Critical review of paper Literature Example | Topics and Well Written Essays - 1000 words

Critical of paper - Literature review Example In the study of Attitudes Towards Transferable Skills in Medical Undergraduates, there is an understanding of how the attitudes and perspectives of medical students are built. The concept applied with this study was to define whether medical undergraduate students believed that transferable skills were important in obtaining their education and degree. The attitudes which were revealed were expected to be used as a challenge to educators to decide whether there needed to be a change with the curriculum and learning styles that are offered in medical schools as well as how this continues to affect the results of students. The subjects of this study included first year students that were enrolled in traditional style courses in graduate school. There was a division in gender as well, specifically to decipher any distinct differences between demographic groups. The questions which were asked included how important the undergraduate students believed transferable skills were. This was followed by questions about one’s own ability with transferable skills as well as the influences of their first year courses in creating more skills to prepare for the me dical profession (Whittle, Eaton, 2001). The analysis of the specific subjects led to the same attitude among almost all first year students. Each believed that transferable skills were important in moving into the right career field and achieving the needed goals as medial students. It was also noted that all of the participants believed that organizational skills and self – learning skills were the most important in building the correct transferable skills for the profession. Most of the students had a high level of confidence in their own skills with male students having a significantly higher amount of confidence than women. It was also noted that male students had more confidence in terms of self – learning, technical skills and the ability to handle

Global Study Assignment Example | Topics and Well Written Essays - 250 words - 1

Global Study - Assignment Example According to the article â€Å"The Chinese Century† by Joseph E. Stigitz, China overtook the US as the largest Economy of the world. The writer states that it is a wakeup call that came as a surprise for the US. Is it true that China is the words largest economy as of now, and what are the future expectations? China enters the year 2015 as the world’s largest economy (Stiglitz). Latest news show that China has truly become the world’s leading economy and the US is number 2 after 142 years (Since 1872). The economy of the Chinese is worthy $17.6 trillion while that of the US is worth $17.4 trillion. China’s economy will still grow further: IMF estimates it to be 27 trillion in 2019. The New York Times article â€Å"China’s Economic Empire† by Heriberto and Juan America and Europe has become uncomfortable with China’s rise economically. Is it true that China is taking over American and European companies? What is evident is that China has bought large companies of the west such as the American pork producer, Smithfield Foods and Club Med (HERIBERTO and JUAN). According to BBC news, Chinese companies have 2 ways in which they expand overseas: ‘organically’ through scaling their processes, or ‘organically’ acquisition of foreign

The Lifecycle Of Pidgins And Creoles English Language Essay

The Lifecycle Of Pidgins And Creoles English Language Essay In reference to Hall, normal languages do not have life cycles, however, defining normal can be quite a complex and challenging task, especially when correctly categorising what language is normal. Hall attempts to define normal language as follows: One handed down from generation to generation through transference to children who learn it as their first language. (Quoted in Romaine, 1988, p 115) Pidgins tend to differ from this particular definition as in contrast to normal languages a pidgin usually comes into existence for a specific reason, lasts just as long as the situation that called in into being and then quickly goes out of use (Hall, p 115). A pidgin has the potential to gain a longer lifespan by evolving into a native language or becoming creolized and therefore acquiring the status of a normal language. When studying pidgins and creoles in detail, it rapidly becomes apparent that it is much more testing to study pidgins and creoles as two separate processes, rather than as two aspects of the same linguistic process, just at different stages. It has proven to be quite problematic for many researchers to specify accurately when a pidgin becomes a fully developed creole with a significant community of nativized speakers; however academics have developed a fairly precise continuum which states that a pidgin must traditionally experience four phases of development before winning the status of a creole. Throughout each phase, the language becomes much more complex and sophisticated, indicating features of a normal language. The developmental continuum is as follows: Jargon Stable Pidgin Expanded Pidgin Creole The first phase of the developmental continuum is the Jargon stage or prepidgin stage where vocabulary is extremely limited. The Jargon phase is the very beginning of the life cycle, where the purpose of the makeshift language is to merely form communication between two incomprehensible languages and is used in very limited domains, commonly trade and labour. Robertson (1948, Quoted in Romaine, 1988, p 118) however, suggests the idea that there is a pre-jargon stage where makeshift languages are instantly constructed on the spot out of a combination of gestures and speech. The example given to demonstrate this theory is the arrival of a European trade ship in Tahiti in 1767; à ¢Ã¢â€š ¬Ã‚ ¦we made all the friendly signs that we could think of, and showed them several trinkets in order to get some of them on-boardà ¢Ã¢â€š ¬Ã‚ ¦they paddled all round the ship and made signs of friendship to us by holding up Branches of Plantain trees, and making a long speech of near fifteen minutesà ¢Ã¢â€š ¬Ã‚ ¦but non of us could understand themà ¢Ã¢â€š ¬Ã‚ ¦we made signs to them, to bring of Hogs, Fowls and fruit and showed them some coarse cloth, Knives sheers Beeds Ribons etc., and made them understand that we was willing to barter with them. (Robertson, 1948 as quoted in Romaine, 1988, p 118) The jargon phase itself is not a huge progression from the pre-jargon stage suggested by Robertson as sentences are only minimal; one or two words in length at maximum. Lexicon is exceptionally small and the sound system is very basic (Romaine, p 117). Labov (1970/1977) defines this phase as an ingenious and original mode of expression which combines knowledge of the native vernacular with an imperfect grasp of the other languages in the new environment (Labov, as quoted in Romaine, 1988, p 118-119). There is evidence of considerable variation throughout the jargon phase as it is a newly constructed pidgin with no set linguistic rules, often resulting in confusion and a near incomprehensible language. For example, instances have shown how different syntactical structures can be used to the lexical items employed. The illustration given by Romaine is one of a Japanese woman who travelled to Hawaii, speaking her own form of expression as quite an isolated individual, never acquiring th e Hawaii Pidgin English. The language which she chose to adopt under these circumstances consisted of a primarily Japanese syntax with both Japanese and English lexical items. Furthermore, in the jargon stage, there is what Silverstein (1972) (quoted by Romaine, 1988:120) labelled a double illusion a contact language relatable to both parties native languages. The example illustrated by Silverstein is as follows; à ¢Ã¢â€š ¬Ã‚ ¦there is a particular jargon between the French and the Indians, which is neither French nor Indian, and nevertheless when the French use it, they think they are speaking Indian, and the Indians in taking it up think they are speaking good French. (Jeune, 1633) This jargon is described by Silverstein as one with an unsystematic nature and lack[s] independent grammatical norms, (Silverstein, as quoted by Romaine, 1988:120) though other scholars disagreed with this somewhat negative interpretation and insisted that it was a vital trade component. The following period of the pidgin-creole lifecycle is the Stable Pidgin phase, where language is used not only for communication but for self-expression also. There is a stronger sense of linguistic complexity at this stage as both simple and complex sentences are applied. The most suitable example of a pidgin that falls under this category is Russenorsk (Russo-Norwegian); a trade pidgin which was used in Northern Norway by Russian merchants and Norwegian fisherman during the Pomor trade. (Romaine, 1988:124) Russenorsk is unique when compared against other pidgin languages, considering its lifespan. Generally speaking, a pidgin lasts as long as its required and then becomes obsolete. The alternative possibility is for the pidgin to become creolized and acquire a community of native speakers. However, Russenorsk is an exceptional instance and unlike normal pidgins has existed for such a long period of time without creolizing. The time between the first attested occurrence of the lang uage (in a lawsuit in 1785) until its extinction at the time of the First World War and the Russian revolution is 141 years (Romaine, p 125). The most obvious cause for this anomaly is the fact that it was merely used as a seasonal trade language in the summer months; it never became a fully-functioning native language, nor did it fall out of use (until WW1). A stable pidgins lexicon remains fairly small in size; Russenorsks vocabulary consisted of a total of approximately 390 words, however, half of which only occurred once, resulting in a key vocabulary of about 150-200 words. It was a very concise language, showing no signs of any inflections or categories such as gender, number or tense. Also absent is the verb to have. As a result of this and the fact that terminology remarkably originated from a wide variety of languages such as Dutch, German, French, Swedish and Lappish as well as Russian and Norwegian, there was evidence of many doublets or parallel forms. For example; good/well could be spoken as bra, good, dobra, dobro or korosjo further adding confusion (Fox, 1973, as quoted by Romaine, 1988:126-7). Fascinatingly, Slobin (1977, as quoted by Romaine, p 129) uses Russenorsk as a prime example of a language extremely close to universal grammar. Universal grammar is a linguistic concept proposed by Chomsky that suggests the idea that the capability to learn and understand grammar can happen without being taught that it is a cognitive process that happens naturally. According to Bickertons language bioprogram theory (1996), the principle of Universal Grammar is linked to pidgin and creole languages because specific characteristics are common in all different languages, allowing foreign speakers of language to interact and form a new language (pidgin). One of the characteristics, given by example by Bickerton, is the way in which an interrogative sentence can be transformed into a declarative sentence through purely altering intonation. Like the jargon phase, there is still a degree of variation in the stable pidgin stage, especially in pronunciation, according to Broch and Jahr (1984, quoted by Romaine, p 129) who said that pronunciation varied depending on the language and dialect background of individual speakers. The penultimate stage of the pidgin-creole lifecycle is the Expanded Pidgin phase. Here, grammar becomes much more complex and speech tempo is increased. Language and discourse becomes evidently much more cohesive and consistent. It is used not only as a simple means of communication for trade purposes, but in everyday life for self-expression and literature. (Romaine 1988:138) Sankoff (1977, as quoted by Romaine, p 139) was interested in the comparison between normal languages and pidgins when investigating speech tempo. Her data showed that pidgins are vocalized at a slower rate than normal languages, largely due to the fact that pidgins are used merely as a second language to users and not as a first. It is only when a speaker becomes fluent in the language, does the tempo increase. Data that explores features of Tok Pisin (perhaps one of the most well-known expanded pidgins) shows that one of the features that separate a childs speech from adults is phonology. For instance, a child might condense syllables. The example given by Sankoff and Laberge (1973) is the phrase Mi go long haus (pronounced using four syllables by adults). However, they noticed that in comparison, a child is more likely to say Mi go l:aus, using only three syllable by shifting stress patterns. The concluding stage of the life-cycle is when the pidgin becomes creolized and takes on the identity of its dominant parent. However, according to Muhlhausler (1980), creolization does not necessarily have to take place at the final stage of the life-cycle, but can occur at any stage in the developmental continuum from jargon to expanded pidgin (as quoted by Romaine, p 154). He suggests that there are three possible varieties of creolization: Type 1: Jargon Creole Type 2: Jargon Stabilized pidgin Creole Type 3: Jargon Stabilized pidgin Expanded pidgin Creole Most known instances fall under Type 3 and are wide-spread creoles that are still fully-functioning and in use today such as Tok Pisin (spoken largely in Papua New Guinea as an official language and the most broadly used in that country) and West African Pidgin English. Some known instances fall under Type 2, however is much less common. Examples of Type 2 creoles include North Australian creoles and Torres Strait creoles (Romaine, p. 155). Cases of Type 1 creoles are currently non-existent. In contrast, Bickerton proposes an alternate view and suggests that creolization after stabilization of a pidgin is rare and in the majority of circumstances, pidgins have creolized whilst still being highly unstable in the early stages of development. So far, we have discussed the idea that creoles are formed from a pidgin which stabilizes. However, Bickerton goes even further to controversially suggest that there is no such link between pidgin and creole and that the development of a creole has more to do with the innate devices of a first language acquisition than with a gradual evolution from a pidgin. For example; Tok Pisin the lingua franca of Papua New Guinea had developed whilst co-existing alongside another language, therefore integrating many of its characteristics. However, what Bickerton labels the classic creole situation (where creole-speakers have been torn from their native cultures) differs from Tok Pisin as the majority of speakers could still rely on another langu age. (Bickerton, 1981, as quoted by Singh, 2000:52-53) DeCamp (1971) focuses his research on the fate of a creole upon reaching the end of the creole continuum. This particular area is not as thoroughly researched as earlier stages; however, DeCamp makes some attempt at outlining the potential routes a creole may take. These are: May well continue its status as a creole and remain unaffected, much like the Haitian Creole seems to have done. It may become obsolete. It may take on the identity of its dominant parent as a normal language. It may progressively combine with the national language as is happening in Jamaica (decreolization). (DeCamp, 1971, as quoted by Romaine, p 157). The post-creole continuum is as follows: Basilect Mesolect Acrolect The creole is what is meant by basilect, the national corresponding language is what is meant by acrolect and any transitional varieties in-between is what is referred to as the mesolect (Romaine, p 158). To go back to the question of the entire paper, is there a point at which a creole stops being a creole and takes on the identity of its dominant parent? We must look at the work of ODonnell and Todd (1980, as quoted by Romaine, p158), who points out that at the end of the continuum, we are not dealing with two distinct systems, but an unbroken spectrum between the pidgin or creole on the one hand, and the prestigious standard on the other. There is no point of the continuum where we find a sharp break between the varieties. Word Count: 2,120

Unions Essay -- essays research papers fc

Michael Paul 099 66 3949 History 316z Trade unionism, industrial unionism, and socialism were the main forms of organized labor in the late nineteenth century early twentieth century, yet rarely did these shifting currents flow in complementary ways that might appeal to the vast majority of struggling workers. The three most important formal organizations were the American Federation of Labor (AFL), the Industrial Workers of the World (IWW) and the Socialist Party of America. All three of these organizations had there own strengths but the many weaknesses and divisions combined with outside influences caused the retardation of their radical, left wing ideas. The American Federation of Labor was founded with the intention of building the class conscioussness and economic power of workers by organizing them on occupational lines. It pursued policies to win short term, concrete, economic gains (Cashman,206.) The AFL was first established as the Federation of Organized Trades and Labor U nions of the United States and Canada from several independent national trade unions in 1881 and it took its definitive form and new name in 1886.The AFL was decentralized and organized as a loose coalition of almost autonomous national unions (Cashman,205.) The advantage to this was that decisions were made in each union where the leaders understood the situation. However, the AFL retreated from its Marxian origins to become a profoundly conservative organization restricted to the ranks of skilled, white males. This restrictive policy was a major flaw of the AFL and kept them from gaining the numbers and strength that it may have attained. These policies came directly from the ideas of the AFL’s longtime leader Samuel Gompers. Gompers believed that labor should accept the existing capitalist economy but try and get a larger share for labor by way of higher wages, shorter hours and better conditions of work. He believed that the idealistic goal of a fundamental economic refor m was an illusion (Cashman,221.) His conservative approach included negotiation and conciliation in labor disputes and in resort to strikes only after other methods had failed. He opposed alliances with political parties and the formation of a labor political party. His prime concern was the status of the skilled worker, which under his leadership attained greater stability than ever before. In concentratin... ...s. By contrast the IWW led by Bill Haywood was the most radical and controversial of all American labor movements. Haywood’s unconventional methods and uncompromising stands frequently put him at odds with allies and opponents alike. And the Socialist Party of America led by Eugene Debs had potential to improve the lives of workers everywhere but do to internal conflicts was unable to truly make a difference. Had these three organizations been able to play off one another they may have been able to realize their ultimate goals. The AFL containing the skilled workers was the most powerful, the IWW took what the AFL did not want giving the unskilled worker a voice and the Socialist Party went in to politics, using political offices to gain power for the working class. Ultimately because of the different outlooks of these three groups the American labor movement, though it gained some ground, was a loss. Bibliography Works cited Cashman, Sean. America in the age of titans. New York university press, NY ,1988 Laurie, Bruce. Artisans into Workers university of illinois press, illinois 1997 Leuchtenberg, William. The Perils of Prosperity. The university of chicago press, london, 1958

Of Mice And Men Slim Questions Essay

Question A- How does the extract improve the reader’s understanding of Slim? The passage immediately introduces Slim as an authoritative and almost regal member of the ranch: â€Å"He moved with a majesty only achieved by royalty and master craftsmen.† Most of the men working on the ranch are transient and poor and, although Slim is no exception, he does not share their careless and selfish attitudes. Slim also accepts his authority and responsibilities, despite the fact that he would have little respect outside of the ranch, which, ironically, places him in high standing on the ranch. This is emphasized by the admiration and respect given to him by the others: â€Å"†¦the prince of the ranch†. He is awarded a title by the others due to the fact that they do not see him as equal to them; they view him as an almost mythical person of extreme benevolence and compassion. They therefore give him more attention and hold him higher esteem than they do with anyone else on the ranch, meaning that Slim has, in the men’s opinions; become the unofficial leader of the ranch. Furthermore, the passage describes Slim as something similar to a divine being: â€Å"His hatchet face was ageless†. This suggests that, to the others, Slim is god-like and unique in his ability to never fail physically and consequently never to suffer the pain, humiliation and uselessness anyone else would be forced into, as demonstrated by Candy. Despite all of the adoration and respect surrounding Slim, it is clear to the reader that his future is that of the other men, as shown in the statement: ‘Like the others he wore blue jeans and a short denim jacket.’ Slim is like every other worker on the ranch; he is exactly as lonely and incomplete as they are, symbolised by his clothing, and he has to cope with the same problems. The reader is shown the reality before the idolised view, but it makes the build-up of his prowess and pre-eminence all the more staggering. It becomes apparent that despite all of the idolisation and respect that surrounds Slim, he will eventually succumb to his fate and become like Candy, useless and alone. Slim is displayed with an aura around him of intelligence and importance that is felt by everyone at the ranch: â€Å"There was a gravity in his manner and a quiet so profound that all talk stopped when he spoke.† Slim is constantly presented as a stark difference to the other characters, someone to idealise and appears as something abnormal yet desired by them all. He becomes the other character’s paragon of perfection, everything they had wished to be. Similarly, he is shown to be considered omniscient by the others on the ranch: â€Å"His ear heard more and was said to him, and his slow speech had overtones not of thought, but of understanding beyond thought.† Slim is revered by the others as someone far beyond their comprehension as well as something they could only wish to be. They are all lonely and so connect to Slim as someone who they believe could protect them and could advise them without judging or pitying them; in his understanding of them, he becomes their guide and protector. Contrastingly, Steinbeck gives his character a very real and human nature to him as well: â€Å"‘It’s brigther’n a bitch outside,’ he said gently.† It is easy for the reader to become swept up in the exaggerated, romanticised and dramatised version of Slim but the reader is shocked by the simplicity of Slim’s mannerisms and behaviour, but this shock is not unpleasant. The contradiction throws the reader, but also shares with them the characters’ ability to befriend Slim despite his apparent superiority and further shows that despite his air of mystery and omniscience, he is similar to the other men. How does Steinbeck use the character of Slim to convey ideas and themes in the novel? Loneliness and isolation is despairingly apparent throughout the novel and Slim is used to highlight it: â€Å"Slim came directly to George and sat down beside him, sat very close.† Steinbeck uses Slim as a protector of George and a life line to redeem him, to accent the fact the in the aftermath of Lennie’s execution; George is then as completely alone as everyone else on the ranch and like the other transient workers during that time period. Slim is used throughout the novel to show the need for hope during the Great Depression, as shown when he comforts George. Slim is also used to show the inevitable loss of hope and the realisation that many cannot achieve their ‘American dream’: â€Å"You hadda, George. I swear you hadda.† The speech here is used as comfort to George after he shoots Lennie, but it also an equivocation and implies that George never really had an opportunity to achieve his and Lennie’s ‘American dream’, that none of the characters in the novel did and that they would always end up alone, no matter how hard they fight to change this. Furthermore, Slim’s character is used to display the harsh reality of the world and displays the efficient and unsentimental view of a ranch: â€Å"Candy looked a very long time at Slim to try to find some reversal. And Slim gave him none.† The cruel reality of a world where worth is decided by a single party and skills have no sway over events appears as a strange concept to the reader and Slim is used to demonstrate that it is necessary for him to pass judgement over the other men on the ranch and the events of the novel. Slim is displayed as the embodiment of strength and skill in the novel: â€Å"†¦capable of driving ten, sixteen, even twenty mules with a single line to the leaders.† This shows that he has value to the ranch and that he is still capable of working for them successfully and while used to boast his abilities, this description of Slim is also used to show that characters in the novel and the transient workers of the time needed to be useful in order to stay on for work and to keep in high opinions of their employers and co-workers. In this, Slim is shown to be useful, and therefore have value because he is still young and fit enough to work. Contrastingly, he is also shown to be limited and allows a shift in the good and evil balance: â€Å"You stay here with her then, Candy. The rest of us better get goin’.† Even though Slim’s abilities and influence are exaggerated by the imaginations of the men on the ranch, they are still real and if he had wished to stop Curley’s attempts to kill Lennie he probably would have succeeded. Steinbeck uses him here in the crucial moment that decides Lennie’s fate, to show that all evil needs to succeed is for good people not to stop it.

Adult Learning Theory

Adult Learning Theory Cedric A. Smith March 5, 2013 INFT 101 – B63 LUO Summary Adult learning theory focuses on educating adults in a style that best relates to the life and experiences. Adults and children learn in different ways. It has been found that children learn because they have to, while adults learn for reasons usually based on self motivated factors or androgogy (Holt, 2011). â€Å"Teaching that transforms: Facilitating life change through adult Bible teaching† by Richard A.Holt (2011), it is stated that it is necessary to bring both concepts of the Bible teaching and contemporary adult learning theories together for the most effectiveness. In the Holt article; it is shown that Biblical explanation and interpretation assist the adult learner in gaining knowledge. The choices one makes gives real world perspective and power can only be obtained by the Holy Spirit. The article discusses the styles in which adult learning makes a difference, whether androgogy, t ransformative learning or self-directed learning (Holt). Adult Learning Theory for the Twenty-First Century† discusses the goals of educators to better prepare themselves to better deal with adult learners. Over the last 15 years, learning theories have changed very aggressively (Merriam, 2008). As adults continue to develop human physiology changes, thus learning teaching styles have to change to keep up. It has been recognized that with time everything that adults experience is part of the learning process. It has been further recognized that educators have to increase their tool set to involve creative and artistic modes of teaching to reach a wider audience.Both articles cover the ever-changing dynamics of the human psyche and educational styles and requirements in dealing with adult learning. Educators have to continue to increase knowledge both for themselves as well as those whom they are educating. Where the styles of the teaching process in the Holt (2011) article dif fer from the Merriam (2008) article, they both recognize the changes in adult learners. It has been recognized over years and will continue for years to come that educators of adults will have to continue honing their skill sets to accommodate the learning styles of adults.Since adults learn differently from children it is important to include the learning styles necessary to maximize the efforts of educators. As adults learning styles change it will be necessary for those educating adults to change also. Reflection After reading both articles and realizing the application in my own life and learning style, I conclude that adults learn differently. There were moments of complete frustration as I was putting my thoughts together as I can tend to be somewhat of a perfectionist. I had the realization that time management and organizational skills are imperative when completing an assignment of any type.The Holt (2011) article caught my attention initially because of how I tend to study and read the Bible in particular. I am coming to understand more and more how I learn and further realize that the concepts of knowledge, choice and power are applicable in my own life. I am intrigued by the concept mentioned in the Holt article and will consider its application to my current Bible study methods. The Merriam (2008) article is interesting in the fact that I had no idea how challenging it is for educators to keep up with the learning curve that is necessary to continue teaching the increasing number of adult learners.Being out of the college environment for so long, I realize it is not as easy to just get things done with all of the demands of life as I know it. I can see how both articles and their teaching styles have a positive impact on dealing with adult learning. With all of the influences of culture, music, art, etc, it is imperative that educators find a way to keep up with the demands of educating the population of adults returning to increase their knowledg e to keep up with fast paced American culture. I now have a new respect for teachers on all levels. It is interesting that adult educator’s find is so necessary to effectively reach adults.It is increasingly more common for adults to return to school for a number of reasons, and are driven to succeed for just as many reasons. Thankfully educators realize the change necessary to comprehend the goals of those adults striving for successes related to educating themselves. References Holt, R. A. (2011). Teaching that transforms: Facilitating life change through adult Bible teaching. Christian Education Journal,  8(2), 450+ Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions For Adult And Continuing Education, Volume 2008, Issue 119, 93-98. DOI: 10. 1002/ace. 309 Adult Learning Theory Adult Learning Theory Cedric A. Smith March 5, 2013 INFT 101 – B63 LUO Summary Adult learning theory focuses on educating adults in a style that best relates to the life and experiences. Adults and children learn in different ways. It has been found that children learn because they have to, while adults learn for reasons usually based on self motivated factors or androgogy (Holt, 2011). â€Å"Teaching that transforms: Facilitating life change through adult Bible teaching† by Richard A.Holt (2011), it is stated that it is necessary to bring both concepts of the Bible teaching and contemporary adult learning theories together for the most effectiveness. In the Holt article; it is shown that Biblical explanation and interpretation assist the adult learner in gaining knowledge. The choices one makes gives real world perspective and power can only be obtained by the Holy Spirit. The article discusses the styles in which adult learning makes a difference, whether androgogy, t ransformative learning or self-directed learning (Holt). Adult Learning Theory for the Twenty-First Century† discusses the goals of educators to better prepare themselves to better deal with adult learners. Over the last 15 years, learning theories have changed very aggressively (Merriam, 2008). As adults continue to develop human physiology changes, thus learning teaching styles have to change to keep up. It has been recognized that with time everything that adults experience is part of the learning process. It has been further recognized that educators have to increase their tool set to involve creative and artistic modes of teaching to reach a wider audience.Both articles cover the ever-changing dynamics of the human psyche and educational styles and requirements in dealing with adult learning. Educators have to continue to increase knowledge both for themselves as well as those whom they are educating. Where the styles of the teaching process in the Holt (2011) article dif fer from the Merriam (2008) article, they both recognize the changes in adult learners. It has been recognized over years and will continue for years to come that educators of adults will have to continue honing their skill sets to accommodate the learning styles of adults.Since adults learn differently from children it is important to include the learning styles necessary to maximize the efforts of educators. As adults learning styles change it will be necessary for those educating adults to change also. Reflection After reading both articles and realizing the application in my own life and learning style, I conclude that adults learn differently. There were moments of complete frustration as I was putting my thoughts together as I can tend to be somewhat of a perfectionist. I had the realization that time management and organizational skills are imperative when completing an assignment of any type.The Holt (2011) article caught my attention initially because of how I tend to study and read the Bible in particular. I am coming to understand more and more how I learn and further realize that the concepts of knowledge, choice and power are applicable in my own life. I am intrigued by the concept mentioned in the Holt article and will consider its application to my current Bible study methods. The Merriam (2008) article is interesting in the fact that I had no idea how challenging it is for educators to keep up with the learning curve that is necessary to continue teaching the increasing number of adult learners.Being out of the college environment for so long, I realize it is not as easy to just get things done with all of the demands of life as I know it. I can see how both articles and their teaching styles have a positive impact on dealing with adult learning. With all of the influences of culture, music, art, etc, it is imperative that educators find a way to keep up with the demands of educating the population of adults returning to increase their knowledg e to keep up with fast paced American culture. I now have a new respect for teachers on all levels. It is interesting that adult educator’s find is so necessary to effectively reach adults.It is increasingly more common for adults to return to school for a number of reasons, and are driven to succeed for just as many reasons. Thankfully educators realize the change necessary to comprehend the goals of those adults striving for successes related to educating themselves. References Holt, R. A. (2011). Teaching that transforms: Facilitating life change through adult Bible teaching. Christian Education Journal,  8(2), 450+ Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions For Adult And Continuing Education, Volume 2008, Issue 119, 93-98. DOI: 10. 1002/ace. 309