Compliance gaining strategies & reconciliation in romantic Research Paper

Compliance gaining strategies & reconciliation in romantic relationships - Research Paper Example Any person physically assaulted by the partner in the relationship should report it and proper actions should be taken against the perpetrators. The situation at hand is that of a particular couple with constant problems; the male partner results in physically assaulting his girlfriend claiming that she is disrespectful. The man has a very low opinion of the girlfriend; he even cannot consider dialogue as a means of solving their problems. He considers her to be subordinate and, thus, she should comply with whatever he says. On the other hand, the lady feels humiliated, worthless, disrespected and despised (Rill, et al, 2009). So the woman succumbs to this and decides to do all the man desires in order to avoid conflict and future assaults. In this case the woman has resigned and her self-esteem has been drawn from her. This condition is called a double-bind where one is bound to do all that the other person desires. Given the scenario above, the man wants to be seen as the total source of authority, he wants to feel respected and powerful. This might have emulated from the society’s view of both genders; for instance, in many societies men are viewed to be the decision makers while women are expected to be listeners (Knee, Patrick & Lonsbary, 2003). The girlfriend, on the other hand, does not want the relationship to end and can do anything in order to ensure it works out. Because she loves the man so much, they have been through a lot together and above all they have a child together, hence, she cannot imagine getting separated with him. To Rill et al (2009), cooperation is a strategy that is employed by the girlfriend in order to gain the confidence of her partner. In this case, the girl will try as much as she can to cooperate with her boyfriend and carry out his demands as he expects. This is because she thinks everything is going to run smoothly due to the cooperation with her boyfriend, and all causes of conflict will be

Terrorism and Human Rights in Kenya Dissertation

Terrorism and Human Rights in Kenya - Dissertation Example This not withstanding, terrorism is gradually emerging to be one major setback to the protection of human rights in Kenya. This situation has created a situation that is best described by Karanja (2003) who states that â€Å"The word terrorism sends a cold chill down the spine of every Kenyan.† Indeed as far as terrorism is concerned, one attack is not small enough to be neglected. This is because acts of terrorism come with so much emotional and psychological traumas; not to talk of physical pain and agony, loss of property and most unfortunately death of human beings. Even as these negative effects of terrorism affect humanity and more specifically residents of Kenya, one other area of concern that has gained so much prominence and come to the table of discussion is the issue of human rights of people in Kenya who suffer in the various events of terrorists attacks. In 1956, 1998 and 2002, Kenya suffered various degrees of terrorist bombings of which Kenya suffered catastroph ic effects. Not quite unusual, Kenya responded to these bombings with counter-terrorism. These counter terrorisms however worsened Kenya’s plight: especially that of ordinary citizens as their human right protection and general security came under threat. It is against this background that this research has been set off to investigate the relationship between terrorism and human rights issues in Kenya. It is against this background that this research has been set off to investigate the relationship between terrorism and human rights issues in Kenya. The research proposal shall critically analyze the evolution of human rights in Kenya, history of terrorism in Kenya,

Leons Theory of Language Development

Leons Theory of Language Development The learning process of language in children is shaped by the social phenomena that the child is immersed in, where these social phenomena be non-verbal or verbal dyadic or polyadic interactions between the child and others. Lourdes De Leons (1998) paper The Emergent Participant: Interactive Patterns in the Socialization of Tzotzil (Mayan) Infants demonstrates how different social activities that a child is immersed in reflect their development of language through the Tzotzil (Mayan) infant community, located in the highlands of Chiapas, Mexico. Leon successfully evidently shows that children are immersed into different social polyadic interactions even before they have learned the language allowing them to develop their own roles that reflect their language skills. The Tzotzil (Mayan) infant communities demonstrate how the children gain knowledge of their language by participating in multiparty interactions (Leà ³n 1998, p.134) where these interactions are verbal or non-verbal. As the child develop knowledge about social identities of other participants, interactive goals of the activity, and how the structure of verbal and non-verbal communication is performed, the children are able occasionally form and assign their own roles in a social phenomenon called the addressee, embedded speaker, side participant, over hearer, and the eavesdropper. Leon proposes that children emerge as social participants (Leà ³n 1998, p.134) further highlighting that even before learning the Tzotzil language, the Mayan children are immersed in the multiparty interactions demonstrating that the roles assigned to the children in polyadic interactions reflect the childs development of language. A childs development in language does not depend on a minimum number of social phenomena that the child is able to participate in but it depends on the dyadic address between the child and the mother.   Dyadic interactions are the childs main source of learning experience for language as the child spends the majority of their time with their mothers eaves dropping conversations. Leons studies of two early Tzotzil (Mayan) infants, named Mal and Mersi, were monitored and were observed to be immersed in dyadic, close bodily interaction (Leà ³n 1998, p.151) with their parents from their birth. At a very young age the infants are mainly assigned with the role of the eaves dropper as the parent is the only speaker in the dyadic interaction. Rhetorical questions and eye level communication are observed to be used by the parent towards the child to achieve conjoint attention and compliance (Leà ³n 1998, p.151). The infants are able to participate at the age of four months old and are assigned to the role of an over hearer or an implied participant in a dyadic interaction where words are put into their mouths by the parent. Similarly, these rhetorical questions are used by the parent to allow the child to participate in a conversation as an embedded speaker (Leon 1998, p.146). In Leons findings, the Mayan families routinely immerse the infants in social activities where the parent tells the infant to address other family members which in turn allows the child to develop an understanding of how communication is performed. By the age of eight months, the infants are able to communicate verbally and non-verbally with the parent and the dyadic interaction of close bodily interaction is transformed into long distance verbal monitoring. The long distance verbal monitoring is evident when Mersi makes a guttural sound towards the caregiver to indicate that she needed to urinate demonstrating a trans formation from an eaves dropper to a virtual speaker (Leon 1998, p.139) in a dyadic interaction event. This interactive pattern of dyadic interactions relative to time with the parent and the infant is reflected through the results of the two Tzotzil (Mayan) infants language growth from being unable to speak to being able to communicate verbally and non-verbally with others. Leon demonstrates that infants in society require minimal conversational interaction (Leon 1998, p.143) in the stages before transitioning from a baby to a child and can develop their language skills through non-verbal communication that are dyadic or polyadic during social phenomena such as recognizing faces and following movement. In the daily lives in the Tzotzil community of extended families, there are many routine activities such as greetings which encourage the infants to participate in the greeting as a third party. During the studies of the two Tzotzil (Mayan) infants, the four month old Mersi was able to participate in a short greeting event between her parent and a passerby where she was sharing the parents viewpoint by rotating her head as she stared at the passing greeter thus participating in the routine activities which demonstrates how the infant is identified as a side participant in the event. Rhetorical questions and motherese (Leon 1998, p.144) is used towards the infant by the parent to achieve joint attention (Leon 1998, p.144). From Leons studies, the reply that the Mayan infants give back towards the parent is a childs babbling indicating that the infant has the role of an addressee in a conversation and has gained the slightest knowledge of how to communicate. This successfully demonstrates that children require minimal conversational interaction to develop language skills by participating in non-verbal interactions that are dyadic or polyadic. The studies of Lourdes De Leons (1998) paper The Emergent Participant: Interactive Patterns in the Socialization of Tzotzil (Mayan) Infants, Leon demonstrated how the learning process of language is reflected due to different social phenomena that infants are immersed in. These different social phenomena can be non-verbal or verbal dyadic or polyadic interactions enabling the child to take on different roles in an event despite having no knowledge of a specific language. However, dyadic interactions between mother and child which do not require speaking are the main sources of how an infant develop language and culture which is evident through the two monitored Mayan infants, Mal and Mersi.

Analyzing Themes in Robert Frosts The Road Not Taken Essay -- Road No

Analyzing Themes in Robert Frost's The Road Not Taken This is a wonderful poem with many different themes and ideas. One of the biggest themes is not being afraid to take a chance. Some of the other themes include, not following the crowd, trying new things, and standing for something. This poem stated that the author "took the one (road) less traveled by, and that has made all the difference" so the author is telling the reader that we too should not be afraid to take another path. The Road Not Taken is a twenty-line poem written in iambic pentameter with the rhyme scheme ABAAB. This poem starts with the author walking through the woods. He comes to a fork in the path and is torn by which path to take...does he take the path that is traveled by everybody, or the one rarely traveled upon? He decides to take the road less traveled by. By taking this path he changes his life in some way unknown to the reader. We get the idea that the poem starts out in the fall, "Two roads diverged in a yellow wood" (5). The season fall represents the year coming to an end, and e...

The Hunters: Phantom Chapter 23

The next morning, Elena felt light and joyful, as if she was hugging an enormous, wonderful secret to herself. Damon was stil alive. He had been in her room last night. Right? She'd been through so much, she could hardly trust it. She climbed out of bed, noting that the clouds outside were stil pink and gold from the sunrise, so it must be very early. She careful y moved toward the window. She wasn't sure what she was looking for, but she went down on her hands and knees and scanned the floor careful y. There. A tiny piece of dirt on the squeaky board, fal en from someone's shoe. And there, on the windowsil , the long scratches of a bird's claws. That was proof enough for Elena. She stood up and gave a funny little hop of joy, clapping her hands together sharply once, an unstoppable grin spreading across her face. Damon was alive! Then she took a deep breath and stood stil , wil ing her face into blankness. If she was real y going to keep this secret – and she supposed she would have to; she'd promised, after al – she was going to have to act like nothing had changed. And real y, things were pretty bad stil , she told herself. If she thought about the facts, she shouldn't be celebrating just yet. Damon's return hadn't altered the fact that something dark was after Elena and her friends, or that Stefan was acting irrational y and violently. Her heart sank a little as she thought of Stefan, but stil a bubble of happiness went through her. Damon was alive! And, what was more, he had an idea of what might be going on. It was exactly like Damon at his most infuriating to play this idea close to his chest and not let her know what he was thinking, but stil , his glimmer was more hope than anyone else had been able to offer yet. Perhaps there was light at the end of the tunnel after al . A pebble pinged against Elena's window. When she looked out, she saw Stefan, shoulders hunched, hands in his pockets, watching her from the lawn. Elena waved to him to stay where he was, threw on jeans, a lacy white tank top, and shoes, and went downstairs to meet him. There was dew on the grass, and Elena's steps left footprints. The cool of dawn was already being replaced by dazzling hot sunshine: It was going to be another sticky Virginia summer day. As she approached Stefan, Elena slowed down. She didn't quite know what to say to him. Since last night, every time she had thought of Stefan, she had involuntarily pictured Caleb's body flying through the air, the sickening crunch as he hit the marble monument. And she couldn't stop seeing Stefan's savage anger as he had attacked him, although Damon had been sure there must have been a reason. Damon. How would she ever keep Stefan from guessing the truth about his brother? From the pained look on Stefan's face, it was clear he sensed her apprehension. He held out his hand. â€Å"I know you don't understand why I did what I did yesterday,† he said, â€Å"but there's something you have to see.† Elena stopped, but she didn't take his outstretched hand. His face fel a little further. â€Å"Tel me where we're going,† she said. â€Å"I need to show you something that I found,† Stefan said patiently. â€Å"You'l understand when we get there. Please, Elena. I would never hurt you.† Elena stared at him. She knew without a doubt that it was true that Stefan would never hurt her. â€Å"Okay,† she said, making up her mind. â€Å"Wait here for a minute. I'l be right back.† She left Stefan on the lawn in the early morning sunshine as she retreated into the quiet dimness of the house. Everyone else was stil asleep: A quick glance at the clock in the kitchen told her it was barely six o'clock. She scribbled a note to Aunt Judith, saying she was going to grab breakfast with Stefan and would be back later. Reaching for her purse, she paused and made sure that a dried sprig of vervain was stil tucked inside it. Not that she thought Stefan would ever do anything to her†¦ but it never hurt to be prepared. When she came out of the house, Stefan ushered her into his car parked at the curb, opening the passenger-side door for her and hovering over her as she fastened her seat belt. â€Å"How far away is it?† Elena asked. â€Å"Not far,† Stefan said simply. Watching him drive, Elena noticed the worry lines at the corners of his eyes, the unhappy droop of his mouth, the tension in his shoulders, and wished she could put her arms around him and comfort him, raise her hand and wipe those lines by his eyes away. But her memories of the rage on his face the day before held her back. She just couldn't make herself reach out to him. They hadn't driven for long when Stefan turned onto a culde-sac of expensive houses. Elena leaned forward. They were pul ing up to a large white house fronted by a spacious pil ared porch. She knew that porch. After junior prom, she and Matt had sat on its steps and watched the sun rise, stil wearing their clothes from the dance. She had kicked off her satin sandals and laid her head against Matt's tuxedoed shoulder, listening dreamily to the music and voices coming from the afterprom party in the house behind them. It had been a good night from a different lifetime. She stared at Stefan accusingly. â€Å"This was Tyler Smal wood's house, Stefan. I don't know what you're planning, but Caleb's not here. He's in the hospital.† Stefan sighed. â€Å"I know he's not here, Elena. His aunt and uncle haven't been here either, not for several days, at least.† â€Å"They're out of town,† Elena said automatical y. â€Å"Aunt Judith talked to them yesterday.† â€Å"That's good,† Stefan said grimly. â€Å"Then they're safe.† He cast a worried glance up and down the street. â€Å"You're sure Caleb won't be out of the hospital today?† â€Å"Yes,† said Elena acidly. â€Å"He was too injured. They're keeping him for observation.† Elena got out of the car, slammed the door, and marched toward the Smal woods' house, not looking back to see whether Stefan was fol owing. He caught up to her instantly. She cursed his vampiric speed in her head and walked faster. â€Å"Elena,† he said, circling in front of her and forcing her to a stop. â€Å"Are you angry that I want to keep you safe?† â€Å"No,† she said scathingly. â€Å"I'm angry that you almost kil ed Caleb Smal wood.† Stefan's face sagged with exhaustion and sorrow, and Elena instantly felt guilty. Whatever was going on with Stefan, he stil needed her. But she didn't know how to deal with his violence. She'd fal en in love with Stefan for his poetic soul, for his gentleness. Damon was the dangerous one. Dangerous looks much better on Damon than it does on Stefan, a dry observing voice at the back of her mind said, and Elena couldn't deny the truth of it. â€Å"Just show me what you wanted me to see,† she final y said. Stefan sighed, then turned and led her up the drive of the Smal woods' house. She had expected him to go to the Smal woods' front door, but he cut around the side of the house and toward a smal shed in the backyard. â€Å"The toolshed?† asked Elena quizzical y. â€Å"Do we have a lawn mowing emergency we need to address before breakfast?† Stefan ignored her joke and went to the shed door. Elena noticed that a padlock that had held the double door shut had been wrenched apart, pul ed to pieces. A half loop of metal hung uselessly from the shackle. Stefan had clearly broken in earlier. Elena fol owed him in. At first, after the dew-bright morning outside, she couldn't see anything in the dimness of the shed. Gradual y, she realized that the wal s of the shed were lined with loose papers. Stefan reached out and shoved the doors wider, letting the sunshine stream into the space. Elena peered at the papers on the wal s and then stepped back with a sharp gasp: The first thing she had been able to make out was a picture of her own face. She yanked the paper off the wal and looked at it more closely. It was a clipping from the local paper, showing her dressed in a silver gown, dancing in Stefan's arms. The caption under the picture read: â€Å"Robert E. Lee High School prom queen Elena Gilbert and prom king Stefan Salvatore.† Prom queen? Despite the seriousness of the situation, her lips curled up in a smile. She real y had finished high school in a blaze of glory, hadn't she? She pul ed another clipping from the wal and her face fel . This one showed a coffin carried through the rain by pal bearers, grim-faced mourners standing by. In the crowd, Elena recognized Aunt Judith, Robert, Margaret, Meredith, and Bonnie, lips set, cheeks streaked with tears. The caption here read: â€Å"Town mourns local high school student Elena Gilbert.† Elena's fingers tightened unconsciously, crumpling the clipping. She turned to look at Stefan. â€Å"This shouldn't be here,† she said, a note of hysteria creeping into her voice. â€Å"The Guardians changed the past. There shouldn't be any newspaper articles or anything left.† Stefan stared back at her. â€Å"I know,† he said. â€Å"I've been thinking, and the best guess I can make is that maybe the Guardians just changed people's minds. They wouldn't see any evidence of what we asked the Guardians to erase. They'd just see what supported their new memories, the memories of a normal smal town and of a bunch of ordinary teenagers. Just another school year.† Elena brandished the paper. â€Å"But then why is this here?† Stefan dropped his voice. â€Å"Maybe it doesn't work on everybody. Caleb's got some notes scribbled in a notebook I found, and it seems from them as though he's remembering two different sets of events. Listen to this.† Stefan scrabbled through the papers littering the floor and pul ed out a notebook. â€Å"He writes: ‘There are girls in town now that I know were dead. There were monsters here. The town was destroyed, and we left before they could get us too. But now I'm back and we never left, even though no one but me remembers. Everything's normal: no monsters, no death.'† â€Å"Hmm.† Elena took the notebook from him and scanned through the pages. Caleb had lists there. Vickie Bennett, Caroline, her. Al of them. Everyone who was different in this world than in the other one. There were notes about how he remembered them – how he thought Elena was dead and what was going on now. She turned a few pages, and her eyes widened. â€Å"Stefan, listen. Tyler told him about us: ‘Tyler was afraid of Stefan Salvatore. He thought he kil ed Mr. Tanner and that there was something else strange about him, something unnatural. And he thought Elena Gilbert and her friends were tangled up in whatever was going on.' And there's an asterisk referring back to Mr. Tanner being dead in one set of memories and alive in the other.† Elena quickly scanned a few pages. â€Å"It looks like he focused in on us as the cause of the changes. He figured out we were at the center of everything. Because we're the people the most changed – other than the vampire and kitsune victims – and because he knew Tyler was suspicious of us, he's blaming us for Tyler's disappearance.† â€Å"Two sets of memories,† Stefan repeated, frowning. â€Å"What if Caleb's not the only one remembering both realities? What if supernatural beings, or people aware of the supernatural, weren't affected by the spel ?† Elena froze. â€Å"Margaret – I wondered if she remembered something. She seemed so upset when she first saw me. Remember how she was afraid I was going to go away again? Do you think she's remembering me dying along with the memories the Guardians gave her?† Stefan shook his head. â€Å"I don't know, Elena. Do you have any reason to think Margaret is anything other than a perfectly normal little girl? Little kids can be very dramatic without needing a reason. Margaret's got a lot of imagination.† â€Å"I don't know,† Elena said in frustration. â€Å"But if the Guardians just covered over the old memories with new ones, that would explain why my old journal was stil hidden in my bedroom just where I left it, and everything that had happened up until I left home written in it. So you think that Caleb suspects something is going on because he is a werewolf after al ?† â€Å"Look,† Stefan said, gesturing around the shed. For the first time, Elena took in the whole scene and its implications. Pictures of her. Pictures of Bonnie and Meredith. Even pictures of poor Caroline, ranging from the haughty green-eyed debutante to a feral half monster, heavily pregnant with Tyler's†¦ baby? Pup? Elena realized with a shock that she hadn't thought of Caroline in days. Was Caroline stil pregnant? Was she stil transforming into a werewolf because she was carrying Tyler's baby? There were, Elena remembered, an awful lot of werewolves in Fel ‘s Church. Powerful, important werewolves, and if that hadn't changed, and if the pack remembered everything, or enough of everything, then they were probably just biding their time. There were not only clippings but original photographs around the room. She saw a picture taken through the boardinghouse window of herself leaning forward excitedly to talk to Meredith, who was caressing her deadly hunting stave. Based on her outfit, it had been taken right after they picked up Alaric and Celia. Caleb had been not only researching the two sets of memories over the last few months but also spying on Elena and her friends. Then she noticed something else. In the far corner on the floor was a huge bunch of roses. â€Å"What†¦ ?† Elena said, reaching for them. And then she saw. A pentagram was drawn around the roses. And encircling the pentagram was a bunch of photographs: herself, Bonnie, Meredith, Matt, Stefan, Damon. â€Å"Those are the same kinds of roses as the one Caleb gave you, aren't they?† Stefan asked softly. Elena nodded. They were perfect, delicate blooms in a dark luscious red that made her want to touch them. â€Å"The rose that started it al ,† she whispered. â€Å"It pricked Bonnie's finger, and her blood spel ed Celia's name. It must have come from here.† â€Å"Caleb isn't just a werewolf,† Stefan said. â€Å"I don't know exactly what he did here, but it looks like pretty dark magic to me.† He looked at her pleadingly. â€Å"I discovered it al yesterday,† he continued. â€Å"I had to fight him, Elena. I know I scared you, but I had to protect you – and everyone else – from him.† Elena nodded, too stunned to speak. Now she understood why Stefan had acted the way he had. He thought she was in danger. But stil†¦ she couldn't help feeling sick when she remembered the arc of Caleb's body as he was thrown. Caleb might have attacked them with dangerous magic, but his notes sounded confused and frightened. Elena and her friends had changed his world, and now he couldn't tel what was reality. â€Å"We'd better pack up al of this and bring it back to the boardinghouse,† she said briskly. â€Å"Are there more notebooks?† Stefan nodded. â€Å"Then we'd better look through them careful y. If he cast a spel on us – some kind of curse – it could stil be active, even though he's confined to the hospital for now. The spel he used might be in one of the notebooks, or at least we might find some kind of clue as to what it is and exactly what it's doing. And, hopeful y, how to reverse it.† Stefan was looking a little lost, his green eyes questioning. His arms were held out very slightly, as if he had been expecting her to embrace him and hadn't remembered to put them down when she hadn't. But for some reason she couldn't quite put her finger on, Elena couldn't bring herself to hug him. Instead, she looked away and said, â€Å"Do you have any plastic bags or anything in the car we can use to move it al ?†

Andragogy and Transformative Learning Essay

The realization that adults learn differently from children led educators and scholars to the difficult task of defining the distinct manner by which adults learn. This was necessary in order to establish adult education as a separate field requiring non-traditional strategies in terms of teaching-learning style and instruction, but needed the same attention and effort as early education. Although the field of adult education has since branched out into numerous categories involving both formal and informal educational settings, the concept of adult learning continues to evolve as a result of the increased interest and numerous contributions to the field by educators and scholars alike. Indeed, adult education professionals have had to define the unique characteristics of adult learning vis-a-vis dominant learning frameworks focused on the teaching and learning of children. For instance, Malcolm Knowles used the term â€Å"andragogy† in an effort to differentiate adult learning from â€Å"pedagogical† or child learning approaches (Atherton, 2005). According to Knowles, there are five key differences between andragogical and pedagogical approaches to the teaching-learning process. These differences emanate mainly from the perceived differences between the characteristics of the adult as a learner compared to the child learner. In contrast to pedagogical approaches to teaching-learning which view the learner as highly dependent upon the teacher/instructor’s guidance and experience, andragogical approaches focus on the learner’s ability for self-direction and capacity for drawing knowledge from experiences (Yale University Library, 2005). Another important source of distinction between pedagogical and andragogical approaches is that the former focuses on the role external sources of motivation in the achievement of positive learning outcomes while the latter emphasizes the importance of motivation for learning that is intrinsic in the individual adult as a learner (ibid). Hence, andragogical approaches assume that adults can take responsibility for the direction and outcomes of their learning, a task that has been traditionally assigned to the teacher or the instructor by most pedagogical approaches in education. Aside from Knowles’ notion of andragogy, another influential theory in the conceptualization and benchmarking of adult education outcomes is Mezirow’s concept of Transformative Learning, which posits that adult learning involves perspective transformation or the process by which adults â€Å"become more adaptive and able to profit from experience† as a result of the expansion of the frames they use for interpreting and understanding the meaning and construction of their experiences (Parkes, 2001, p. 82). Unsurprisingly, the results of Maher’s (2002, p. 11) study on the first three generations of adult educators reveal that adult educators considered both Knowles and Mezirow among the leading theorists of adult learning. The same study is made interesting by the fact that it reflects how the perceptions and philosophies of adult educators themselves are shaped by the impact of their experiences and how they construe and fit the meaning of these experiences into their lives as educators. As Maher (2002, p. 12) notes, the responses of the adult educators she surveyed â€Å"represents a living example of how adult development occurs as a result of ‘a mixture of everything that happens to us’† which parallels both Knowles and Mezirow’s contention that adult learning is generally driven by the need by adults to continually frame and re-frame their existence through making sense of their experiences. Consequently, one of the differences that can be expected from adult educators or professionals who are more often involved in adult education in terms of the instruction approach is their more facilitative style of teaching. This stems from the adult educators’ perception that their students are in possession of knowledge and experiences that are relevant to the learning process as suggested by both Knowles and Mezirow, and that adult learners often want more control over their learning experiences and outcomes (Timarong, Temaungil & Sukrad, n. d. ). Another difference between adult educators and child educators is that the former often expects learners to assume responsibility and direct their own learning. This behavior is influenced by the notion that adult learners are often often conscious of their own learning needs. Likewise, adult educators often have a more informal relationship with their student, which is influenced by their view of the student as an individual as opposed to the more formal and rigid structure in early mentoring (Landsberger, 1996). However, this does not mean that adult educators have lower expectations in terms of learning outcomes. On the contrary, adult educators place more responsibility on their students since adult learners are treated as partners in the learning process and therefore have the ability to actively participate in planning, monitoring, and evaluating their education. The assumption that adults learn differently from children has numerous implications for instruction, particularly in how educators address learners’ specific needs and preferences. First, the educator has to consider the adult learner tendency for autonomy and self-direction in evaluating their teaching style. Second, instruction in adult learning has to take into account adult learners’ preference for relevant, problem-based learning and the relationship between these new knowledge to their specific contexts and life tasks (Lieb, 1991). Hence, adult learning instruction must be able to incorporate multiple teaching strategies, practice respect for self-directed learning processes, and offer experiential learning opportunities in order for learners to gain a sense of control and personal relevance of their learning (Maher, 2002, p. 7). Lastly, adult instruction must enable learner participation in all aspects of the learning process, and clarify the learner’s responsibility for assessing and evaluating their own performance vis-a-vis their goals for learning. Clearly, the dichotomy between adult learning and child learning primarily stems from the distinct learning needs and styles of each group of learners. Hence, adult learners require teaching strategies and styles that are vastly different from the traditional teaching methods employed in early education. Thus, the field of adult learning itself is made unique not only by its distinct goals and outcomes for the learner, but by the greater responsibility for the learning process that it allocates to the learner as a mature, independent individual. Works Cited: Atherton, J. S. (2005) Learning and teaching: Knowles andragogy: an angle on adult learning. Retrieved October 31, 2008, from http://www. learningandteaching. info/learning/knowlesa. htm Landsberger, J. (1996). Learning as an adult Andragogy. The Study Guides and Strategies. Retrieved October 31, 2008, from http://www. studygs. net/adulted. htm Lieb, S. (2007). Principles of adult learning. Retrieved October 31, 2008, from http://honolulu. hawaii. edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2. htm Maher, P. A. (2002). Conversations with long-time adult educators: the first three generation (ED471248). Retrieved October 31, 2008, from http://www. eric. ed. gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/9c/bd. pdf Parkes, D. (2001). About adult education: Transformative learning. Journal of Workplace Learning. 13 (3). 182-184. Retrieved October 31, 2008, from ProQuest Data Base. Timarong, A. , Temaungil, M. , & Sukrad, W. (n. d. ). Adult learning and learners. Retrieved October 31, 2008, from http://www. prel. org/products/pr_/adult-learners. htm