Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Although informed consent for clinical treatment has become a vital part of contemporary medical practice, it means different things in different contexts ([Figure 1][1]), is variably practised and rarely achieves the theoretical ideal. In this review, we focus on the clinical practice of informed

/pdf/informed-consent-for-clinical-treatment-4d193g2t16.pdf

Informed consent for clinical treatment

Two sa l ie n t features dominate the necessity fo r EMC “on the job tra in ing": ♦V ir tu a lly a l l features of design are affected. ♦EMC personnel are few in number. In order to optimize the fu l l benefit of good design p rac tices , EMC personnel have to act as tu to rs to the affected design s ta f f . Tutorial material and techniques ♦Lectures & laboratory experiments devoted to spec if ic topics ♦Design Guides

On the Job Training

Informal learning is one of the most prevalent forms of learning in the workplace. However, little is known about how such learning is best supported, encouraged, and developed within organizational settings. While organizational context is considered to be significant in facilitating or inhibiting informal learning, limited research has been conducted that explores such factors and how they influence informal learning. Therefore, a qualitative case study was conducted to explore the contextual factors that influence informal learning. Findings associated with the organizational contextual factors that positively and negatively influence informal learning are presented along with implications for practice and future research.

Contextual factors influencing informal learning in a workplace setting: The case of “reinventing itself company”

Background
Informed consent (IC) is a process requiring a competent doctor, adequate transfer of information, and consent of the patient. It is not just a signature on a piece of paper. Current consent processes in surgery are probably outdated and may require major changes to adjust them to modern day legislation. A literature search may provide an opportunity for enhancing the quality of the surgical IC (SIC) process.

/pdf/a-review-of-surgical-informed-consent-past-present-and-xu4ncdoo3e.pdf

A Review of Surgical Informed Consent: Past, Present, and Future. A Quest to Help Patients Make Better Decisions

This research explored the amount of time that 1,031 full-time workers in Iowa spent on work-related learning, their attitudes about the amount of time spent, and the organizational and cultural aspects that enhanced or deterred their learning. Results showed that there is a disconnect between the emphasis on continuous learning in the human resource development literature and individual and organizational practices that advance learning as a core value.

Work-related learning as a core value: An Iowa perspective

Organizational political skill is an essential component of a leader's success. The purpose of the current study was to ascertain whether differences existed in how individuals rated themselves and were rated by others on 13 political skills using the Brandon Partners and Seldman Learning Organizational Savvy Multi-Rater Assessment. Over 4,500 individuals completed an online self-rater assessment to test the reliability and validity of the instrument. A sample of 131 individuals with 1,056 observer ratings completed an online multirater assessment to address the research questions. The dependent variables were the 13 political skill set average scores and the independent variables included gender and rater group. Significant rater group differences in multirater assessment of political acumen were found in all skill sets. The greatest difference was between the self-ratings, always the lowest, and the ratings of the four rater groups. No significant gender differences in self-assessment of organizational political skill were found in the 13 skill sets. Significant gender differences in ratings by others were found with females scoring higher than males in two areas. The findings contribute to our understanding of gender differences regarding the perception of political skill. Organizations can use this knowledge in educational programs to elevate leader performance.

Multirater and Gender Differences in the Measurement of Political Skill in Organizations

I n her classic text, Adults as Learners: Increasing Par­ ticipation and Facilitating Learning, Cross stated, \"The more education people have, the more education they want, and the more they participate in further learning activities\" ( 1982, p. 15) . She described education as being addictive for individuals, families, and entire societies. In fact, one of the most salient findings within adult education litera­ ture is that previous education is the single best predictor of participation in future adult education activities. Recent research continues to affirm this finding. A study by the U.S. Department of Education found that adults' likeli­ hood of participating in educational activities increased with each level of educational attainment. In the san1ple, \"37% of those with a high school diploma went on to became adult learners, compared \\vith 62% for those with bachelor's de­ gree or higller\" (Greenberg, 2000, p. 15) . Speer ( 1996, p. 34) noted that college graduates enroll in continuing educa­ tion classes at nearly twice the rate of those who never attend college and nearly triple the rate of higll school dropouts. Merriam and Caffarella ( 1999) posit that prior education coupled with the social milieu or culture in which adults live are the ingredients most often affiliated with adult education participation. Citing the work of ]arvis ( 1985) and Cropley (1989) , they generalized that those adults who value educa­ tion and have developed a positive attitude toward adult edu­ cation are most apt to reap the rewards our society associates with learning. Merriam and Caffarella described such adults as having the \"cultural capital\" needed to take advantage of the learning activities that are available (p. 82) . Kanter ( 1995, p. 83) stated, \"We live in a world in which we need constant learning.\" The heiglltened call for learning is clearly a mandate for both individual and corporate sur­ vival (Handy, 1995) , and it is the basis of the work of Senge ( 1990) and other advocates of the learning organization. For Knowles (1984) , the quantity and quality of learn­ ing that takes place within an organization is related to the kind of organization it is. He stated that \"an organization is not simply an instrumentality for providing organized learn­ ing activities to adults; it also provides an environment that either facilitates or inhibits learning\" (p. 66) . Merriam and Caffarella (1991 , pp. 29-30) defined three factors that affect learning in an organization: the people who can influence the learning process; the organization's structure, including its mission, resource base, and flow of communication; and the culture or shared values. Researchers studying workforce learning have found that the greater one's education level, the more likely he or she will receive additional training. The American Society for Train­ ing and Development discovered that the typical firm trained 77% of workers with some higller education, compared to 49% of employees with less than a high school education (Bassi and Van Buren, 1999, p. 13) . Hight 0998) found simi­ lar results in his survey of over 1 2 ,000 adults, in which only 6% of workers with less than a higll school education partici­ pated in employer training during the previous 12 months. In contrast, 46% of workers with some college and 63% of work­ ers with college degrees received employer-provided train­ ing. Similar differences were found by Frazis, Gittleman,

The Influence of Education Level on Current and Preferred Work-related Education Participation

The effect of standardized patient feedback in teaching surgical residents informed consent: results of a pilot study.

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Work-related learning as a core value: An Iowa perspective

Multirater and Gender Differences in the Measurement of Political Skill in Organizations

The Influence of Education Level on Current and Preferred Work-related Education Participation

The effect of standardized patient feedback in teaching surgical residents informed consent: results of a pilot study.