Disasters by Design provides an alternative and sustainable way to view, study, and manage hazards in the United States that would result in disaster-resilient communities, higher environmental quality, inter- and intragenerational equity, economic sustainability, and improved quality of life. This volume provides an overview of what is known about natural hazards, disasters, recovery, and mitigation, how research findings have been translated into policies and programs; and a sustainable hazard mitigation research agenda. Also provided is an examination of past disaster losses and hazards management over the past 20 years, including factors--demographic, climate, social--that influence loss. This volume summarizes and sets the stage for the more detailed books in the series.

Disasters by Design: A Reassessment of Natural Hazards in the United States

Andragogy and self-directed learning continue to be important to our present-day understanding of adult learning.

Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory

Research education, or training, as it is often termed, is attracting greater scrutiny as research itself is seen of greater importance in the global knowledge economy. In turn, concerns to improve the effectiveness and efficiency of research supervision are leading to the introduction and extension of programmes for supervisor development. This article presents a framework for an approach to supervisor development, based on the assumption that in order to discuss supervisor development it is important to understand what supervisors do and why. The article examines the nature of the educative process for research students in the current research environment. It articulates the generic processes supervisors need to engage in for effective supervision, if students are to develop in differing institutional, disciplinary and professional contexts the appropriate expertise and attributes for employment; and presents an outline of what might constitute a flexible professional development programme for superviso...

Research Training and Supervision Development

This correlational study (n = 283) examined the links between job fit, affective commitment, psychological climate, and employee engagement, and the dependent variables, discretionary effort, and intention to turnover. An Internet-based survey battery of six scales was administered to a heterogeneous sampling of organizations from service, technology, healthcare, retail, banking, nonprofit, and hospitality fields. Hypotheses were tested through correlational and hierarchical regression analytic procedures. Job fit, affective commitment, and psychological climate were all significantly related to employee engagement, while employee engagement was significantly related to both discretionary effort and intention to turnover. For the discretionary effort model, the hierarchical regression analysis results suggested that the employees who reported experiencing a positive psychological climate were more likely to report higher levels of discretionary effort. As for the intention to turnover model, the hierarchi...

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Employee engagement: an examination of antecedent and outcome variables

Background There is a mismatch between the broad range of learning theories offered in the wider education literature and a relatively narrow range of theories privileged in the medical education literature. The latter are usually described under the heading of ‘adult learning theory’.

Methods  This paper critically addresses the limitations of the current dominant learning theories informing medical education. An argument is made that such theories, which address how an individual learns, fail to explain how learning occurs in dynamic, complex and unstable systems such as fluid clinical teams.

Results  Models of learning that take into account distributed knowing, learning through time as well as space, and the complexity of a learning environment including relationships between persons and artefacts, are more powerful in explaining and predicting how learning occurs in clinical teams. Learning theories may be privileged for ideological reasons, such as medicine's concern with autonomy.

Conclusions  Where an increasing amount of medical education occurs in workplace contexts, sociocultural learning theories offer a best-fit exploration and explanation of such learning. We need to continue to develop testable models of learning that inform safe work practice. One type of learning theory will not inform all practice contexts and we need to think about a range of fit-for-purpose theories that are testable in practice. Exciting current developments include dynamicist models of learning drawing on complexity theory.

Broadening conceptions of learning in medical education: the message from teamworking

A Chronology and Analysis of the Andragogy Debate

Is There Any Way Out of the Andragogy Morass

Knowles or Lindeman: Would the Real Father of American Andragogy Please Stand Up.

Andragogical-Pedagogical Orientations of Adult Learners: Research Results and Practice Recommendations.

The professional literature and the authors’ practice experience are used to develop practice and policy recommendations with regard to suicide among Native Americans. Culture-sensitive psychologic...

Joseph Davenport

Papers

A Chronology and Analysis of the Andragogy Debate

Is There Any Way Out of the Andragogy Morass

Knowles or Lindeman: Would the Real Father of American Andragogy Please Stand Up.

Andragogical-Pedagogical Orientations of Adult Learners: Research Results and Practice Recommendations.

Native American Suicide: A Durkheimian Analysis