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Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed "essential" in almost every corner of the social services sector. The authors in this issue suggest that these programs often focus on those who are marginalized through race, class, and/or experiences of violence, including family violence, while ignoring the social conditions that create marginalization and its effects, and neglecting the many strengths and strategies deployed by these children and youth. This focus can lead to labeling and/or silencing legitimate expressions of resistance and difference in a quest to elicit specific types of behavioral and cultural conformity for students to be deemed "learning ready." This issue explores the sometimes troubling beliefs and assumptions at work in popular social and emotional learning and trauma-informed pedagogies as well as some of the impacts of this new attention. This special issue begins with five articles that describe how implementations of SEL and TIP shape not only the systems they are set in, but the lives of children and youth who are served within them. The subsequent six articles move toward envisioning how educators and practitioners can rethink this work with and for the children and youth who are most profoundly impacted by SEL and TIP frameworks.

The increased interest in lifelong learning has presented a challenge that higher education institutions are meeting with three interrelated developments: New degrees, academic credit for experience, and programs for older people. A variety of new degrees are described, including the extension degree offered to part-time students taking off-campus courses; the adult degree, which may depart from traditional degrees in admission, instruction, and evaluation, and is based on the idea that adult students are different from college youth; and the assessment degree, which emphasizes demonstration of competency. Examples of new degree programs are given. The increasing trend toward granting credit for experience is documented. Assessment and creditation has been done by the Cooperative Assessment of Experiential Learning (CAEL) and the Commission on Accreditation of Service Experience (CASE). Programs for older people are designed to assist this part of the population to adjust to changing life patterns, to find outlets for skills and interests, and to make use of their desire to serve. Several issues that are unresolved are raised, including Who pays? Should the fee structure differ from the traditional? How should the unit of credit be defined? Can quality control be maintained in these programs? (JMF)

In this paper, Piaget's theory is analyzed using Locke's philosophy. The first part, "Mental Experiences," describes the author's view (with a tentative interpretation of Piaget's position) of reflection, abstraction, re-presentation, and the use of symbols. The second part, "Piaget's Theory of Abstraction," has four sections: (1) "Form and Content"; (2) "Scheme Theory"; (3) "Four Kinds of Abstraction" (including empirical abstraction, projection, reflective thought, and pseudo-empirical abstraction); and (4) "The Question of Awareness." The paper concludes that there was no way to discover the meaning behind conceptual structures, but that all that could be done was to interpret the conceptual structures. The opposition between empiricism and rationalism is re-evaluated in the postscript. (YP)

In this article, the author responds to the paper by Kertz-Wezel entitled "The Magic of Music." Here, she discusses an approach to music experience she had developed that depends on collaborative music-making, as opposed to the approach by Kertz-Wezel. She describes how her approach, contrary to the individualistic approach espoused by Kertz-Wezel, nevertheless accomplishes the goal of transformative music education. Her approach is grounded in principles abstracted from the writings of John Dewey. Like Dewey, she believes that the only true education comes through the stimulation of an individual's powers by the demands of the social situations in which individuals find themselves. She agrees with Kertz-Wezel that there is a problem with the way everyone typically teaches listening and performing in educational settings. However, she disagrees that the solution can be found in the promotion of anti-intellectual experiences that Dewey would call mis-educative. She believes that the solution to the problem of how music is taught in educational settings derives from the lack of an articulated vision of every child as artist and of every classroom as a community. (Contains 14 footnotes.)

This book contains papers discussing inter-sectoral educational planning in countries belonging to the Organisation for Economic Co-operation and Development (OECD). Intersectoral educational planning is interpreted as educational policy formation by any country which takes into consideration influences generated by that country's social and economic sectors. Part I deals with approaches to inter-sectoral educational planning. For example, a paper describes how Great Britain is experimenting with an economic approach which measures the resources going into education and compares these educational expenditures with variables such as national income and other goods and services. Other papers discuss socio-technical approaches to educational planning in OECD countries, including decentralization in Norway, central planning based on a systems model in Israel, and application of policy analysis sciences to intra-sectoral problems in Canada. Also discussed are obstacles at the institutional level and theoretical concerns of decentralized planning. Part II deals with the politics of inter-sectoral planning and describes the experiences of various OECD countries. Inter-sectoral planning in Norway, France, and Great Britain is examined and the political uses of planning and decentralization in the United States are discussed. A list of participants involved with the papers and study is provided. (Author/RM)

This volume brings together papers from the 1991 Conference on Experiential Learning held at Surrey University (England); its 25 chapters are divided into 5 sections. An introduction provides a brief overview of each chapter. Section 1 is concerned with theoretical frameworks and philosophical and critical reflection: "Absorbing Experiential Learning" (Griffin); "Learner Experience: A Rich Resource for Learning" (Saddington); "Experiential Learning: the Confucian Model" (Mak); "Exploration of Levels of Awareness and Change Processes in Group Encounter" (Barber); "Politics of Facilitation: Balancing Facilitator Authority and Learner Autonomy" (Heron); and "Silent Learning: Experience as a Way of Knowledge" (Ranjan). Section 2 deals with the accreditation of prior experiential learning (APEL): "Linking Personal Learning and Public Recognition" (Evans); "APEL for Access to Science and Technology" (Paczuska); "Women's Informal Learning in a Neighbourhood Setting" (Webb, Redhead); "Constraints upon Portfolio Development in the Accreditation of Prior Learning" (Balckman, Brown); and "Making Experience Count: Facilitating the APEL Process" (Hull). Section 3 discusses issues related to the institutional assimilation of experiential learning: "Empowerment through Experiential Learning" (Tate); "Cooperative Inquiry into Organizational Culture: Wrekin District Council Experience" (Marshall); and "Police Probationer Training: Resistance to Writing as an Aid to Reflection in Experiential Learning" (Bartrop). Section 4 focuses on experiential learning processes from a variety of different perspectives: "Adventure-Based Experiential Learning" (Richards); "In the Midst of Experience: Developing a Model to Aid Learners and Facilitators" (Boud, Walker); "Reflection and Empowerment in the Professional Development of Adult Educators" (Knights); "Internal Processors in Experiential Learning" (Mulligan); "Creative Capability and Experiential Learning" (Henry); and "Suggestopedia: Way of Learning for the 21st Century" (Hooper-Hansen). Section 5 presents examples of teaching and facilitation methods for experience-based learning: "Learning Contracts: How They Can Be Used in Work-Based Learning" (Marshall, Mill); "Learning Experiences for Professional Reality and Responsibility" (Anderson, McMillan); "Experiential Learning Approach to Developing Clinical Reasoning Skills" (Higgs); "Task and Reflection in Learning to Learn" (Anderson); and "Encouraging Experiential Learning: Lessons from the 16-18 Curriculum Enrichment Programme" (Taylor). A subject index is provided. (YLB)

This paper reports key findings on an ethnographical study of everyday interactions of older people with ICT. The research questions addressed are what easy or difficult to use means for older people in their daily interactions with ICT and what the relationship between usability and experiences created between older people and ICT is. 388 older people were observed and conversed with while using a wide array of ICT during 3 years. The results reveal that usability is related to independency. When ICT are easy to use, older people are independent users. Independency (dependency) can be identified by the number and type of questions, environmental noise disturbing interactions and required practice to master ICT. Independency leads to experiences that are emotionally fulfilling, supportive of exploration and reassuring. Dependency results in very sad experiences. These results suggest another way of seeing the interactions of older people with ICT, far from traditional individual age-related changes in functional abilities. [ABSTRACT FROM AUTHOR]

User experience encompasses all aspect of a persons experience with an organization΄s services and products [1]. Organizations may or may not be aware of their customers΄ experience with their services or products and give different degrees of attention to developing and managing their customers΄ experiences. These degrees of attentions given to their customer experience can be measured and charted by phases or stages along a continuum of dedication or maturity. Based on the Capability Maturity Model Integration [2] and the Corporate Usability Maturity [3], this paper presents a model of user experience maturity by level based on an organizations dedication of resources, budget, and process integration. [ABSTRACT FROM AUTHOR]

The authors report on ongoing work in developing a usability/user-experience maturity model, in particular, the results of a workshop about this subject held at the Usability Professionals Association 2009 national conference. [ABSTRACT FROM AUTHOR]

Older adults experience the World Wide Web differently than younger ones do. For example, they move more slowly from page to page, take more time to complete tasks, make more repeated visits to pages, and take more time to select link targets. Age-related cognitive and physical changes have been held responsible for these differences, engendering the view that older adults do the same sorts of things as younger ones but with less efficiency, speed and precision. This paper challenges that position. To accomplish their purposes, older adults may systematically undertake different activities and use different parts of websites than younger adults do. We examined the ways a group of adults aged 18 to 73 moved through an intricate website to solve a multipart problem. As they moved through the website, users followed different paths than younger ones. However, the number of years of their experience with computers and the web did not differentiate their paths. We discuss the results and reconsider our ˵tally sheet″ definition of experience. [ABSTRACT FROM AUTHOR]

The present paper reviews the innovation literature related to tourism and examines the twin problems of operational definitions and measurement of innovation in the tourism sector. A conceptual model is then proposed by which the most relevant aspects of innovation and the most relevant aspects of the "tourism experience" can be integrated conceptually, and which can guide the development of related operational definitions and measurements and lead to a standardization of, and therefore an ability to aggregate, tourism innovation statistics across products, providers, markets and geopolitical regions. The model first categorizes innovations along two dimensions: an "invention-adoption" continuum and an "impact-on-the-tourism-experience" dimension, which includes accessibility, affective transformation, convenience and value. How the use of these categories can direct attention to important definitional and measurement issues are discussed as is how their use can improve the comparability of tourism innovation data collected from disparate sources. Finally, a third dimension, the economic impact of the innovation, is introduced to the model. The paper concludes with implications and guidelines for future research aimed at validating the model described. [ABSTRACT FROM AUTHOR]

Chapter IV of "The Inmost Light" in the book "The House of Souls," by Arthur Machen is presented. The chapter explores on the undertakings of Mr. Dyson as he sauntered through the streets doing his duty and on his encounter with a man along his way. It highlights on the happenings along Dyson's way like his encounter with Mr. Davies and his return to his house in which he took a book of his interest to read.

Chapter 23 of the book "Uncle Josh's Punkin Centre Stories" by Cal Stewart is presented. It highlights the conversation of Uncle Josh Weathersbury and a lightning rod agent who convinces him of the importance of having one. It mentions the installation of these rods on his house and other properties and how he was deceived by the agent as he was asked to pay 600 dollars for the service.

Agile software development methods are widely accepted and valued in software-dominated industries. In more complex setups like multidisciplinary system development the adoption of an agile development paradigm is much less straightforward. Bigger teams, longer development cycles, process and product standard compliance and products lacking flexibility make an agile behaviour more difficult to achieve. Focusing on the fundamental underlying problem of dealing with ever ongoing change, this paper presents an agile Systems Engineering approach as a potential solution. Therefore a generic Systems Engineering action model was upgraded respecting agile principles and adapted according to practical needs discovered in an empirical study. This study was conducted among the partners of the S2QI agile workgroup made up from experts of automotive, logistics and electronics industries. Additionally to an agile Systems Engineering action model, a list of 15 practical success factors that should be considered when using an agile Systems Engineering approach is one of the main outcomes of this survey. It was also found that an agile behaviour in Systems Engineering could be supported in many different areas within companies. These areas are listed and it is also shown how the agile action model and the agile success factors are related to them. [ABSTRACT FROM AUTHOR]

This paper reports on a study of the IT career interests of 263 South African university students. Drawing primarily on social cognitive career theory, a number of variables were selected and their effects on student intentions to pursue an IT career and choice of major were examined. Results revealed very low IT career intentions amongst students. Occupational self-efficacy, computing experience, computer anxiety, computer self-efficacy, and perceived career rewards were found to be important factors. Student perceptions of the core introductory IS course are also strongly linked to their intentions. Demography (gender and race) had mostly indirect effects. [ABSTRACT FROM AUTHOR]

An essay is presented on the author's memories and experience with her unforgettable friend. She relates the midnight when Jesús, her old best friend, phonecalled him, his notion of her male friends as funny, clever, and immature, and how she met JZ and started friendship with him, whom she found to be a reserved boy and the leader and protector of his friends.

This paper presents the reader with a systematic description of religious people's perceptions of religion and spirituality. Results from 24 Lutheran and Greek Orthodox respondents suggest (a) that religion and spirituality profoundly impact the manner in which religious people view the world, (b) that religious people view religion as more than a human construction, (c) that religious people view religion and spirituality as interrelated and interconnected spheres of experience, and (d) that salient contextual information can be missed when therapists/researchers fail to address religion and spirituality from religious people's perspectives. Implications for MVFs, and MFT researchers, are also discussed. [ABSTRACT FROM AUTHOR]

Chapter VIII of the book "APRIL HOPES," by William Dean Howells is presented. It explores the appreciation of the mother Pasmer to her friend Saintsbury after the Class Day party, from where she expressed her gratitude to her in Cambridge. It highlights their conversation regarding the experience of Alice on the gathering.

Chapter 6 of the book "Uncle Josh's Punkin Centre Stories" by Cal Stewart is presented. It highlights Uncle Josh Weathersby's visit to a theater as he walked along down the street of New York. It discusses how Uncle Josh made himself the laughing stock of everyone in the theater and how he was impressed with the talking parrot in the theater.

This collection of articles invites parents, teachers and other helping professionals to take a new look at the familiar human experiences of time and space. Chapters I, II and III provide systematic analyses of these fundamental phenomena. Chapter I focuses on cultural differences in the experience of time and space. Chapter II describes children's images of space and time as seen in their verbal expressions and art. Chapter III contrasts normal and pathological experiences of space and time. Chapter IV provides an informal discussion of children in time and space and is recommended as a starting point for readers who have not yet given much thought to the concepts. Chapters V, VI and VII are concerned with practical applications. Chapter V discloses a hidden curriculum of classroom rituals for controlling time, space and resources. Chapter VI shows the ways in which space and time in schools are defined and limited most often by authority figures. Chapter VII, in conclusion, explores conceptions of time, describes time as experienced by persons differing in age, and provides guides for enhancing children's understanding of time. (Author/RH)

An autobiography of William H. Werkmeister, the former president of the American Society for Value Inquiry is presented. He was born in Lippe-Detmont, Germany in 1901 and graduated in 1922. He came to America in April 1924 and enrolled as a freshman without knowing the difference between a German and an American university. His value experiences and value problems are explored.

Chapter 22 of the book "Uncle Josh's Punkin Centre Stories" by Cal Stewart is presented. It discusses how Jim Lawson was able to raise his hogs healthy and big from the skinny, sickly hogs they were. It mentions Lawson's attempt to sell his hogs in two different towns and finally to Josiah Martin as the hogs slowly die of exhaustion after traveling from town to town.

Chapter 7 of the book "Uncle Josh's Punkin Centre Stories" by Cal Stewart is presented. It highlights Uncle Josh Weathersby's visit to Wall Street as he had never been in there and only got to read a lot about it back home. It discusses what Weathersby saw upon reaching Wall Street and wondered why they call it Wall Street when there is no wall and no stock exchange.

Chapter 4 of the book "Necessity and Truthful Fictions: Panenmentalist Observations" is presented. The chapter discusses the physical and mental experience of an actual event. For the author, a class lecture or a music concert is unique and duplicating or recording it is not a substitute for actually experiencing the event. One is not entitled to take the "echo" of the real thing or event and think that the same experience will be felt as if attending a real, live one. Possible or actual events are not duplicable.

To successfully drive best-in-class human factors into product design, it is sometimes necessary to adopt more non-traditional experimental methods and reporting techniques. Within the PC industry, a traditional usability study is usually comprised of running eight to twelve participants through a set of tasks in a two-hour time period, collecting and reporting ease-of-use, success rate, time-on-task, and preference data. This traditional method is great at identifying potential usability pitfalls, but not necessarily equipped to focus on a product΄s visual appeal or quality perception. Two case studies are described that introduce non-traditional methods which: (1) focus on the perceived quality of specific product designs; (2) relate subjective data to concrete mechanical terms such that engineers have clear direction on how to build the products; and (3) report findings in a concise, graphical manner that is easily and quickly understood by executives and colleague functions lacking a human factors background. [ABSTRACT FROM AUTHOR]

Chapter two of the book "Value Inquiry Book Series: Pragmatism, Education, and Children: International Philosophical Perspectives" is presented. It attempts to establish the theory of education of philosopher William James in a way that gives emphasis to its special formulation of the concept of humanity. He states that a worthwhile philosophy's key feature is that it makes a real connection with life. According to him, the stream of experience has two connected functions, one of which is that it leads to knowledge during the process of education.

The article discusses the use of color as a means of communication in various publications. It says that color is a powerful visual stimulus because it connects intimately with the natural world, which makes it a very useful tool in communication. According to the author, the interpretation of color messages is affected by individual experiences and cultural differences. The different qualities that define a single color and the spatial properties that color exhibits are also discussed.

Chapter XXII of the book "The Ragged Edge," by Harold MacGrath is presented. It highlights the experiences of Spurlock and his wife on the island of McClintock, where Spurlock takes a plunge in the lagoon and Ruth took hers in the sea. It relates the realization of Spurlock's dream of Ruth leading him to the top of the mountain in Canton, China. Furthermore, it mentions the suspicion of the trader that Spurlock was a fugitive from justice.

The article presents a reprint of the article "The Crisis III" taken from the book "The Writings of Thomas Paine," Volume I, collected and edited by Moncure Daniel Conway. It stresses that people are apt to forget the ground that they travelled over and frequently neglect to gather up experience in the progress of politics. It argues that people expend the knowledge on every day circumstances and journey in search of new matter and new refinements.

Chapter XVIII of the book "We Two," by Edna Lyall is presented. It explores Erica's recovery and regained strength after many weaks of weary anxiety. It highlights the experiences of the main character in her journey in life since she was a child specifically being poor, living in a remote area and observing the attitudes and behavior of an ill-mannered person.

Chapter II of the book "We Two," by Edna Lyall is presented. It explores the history of Luke Raeburn as the son of a Scotch clergyman of the Episcopal Church which is more powerfully convincing than many arguments against modern Christianity. It states that doing something which is not intended is not good, thus making the individual to feel doubtful and thinking to give up something.

Chapter X of the book "Justice in the By-Ways: A Tale of Life," by F. Colburn Adams. It highlights the life and experience of George Mullholland in the hands of butchers while living in the Nightmare's Alley. It mentions Mullholland's struggles being homeless and how he met the beautiful Anna Bonard.

Chapter 5 of the book "Wilfrid Cumbermede" is presented. It narrates the experience of Wilfrid Cumbermede being taught by his uncle David about the nature and animals such as cows and glow-worms. It also mentions that Cumbermede was not given any toys to play and his childhood experience was nearly a good deal dependent upon his nanny's stories.

The critical emphasis in the previous chapter on narrative technique is also central to my approach to Ingeborg Bachmann's novel Malina. It is a book which lends itself to interpretations which are based on the dichotomy of male and female. The text is itself structured around this opposition; the narrator is a woman, and the three chapters focus on her relationship to three male figures: her lover Ivan, the father and Malina, her companion and alter ego. The narrator expresses the suffering which these relationships cause her, finally describing her disappearance into a crack in the wall as ‘murder’, with Malina standing as the obvious perpetrator, but with Ivan and the father implicated as other men who have failed to understand her. Not surprisingly, Malina, written in 1967–70, has become one of the major works of the women's writing canon. The confrontational structure of Malina has encouraged feminist criticism which emphasizes the oppression of the female narrator by the male figures. Her emotional stance, her difficulty in articulating her subjectivity and her debilitating relationships with the egoistic Ivan, her cruelly analytic alter ego Malina, and the sadistic father-figure are seen as testifying to the impossibility of the existence of ‘woman’ in patriarchy. As a writer, the narrator represents female creativity, which is threatened and finally eradicated by the three men. [ABSTRACT FROM AUTHOR]

Chapter 15 of the book "Personalism Revisited: Its Proponents and Critics" is presented. The chapter focuses on the structure of givenness. It explains the philosophical concept of experience, as well as the structure of an experience or subject, and the objects of an experience. The author argues that the unity of self or personality is merely a prominent strand of the unity among subjects. A brief biography of the author is also presented.

Business ethics as a philosophical discipline has developed with a pragmatic aim, but has done so mostly with an unpragmatic bent. The distinction between pragmatism's and utilitarianism's concerns for consequences leads to the final feature of the pragmatic attitude. The spirit of a pragmatic business ethics can be found neither in the simple revelling in experience suggested by Cavanagh nor in a formalized reading of pragmatism as a traditional consequentialist moral theory. The leading feature of the pragmatic attitude is a healthy dose of self-aversion: an active willingness to countenance a change in one's own beliefs. The author's suggestion is that this spirit can be found in bringing something like the pragmatic attitude to bear on the discourse of business ethics. He hopes that a focus on the pragmatic attitude opens an avenue for seeing business ethics as pragmatic not only in its general purpose, but in its detailed and ongoing practice.

The article discusses the main features of value experience. It says that questions on value experience have built up an important body of philosophical literature. It mentions features of value experience including the experience of value is inherently plural, sometimes values conflict irreconcilably, and value is experienced if there is disagreement about values.

The article presents the Chapter Six of the book "A Quarter Century of Value Inquiry: Presidential Addresses Before the American Society for Value Inquiry" edited by Richard T. Hull. It discusses the notion of intrinsic value in the Japanese and contemporary Western philosophy. It draws on John Dewey's arguments on the ambivalence regarding the concept of intrinsic value. It explores how intrinsic value is accepted in language and cultural attitude, and connects with man's immediate experience.

The article presents a definition of the term POETRY. A poem is an instance of verbal art, a text set in verse, bound speech. More generally, a poem conveys heightened forms of perception, experience, meaning, or consciousness in heightened lang., i.e. a heightened mode of discourse. Traditionally these have been taken as the ones offered by prose, that is verse-form: lineation, meter, sound-patterning, syntactic deployment, and stanza forms.

Chapter I of the book "Charles the Bold: Last Duke of Burgundy, 1433-1477" by Ruth Putnam is presented. It highlights the settings and ways of the city where Charles the Bold's spent his childhood. It discusses the city's embrace of special events and gala and the luxury and lavish expenditures that the city had.