to facilitate the reciprocal sharing of expertise between learners of all ages. However, these institutions will need to provide instructors with the training to ensure that intergenerational engagement is being actively fostered. In this study, we examine the perspectives of faculty members who have opened their classrooms to older adult auditors. The research question was: What types of training do faculty recommend to promote intergenerational engagement in the classroom? In-depth face to face interviews were conducted with 27 faculty members. Qualitative content analysis of the data yielded the following four themes: 1) Provide accessible training to teach faculty their role 2) Educate faculty about the importance of becoming aware of generational time periods/context 3) Learn to approach auditors with a mindset that they are adults and have had careers/experiences, and 4) Train faculty on how to foster discussion. Overall, these findings point to a need for training that focus on intergenerational curricular design and multigenerational classroom management
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B. Kretchmer, Susan, Rod Carveth, and Karen Riggs. "Panel on: Global Perspectives and Partnership on the Information and Communication Technology Divide." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2517.

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This paper explores the contours of old age as it meets up with new technologies in contexts of work. Old age is a problematic field, always subject to renegotiation of meaning due to changes in life expectancy and never more so than in the critical first three decades of the 21st century, when the proportion of older people is dramatically increasing, with the West in the lead. I attempt to provide a context in which scholars, activists, and others might begin talking about the changing role of work for older adults in a hightech economy. Instead of offering a statistical breakdown that can be generalized to our entire older adult population, it tells the stories of real people associated with this complex set of concerns, demonstrating how difficult it is to paint any definitive sort of portrait of aging in American culture. Its primary usefulness might be in the recognition it offers for us that, like the rest of us who are reeling from the velocity at which change is arriving in contemporary life, elders are facing myriad tensions, consequences, and challenges and are meeting these with varying outcomes.
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Wright, Angela Siobhan. "Enquiry Based Learning: A Valuable Mechanism at Level 9?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5066.

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This paper examines ‘Enquiry Based Learning’ (EBL) as an engagement strategy for assessment at ‘taught masters’ level 9. The master students in question are adult learners in full time employment and the empirical data was gathered from these students. First, an outline of the key features of EBL is presented and, from there, an investigation of how it is viewed when applied to a specific problem statement by the masters students. EBL creates a memorable atmosphere in the classroom and encourages deep learning (Ramsden, 1992). EBL also encourages active learning, which is more enjoyable for the students (Eison, 2010), especially adults – offering more control (Whowell, 2006). Learning should not be passive or a spectator sport; students learn most effectively by active engagement (Karmas, 2006), with an interesting project, hence, the use of EBL. It is vital that we move beyond a conceptualisation of education as the simple acquisition of knowledge to one which equally emphasises, nurtures and assesses innovation and expertise in the utilisation and application of knowledge, (Boland, 2010). The findings of this research are relevant and important as they inform practice and feed into future programme reviews when considering the inclusion of EBL for assessment.
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Tūbele, Sarmīte. "Mobile Learning Games for Dyslexic Young Adults." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.13.

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This article is devoted to revealing the theoretical background of dyslexia in young adults to substantiate the chosen approach for mobile learning games. Education in the 21st century has changed just the same as young adult learners; especially those who have some developmental problems, such as developmental dyslexia. If they are lucky to encounter smart teachers, understanding parents, siblings and peers, they succeed in the education system, they reach learning goals and are satisfied with their life quality. If there are gaps between regulations, rules and the real situation, learners lose interest in learning and especially in reading, they do not achieve their learning goals and sometimes they even experience school failure. Educators have to think about new methods, new approaches to diminish the possibilities of failure, to renew interest in learning (and especially in reading) to achieve education goals and to ensure the possibility for better life quality. The article deals with theoretical findings in differences of dyslexia in young adults and the role of technologies and educational mobile games in the learning process.
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Zurin, Eduard, Elena Petruk, and Elena Bobkova. "Identification of the Indicators Set for Characterizing Adults’ Motor Activity." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-65.

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The article considers a set of indicators characterising motor activity in the adult population, as the definition of motor activity indicators of physical fitness and sport (MA) is considered in regulatory documents with different values. The present study examined the population distribution of average daily physical activity during the year, the limits of variability in quantitative measures of weekly physical activity, and preferred forms of exercise among the 1855 year old population of the Russian Federation (40,145 persons, including 14,677 men and 25,468 women) using the ONETRAK ecosystem and timekeeping of the week’s motor activity in adults (302 persons, 102 of them are males, and 200 are females). The population distribution of average daily physical activity during the year was found to be less than 4,000 steps per day for 18-27 year olds, and up to 4,475 steps per day for 28-55 year olds, an indication of low mobility. The amount of time spent on physical activity for the observation during the observed period characterises the physical activity boundaries of the economically active population within 30 min ± 10.5. The distribution of the volume of YES responses, expressed by the number of sessions during the week, shows a frequency of sessions in the range of 1-2 sessions (65.7%), 3 or more sessions are practiced by 26.3% of the respondents. Workout sessions take place in a freestyle format. Thus, our data confirms a low level of physical activity in the population aged 18 to 55. The identified physical activity indicators do not contribute to the cumulative effect of physical activity and the manifestation of the health-improving effect of physical education and sport activities.
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BALODE, Ilze, Anna VINTERE, Daiva RIMKUVIENĖ, and Eve ARUVEE. "ADULT MATHEMATICAL COMPETENCE IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: CASE OF BALTIC STATES." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.220.

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Mathematical competence is one of the eight basic key competencies which are defined by EU Directives. Mathematical competence includes the skills of applying basic processes and principles of mathematics in everyday contexts. The aim of current research is to identify the role of adult mathematics education and mathematical competence in sustainable development in case of Baltic States. We are continuing the investigations that began in the Nordplus research project “Cooperation to strengthen the citizens' math skills in the context of sustainable development and welfare”. The main objective of the research is to highlight the role of mathematics in a lifelong context. We separate two aspects of mathematics role in sustainable development. The first considers mathematics as a tool in processional work, the second considers the role of mathematical competence in the development of person's intelligence and personality. Both aspects are widely discussed in the scientific literature and in the programmatic documents of United Nations, United Nations Educational Scientific and Cultural Organizationn, Organisation for Economic Cooperation and Development. Through combining insights of theoretical goals of leading international institutions and actual survey data we can show the value of mathematical competence in adults in the Baltic states.
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Shorey-Fennell, Bethany, Renee Magnan, Benjamin Ladd, and Jessica Fales. "What’s Pain Got To Do With It?: Young Adults With and Without Chronic Pain Perceive Minimal Risks and Moderate Benefits from Cannabis Use." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.9.

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Many young adults experience chronic pain and given its wide availability and potential pain reducing properties, young adults may use cannabis to self-medicate for pain. However, little is known about young adult users’ perceptions of potential health risks and benefits of cannabis, and whether these perceptions differ by chronic pain status. As a part of a larger study, young adult recreational cannabis users (N=176, ages 18-29) who reported using at least once a week completed assessments of use frequency and perceived cannabis-related risks and benefits. The sample had a high proportion of participants who met criteria for chronic pain (51.1%). The majority of the sample reported using daily or multiple times daily (80.7%) with an average of 2.68 (SD=1.42) sessions per day across administration modes (e.g. smoking, edibles, tinctures). Participants answered questions about their lifetime chances of experiencing five cannabis-related risks (personal harm, negative health outcome, negative mental health outcome, harming someone else, increased pain) and benefits (personal benefit, positive health outcome, positive mental health outcome, benefitting someone else, decreased pain; 1=Very low to 7=Very high). Overall, young adult users perceived their risk to be very low (M=1.62, SD=.73) and 40.3% of the sample had an average risk score (combined across the five risk items) of 1.00, while only one participant reported an average risk above 4.00. In particular, participants reported a low lifetime chance of experiencing personal harm (M=1.51, SD=.90), harming someone else (M=1.20, SD=.58), or experiencing increased pain (M=1.24, SD=.74) due to their cannabis use. In contrast, young adult users perceived somewhat high chances of experiencing benefits related to their cannabis use (M=4.78, SD=1.46). In particular, participants perceived a high chance of experiencing reduced pain (M=5.88, SD=1.55), personal benefit (M=4.84, SD=1.86), and positive mental health outcomes (M=4.82, SD=1.77). There was no difference based on pain status on frequency of use, average daily sessions, or perceived risks, and only one difference in perceived benefits. Participants without chronic pain anticipated more personal benefit from cannabis use (M=5.15, SD=1.74) than those with chronic pain (M=4.53, SD=1.94, t(171)=2.21, p=.03). Overall, results suggest young adult recreational users perceive very low risks of their cannabis consumption and moderately high benefits, regardless of pain status. Looking at individual areas of potential risk and benefits may yield targets for future health education campaigns. For example, perceptions of low risk/high benefits regarding mental health outcomes may not be accurate for this heavy using sample.
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Reports on the topic "Adult education Christian education of adults"

1

Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1349.

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2

Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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3

Carney, Nancy, Tamara Cheney, Annette M. Totten, Rebecca Jungbauer, Matthew R. Neth, Chandler Weeks, Cynthia Davis-O'Reilly, et al. Prehospital Airway Management: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), June 2021. http://dx.doi.org/10.23970/ahrqepccer243.

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Objective. To assess the comparative benefits and harms across three airway management approaches (bag valve mask [BVM], supraglottic airway [SGA], and endotracheal intubation [ETI]) by emergency medical services in the prehospital setting, and how the benefits and harms differ based on patient characteristics, techniques, and devices. Data sources. We searched electronic citation databases (Ovid® MEDLINE®, CINAHL®, the Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, and Scopus®) from 1990 to September 2020 and reference lists, and posted a Federal Register notice request for data. Review methods. Review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center Program methods guidance. Using pre-established criteria, studies were selected and dual reviewed, data were abstracted, and studies were evaluated for risk of bias. Meta-analyses using profile-likelihood random effects models were conducted when data were available from studies reporting on similar outcomes, with analyses stratified by study design, emergency type, and age. We qualitatively synthesized results when meta-analysis was not indicated. Strength of evidence (SOE) was assessed for primary outcomes (survival, neurological function, return of spontaneous circulation [ROSC], and successful advanced airway insertion [for SGA and ETI only]). Results. We included 99 studies (22 randomized controlled trials and 77 observational studies) involving 630,397 patients. Overall, we found few differences in primary outcomes when airway management approaches were compared. • For survival, there was moderate SOE for findings of no difference for BVM versus ETI in adult and mixed-age cardiac arrest patients. There was low SOE for no difference in these patients for BVM versus SGA and SGA versus ETI. There was low SOE for all three comparisons in pediatric cardiac arrest patients, and low SOE in adult trauma patients when BVM was compared with ETI. • For neurological function, there was moderate SOE for no difference for BVM compared with ETI in adults with cardiac arrest. There was low SOE for no difference in pediatric cardiac arrest for BVM versus ETI and SGA versus ETI. In adults with cardiac arrest, neurological function was better for BVM and ETI compared with SGA (both low SOE). • ROSC was applicable only in cardiac arrest. For adults, there was low SOE that ROSC was more frequent with SGA compared with ETI, and no difference for BVM versus SGA or BVM versus ETI. In pediatric patients there was low SOE of no difference for BVM versus ETI and SGA versus ETI. • For successful advanced airway insertion, low SOE supported better first-pass success with SGA in adult and pediatric cardiac arrest patients and adult patients in studies that mixed emergency types. Low SOE also supported no difference for first-pass success in adult medical patients. For overall success, there was moderate SOE of no difference for adults with cardiac arrest, medical, and mixed emergency types. • While harms were not always measured or reported, moderate SOE supported all available findings. There were no differences in harms for BVM versus SGA or ETI. When SGA was compared with ETI, there were no differences for aspiration, oral/airway trauma, and regurgitation; SGA was better for multiple insertion attempts; and ETI was better for inadequate ventilation. Conclusions. The most common findings, across emergency types and age groups, were of no differences in primary outcomes when prehospital airway management approaches were compared. As most of the included studies were observational, these findings may reflect study design and methodological limitations. Due to the dynamic nature of the prehospital environment, the results are susceptible to indication and survival biases as well as confounding; however, the current evidence does not favor more invasive airway approaches. No conclusion was supported by high SOE for any comparison and patient group. This supports the need for high-quality randomized controlled trials designed to account for the variability and dynamic nature of prehospital airway management to advance and inform clinical practice as well as emergency medical services education and policy, and to improve patient-centered outcomes.
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