Is It A Crime Or Punishment - 1084 Words

What constitutes whether something is a crime or punishment? This varies depending on where one lives, their culture and their personal beliefs. For instance if someone was on trial for claims of child abuse they might not see their actions toward the child as abusive. If the person is on trial it is likely that other people do not share the accused’s opinion. The difference in opinion can be a result of being raised with different beliefs. An example of differentiate opinion is the matter of spanking. It is possible people take offence to the idea of spanking one’s child because they have been taught not to strike others. In my opinion physical child abuse is the repeated use of physical harm towards a child. Spanking in moderation is not what I consider child abuse. As long as it falls it the under these guidelines: a) the hit is not delivered with an excessive amount of force, and b) the number of spanks is kept at a reasonable figure. For example a child has talked back to their parent as punishment for the inappropriate behavior the child is spanked five to six times. These five or six spanks are not excessive nor do they cause permanent harm. However, they do provide incentive to not to engage in the inappropriate behavior in the future. Spanking as well as time out was a common practice my parents used to deter our inappropriate behavior. A particularly vivid spanking I received stands out in my memory from the time I was six. I had just came back from myShow MoreRelatedCrime And Punishment : Is It A Crime?1631 Words   |  7 PagesCrime and Punishment Anytime there has been a crime, there has been a need for punishment for that crime. As a society, many of us feel that punishment should be rendered for crimes committed, but the type of punishment is always up for debate. 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Capital offences do attractRead MoreCrime and Punishment934 Words   |  4 PagesCrime and Punishment Criminology Rawphina Maynor Mr. Arata Saturday AM Crime and punishment through time has made some dramatic changes. The earliest form of written code is the Babylonian Code of Hammurabi, though most of western law comes from Ancient Rome. In 451 BC the Roman Republic issued the Law of the Twelve Tables that constituted the basis of Roman law. Theft and assault were crimes committed against individual and required the victim to prosecute the offender before the appropriateRead MoreNotes On Crime And Punishment1576 Words   |  7 PagesYr 8 Depth Study 1 - Crime Punishment Inquiry Scaffold 1. Read the sections in the national archives source before 1450 and 1450 - 1750. You need to look at the summary and at least two of the case studies found at the top right of each page. Record the details of the case studies that you read. Case Study 1 - Summary Notes (Crime before 1450 - nonviolent offences) Case Study 2 - Summary notes (Punishment before 1450 - capital punishment) Case Study 3 - Summary Notes (Crime prevention 1450 - 1750Read MoreThe Philosophy Of Crime And Punishment1182 Words   |  5 PagesThe Philosophy of Puppetry in Crime and Punishment Consider the design of a puppet. When observing this structure, one will give attention to the source of the puppet’s actions being dictated by the puppeteer. These actions are able to be transmitted from the will of the puppeteer into the puppet through the strings that the puppeteer uses to control specific parts of the puppet. Furthermore, one can infer that the strings of the puppet are the motive behind the puppet’s action. If the puppet’s actionsRead MoreSummary : On Crimes And Punishments1139 Words   |  5 PagesIngrid Nin â€Å"Licentious†. â€Å"Ill-directed†. â€Å"Barbarity†. These are only some of the words used by Enlightenment philosophe, Cesare Beccaria, to describe the manner in which the Old Regime handled the criminal justice system in his book, On Crimes and Punishments. As a proponent for enlightenment thinking, Beccaria published the text to â€Å"diffuse the knowledge of†¦ philosophical truths† (), like many philosophes did during the Age of Reason. He believed that through this â€Å"rational beings† would rise upRead Morepunishment for petty crimes1650 Words   |  7 Pagesfine? I would gladly prefer the latter. The prison has a â€Å"revolving door† as if welcoming persons to come again. We need to replace this door with job services and opportunities and quality rehabilitation. A prison term is not the answer to petty crimes in our Bahamian society. The jail house is already surpassed its max capacity, take away persons there for traff ic violations, littering, marijuana possession, shoplifting or other petty offences and you have saved the Bahamian government and taxRead MoreCrime and Punishment Essay1717 Words   |  7 PagesCrime at its simplest is an act prohibited by law upon pain of punishment (Hall-Williams 1964). Theorists such as McCabe (1983:49) stated that no word in legal and criminological terms could define the word crime for the varying content in which an act is categorised. Due to the broad spectrum surrounding crime, differing understandings about human subjects and premises lead to the development of several theories, assumptions and forms of criminal law. Michael and Adler (1933:2) are often citedRead MoreGuilt Crime and Punishment1556 Words   |  7 Pageswhen they are accused of a crime they have committed, substantial, and minimal. Though there are exceptions sometimes when guilt begins to form and we have no power over it. On the contrary Guilt can also be when somebody who is blameless are said to have committed the crime. Guilt can come in many forms but one most common is a emotion. Though majority of all people that have a conscience feel bad for the wrongdoing that they commit. In the novels Crime and Punishment by Dostoyevsky and MetamorphosisRead MorePunishment For Committing A Crime Essay2085 Words   |  9 PagesPunishment for committing a crime is a common and widespread practise across the world. The moral reasons as to why punishment is used in response to crime can vary greatly. Two theories of punishment include consequentialism, the belief that punishment should be performed because of the good consequences that come from it; and retributivism, the belief that it is morally justified to punish criminals because they deserve it, regardless of the consequences. These theories of morally justified punishment

Culture Adoption in Wole Soyinka’s and Tsitsi...

Colonialism versus Origin Within Wole Soyinka’s and Tsitsi Dangarembga’s intricately weaved novels, both pieces of literature successfully intertwine to portray the estrangement and hardships dealt with through the main characters in settling within a separate environment apart from their origins; culture and adopting the colonial mentality which is imposed upon them. There is a negative portrayal of the colonial mentality that manifests onto the African society. There are three major categories within these two texts displaying the characters that forget that they play these roles within society as puppets of colonialism, those who rebel against the invading culture that seems to threaten their sense of identity and lastly those who†¦show more content†¦This brings the characters to lose grasp of their origins, which in turn are also losing a large part of their identities as well. As time progresses, the characters forget that they are playing roles according to the Colonists whims. T his is clearly portrayed through Wole Soyinka’s novel. As clearly displayed within the first act, There is a distinctive culture apart from the British introduced which portrays the different values and customs that the Africans perform. Amusa whom is an African sergeant in the native administration police working for the white British colonialists is an example of a puppet of colonialism turning against the Africans systematic way of life through the adoption of British customs and values. Though Amusa has converted towards the British Empire, he is still seen as inferior in Pilking’s eyes thus this shows that due to his origin, he will never be valued in the eyes of a colonist. Amusa fears the Engungun costume yet aids the British in stopping the African rituals, which deprive the African people of their beliefs. They don’t seem to realize that they are harming their own culture but rather see it as an alien culture once they have fully adopted other methods o f practice through the English culture. Joseph is also a prime example of a character that has taken up a role within the colonialist society through his acceptance of the catholic religion. Joseph is a convert influenced by the British and believes that

Adult Literacy Programs in the Maldives Free-Samples for Students

Question: Discuss about the Adult Literacy Programs in the Maldives. Answer: Case Study: Adult Literacy Programs in the Maldives The Maldives has a literacy rate that is quite high at over 90 per cent due to the high enrolment in learning institutions from the primary level to the higher learning institutions. The Maldives system of schooling is free and the burden of sending a child to school is relatively low for the parent. The community as a whole attaches much importance to the formal education and encourages their children to attend school. (International, B.P.U, 2015).English is increasingly becoming the new medium of instruction at all levels of learning and is replacing Dhivehi which was the medium of teaching in the early classes. The need for self-actualization at the later stages of life in the need to get a formal education is the reason why some NGOs are offering adult education programs for adults who wish to learn. The adult education programs have managed to achieve some measure of success despite a few challenges they have met along the way. Background of Education in the Maldives The traditional system of education in the Maldives was founded on a privately owned set=up where informal education was given in madrasa, makhtab or edhuruge. These informal schools that existed in the Maldives before the introduction of forma education were self-sustaining and financed. With the introduction of formal systems of western education in the 1960s called for a new direction in the education sector in the Maldives. The government decided to retain dome features of the old system while adapting the new western education. The western model of education primarily used English s the medium of teaching and learning and was initially limited to the capital Male. (Griffith Smith, 2014). The need to embrace western education resulted from the desired national goals of development that could only be achieved with increased literacy. The public school system that was adopted in the Maldives was patterned after the British system of education. The need for harmonization in the education system led the government to draft a unified national education policy that has been operational since 1978. This unified system works under a 12 year cycle of learning that is broken down to 5-2-3-2. There is five years of primary schooling which is followed by two years of middle level learning. The secondary schooling is divided into three years of junior secondary that culminates in two years of senior secondary schooling.(Reiser Commonwealth Secretariat, 2012).The final exam administered is based on the British education standards. Education in the Maldives is heavily dependent on government at all the levels of schooling. The only part that does not receive a lot of government support is the pre-school level which is not free and parents have to pay for their childrens education. (Majumdar, 2011). The lack of support from the government has galvanized some NGOs to step in and provide free pre-schooling education for children at that age. It is mandatory for all learning institutions to offer free education from the first grade to the seventh grade. There are some privately run schools but most schools are government run or supported. The National Curriculum in the Maldives is closely intertwined with Islamic principles and framework. The educational goals are integrated within the national objectives that are guided by Islamic values and beliefs. (Ercetin Banerjee, 2015).The ministry of education drafts the desired objectives for the education sector and works closely with the Educational Development Centre to actualize the objectives into implementable curriculum. The National Curriculum offers seven subjects at the primary level: Mathematics, English, Dhiveshi, Islam, Environmental Studies, Practical Arts and Physical Education. The Social Studies subject replaces Environmental Studies at the Secondary level. The design of the curricula for Islamic and Dhivehi subjects takes on a local approach. Background of the Organization The organization for this Case Study has been operating in the Maldives for the last fifteen years and has spread its activities to the entire atolls that make up the nation of the Maldives. The organization was founded with the aim of promoting environmental management that was sustainable after the aftermath of the Tsunami that devastated the Maldives. (Shaw, 2015). Their approach is to offer adult education that is at the same time attached to raising eco-warriors within their communities that will be at the fore-front of bringing about change in their communities. The adult education program is tied to the environmental learning and awareness that builds capacity to the local island communities. The long-term goal is build capacity and awareness of the preservation of the environment, health and risk that is associated with the damage of the environment within the local community. (Bank, 2015). The program targets adults who are seeking to get a formal education as the key drivers and brand ambassadors of their program which has proved to be a success. The syllabus used by the organization is simple and targets the grasp of English as a medium of instruction from which the other material that involves environmental learning can be introduced. The learning is open to any person above the age of sixteen years which aims to capture the young adults who may not have had the opportunity of getting a formal education. The organization uses a simple grade one textbook that is used which is specific to the Maldives with a small cross-reference to other countries in order to make it more relevant to the locals. The learning is linked to seasonal changes such as the monsoon seasons as well as to seasonal festivals and fishermen calendars. After getting the basics of reading and writing, the education focuses to activities that are problem based with a view of coming up with home-grown solutions. The solutions that have universal application are adapted to the local context and the adult students learn through experience. (Goodbody Rigby, 2011). The experiential learning can then be translated into practical outcomes back in the community. The course takes a period of one year and is flexible in the teaching timetable. There are two modules of learning available: evening learning that starts from six and lasts for one hour the evening and weekend learning that is open from nine in the morning to one p m. At the end of the one year course the participants receive the appropriate certification. Statement of Problem. The need for adult education programs in the Maldives arises from a lack of a clear government policy guideline for adult learners and which does not allocate any resources for such programs. From the background of the current state of the education system in the Maldives, the other segment that does not get government support is the pre-school age of learners. The absence of active government intervention has resulted in NGOs and other private organizations stepping in to fill in the void. The need for adult education programs is not given priority due to the government perception that 90 % of the population is literate and is within the internationally accepted levels of literacy. (BusinessWire, 2013). The key priority of the government is on the primary and tertiary institutions of learning while ignoring the adult education segment. Analysis of Data. The need for meaningful programs that address the need for adult education in the Maldives has led to private players to be the principle providers of adult learning centers. The analysis of the above organization will be approached from three approaches and their suitability of the model used. The flexibility of the model, the approach as to its problem-based assumption and the vocational learning applicability will be interrogated. An understanding of the adult learning theory will help give a better background of the suitability of the model taken by the organization. Adult Learning Theory. The Andragogy theory was postulated by Malcolm Shepherd Knowles and states that andragogy is the art and science of adult learning. Andragogy is a Greek word which means m-leading which is the direct opposite of child-led learning (pedagogy). (Hagen Park, 2016). Knowles posits five assumptions in his theory that relates to adult learning. The first is that of self-concept which means that maturity brings the transition from dependency to being independent and the capability to direct ones affairs. The second assumption is the adult learner experience that recognizes the accumulative experiences of the adult learner as a resource for learning. The third states that maturity comes with a readiness to learn. The fourth assumption posits that maturity necessitates a shift from subject-centered learning to problem centered learning. The last assumption is that the maturity process brings about the increased motivation to learn which is internal driven. Flexibility approach. The program is flexible in that it factors in the work schedule of the targeted adult students. (Fuller, Kuhne Frey, 2011). The flexible learning model is principally focused in most forms of formal education that emphasizes flexibility in the learning in relation to time, mode of delivery and certification. The present emphasis on the use of the internet tends to skew the narrative to the more formal style of studying which can also be used in other forms of formal education. The model uses a blended form of flexible learning that uses both classroom settings as well as mobile field trips that are for the practical application. (Mohanty, 2007). The classroom learning time table is also flexible in that it offers evening classes as well as Saturday morning classes. Many of the adult students are engaged during the day in other economic activities that are necessary for social sustenance. Among the students are fishermen, tourist guides, traders amongst others. Many of them can only find time either in the evening or weekends. Structuring the classes to suit the needs of the target students ensures that more adults are able to seamlessly fit in their daily activities with their learning program. (OECD, 2014). This calls for discipline on the part of the adult student and which is supported by the theory postulation of Knowles assumption of adult learners. The andragogy theory of Knowles postulates that there is a readiness to learn as a person matures s well as the internal motivation that comes from the process of maturing. The problem-based position taken by the model is applicable as it from the proposition of a problem to solve and working to solve it. Problem-based learning is based on providing knowledge and the ability to solve problems that is based on real problems that can lead to real and practical solutions. This is supported by the Knowles theory of orientation to the learning process of focusing on problem-centered learning. (Ahmed, 2013). This is based on the assumption that 95% of people will learn what they are able to teach someone else. The first problem is a self-actualization need of the adult student which is met by taking time to learn a formal education. The second problem is identified by the organization providing the education of addressing environmental degradation and tying it in to the learning process. The need to get individuals who can be trained as community eco-ambassadors is successfully solved in offering a two-in-one value proposition. (Lees, 2014). The education offered which is free carries with it a moral obligation to thereafter go on and become an agent for change. Many of the private organizations offering adult learning programs are funded from charitable organizations abroad that have the specific agenda of environmental protection. The vocational learning approach is not factored into this model of adult education by the organization. The definition of vocational learning implies the model of education that prepares people to work in a specific craft, trade or professional vocation. From this definition the above model of adult is not applicable but can be applied as a quasi-vocational training. (Jarvis, 2010). It is quasi as it does not fully fit the normal parameters of vocational learning that is examinable and leads to a life-long career in the specific field. (Saar, That Roosalu, 2014).It gives formal education that is attached with some measure of training in environmental matters that can be applied in the community, not as a vocation but as a social obligation as a responsible citizen. The adult students will continue with their daily economic activities for sustenance and will participate in propagating environmental awareness on a part-time basis. Key Decision to guide the organization (criteria). The key decision criteria that the organization will consider should result in more adult students enrolling into the program and getting some level of government support for adult education programs in the Maldives. (Torres, 2011). The first key decision criteria is to consider transforming the model from education alone to being able to offer certification that is recognized for employment consideration in organizations dealing with environmental issues.(Ziegahn, 2012). That would first require the organization providing the adult education getting local or international certification to give certificates that are standardized in relation to environmental protection. The adult students can then be eligible for employment using the certificates they have received. This would result in a higher enrolment of students in the program. Another key consideration is the possibility of starting sustainable self-sustaining local initiatives that can employ the graduate adult learning students. A good example would be an initiative for bio-gas in the community. The adult students would first get a formal education after which they can get a quasi-vocational training on how to construct small house-hold bio-digesters. (Lucio-Villega, 2015). The organization would then employ them as craftsmen and women to construct the bio-digesters at a reasonable fee from the community. The possibility of employment would be a catalyst for the students to be more committed to the program so that the rate of dropping-out is reduced. This would also help the organization gain greater dependence from donor funding which is precarious and volatile in nature. Another consideration is to approach the government and propose a partnership that would result in the government allocating resources to the program. (Torres, 2013). The government can be helpful in negotiating support through bilateral agreements that can be signed with friendly supporting nations to specifically support the adult education program. There are countries which prefer channeling support directly to organizations on the ground that are delivering services and the government would be given the oversight role. The approach taken should be based on solving two social needs: adult education and the environment. The line ministries of Education and Environment should be involved to give recommendations on how the government can allocate monetary sources to such a program. Analysis of alternatives. The first consideration can result in the counter-argument is that a one year training of adults who hitherto were illiterate is not enough time to get certification that can be used for employment. The certification would need to be standardized and this process may take time and resources. The certification would also necessitate the involvement of peer organizations offering the same service and mobilizing all of them to a common platform and agenda may prove to be a challenge. (Findsen Formosa, 2016). This would be supported by the fact that most courses that are offered in tertiary institutions (certificate, diploma and degree) take from six months to four years. This is after considering that the student has gone through twelve years of formal learning through the pedagogy model. There would need to be a paradigm shift by potential employers to consider employing the adults when choosing between young potential employees and the adults. (Stenberg, DeL una Westerlund, 2012). The value proposition for employment using the certification from the private organizations would be difficult to sell to the potential employers. The second consideration would be countered by the argument that making the transition to be able offer employment would be a paradigm shift from the core mandate of education and environment. The current donors may decide not to support the new vision and transition and would decide to terminate the relationship with the organization. (Messy Monticone, 2016). The organization would also need capacity building internally for the transition which would require training and this would require additional funding which it may not have. Another challenge would be the issue of mobilizing financial resources that would be required to start the sustainable projects as the primary donors might withdraw their funding. (Milana, 2012). Scouting for a new donor or writing a new proposal for the funding of the new shift that would support the new vision would also take time and is not guaranteed. The other consideration would be countered by the argument that the government bureaucracy would take long to respond into an actionable partnership. The governmental policy would require legal changes to the existing policy framework which would take time to change. The consideration for the partnership would also have to be within the current vision of the government so as to get budgetary support. The government can only offer support if it is assured that the mandate of the organization is not subversive to the national interest before it can get government support. The fact that two line ministries would be involved in the negotiations would be discouraging for the organization in relation to time needed for the meetings. The time spent in meetings with government officials would be better spent in delivering their key mandate of offering education. Recommendations The recommendation that would be desirable for future action is for the organization to change and transform so as to be sustainable. The dependence on foreign donor funding is not sustainable and is subject to dry up at any given time. The government can also interfere with foreign funding if it perceives interference from the foreign donors in its internal affairs. It will take time for the organization to raise funds for the eventual self-sustenance but that would ultimately give it perpetuity in its future operations. (Medel-Anonuevo, Torres Desjardins, 2011). The proposal to start a bio-gas project would be beneficial to the community as the graduate adult students would be employed to work as craftsmen in the project and the cost would be adjusted to meet the ability of local community. (Hefler, 2012). The adult enrolment would at the same time increase for adult students who would enroll with the end aim of employment. This would also attract more donor support in the long-ru n and also the government as the project would be seen as a success. The objective of most governments is to ensure that they have a population that is literate in order to accelerate the economic development of the nation. The education system in the Maldives despite being relatively young has managed to ensure a high level of literacy at over 90%. Despite this relative success, the adult education program has been left in abeyance by the government and the private organizations have stepped in meaningfully. The organizations that are providing adult education programs in the Maldives are mostly private and funded by external donors. The sustainability of such organizations depends on the model taken in its approach to offering adult education learning. An analysis of the different models of adult education learning has identified the problem-based model as the most suitable approach to adult learning for this organization. The organization can offer the adult learning program with a view to mitigating environmental damage within the community. The o rganization can also suggest the approach of starting a bio-digester to be a community-based program that would lead to sustainability of their adult education program. The government of the Maldives should partner closely in the future with the private organizations so as to form long-term partnerships that can raise the levels of adult literacy in the island. References Bank, A. D. (2015). Maldives: Overcoming the Challenges of a Small Island State. Manila: Asian Development Bank. Fuller, R. G., Kuhne, G. W., Frey, B. A. (2011). Distinctive distance education design: Models for differentiated instruction. Hershey, Pa: Information Science Reference. Griffith, A., Smith, D. (Eds.). (2014). Under New Public Management: Institutional Ethnographies of Changing Front-Line Work. University of Toronto Press. Retrieved from https://www.jstor.org/stable/10.3138/j.ctt7zwbzq Hagen, M., Park, S. (2016). We knew it all along! using cognitive science to explain how andragogy works. European Journal of Training and Development, 40(3), 171-190. Retrieved from https://search.proquest.com/docview/1776309323?accountid=45049 Hefler, G. (2012). The qualification-providing enterprise? Support for formal adult education in small and medium-sized enterprises. In Markowitsch J., Riddell S., Markowitsch J., Weedon E. (Eds.), Lifelong learning in Europe: Equity and efficiency in the balance (pp. 103-124). Policy Press at the University of Bristol. Retrieved from https://www.jstor.org/stable/j.ctt9qgnfk.11 Findsen, B., Formosa, M. (2016). International Perspectives on Older Adult Education: Research, Policies and Practice. Cham: Springer. Shaw, R. (2015). Recovery from the Indian Ocean tsunami: A ten-year journey. Tokyo: Springer. International, B. P. U. (2015). Maldives investment and business guide: Strategic and practical information. Place of publication not identified: Intl Business Pubns Usa. Jarvis, P.(2010). Adult Education and Lifelong Learning: Theory and Practice. Routledge. Lees, H. (2014). Education without schools: Discovering alternatives. Policy Press at the University of Bristol. Retrieved from https://www.jstor.org/stable/j.ctt9qgq06 Lucio-Villegas, E. (2015). Adult education in communities: Approaches from a participatory perspective.Rotterdam: Sense Publishers. Majumdar, S. (2011). Emerging Challenges and Trends in TVET in the Asia-Pacific Region. Rotterdam: SensePublishers. Medel-Aonuevo, C., Torres, C., Desjardins, R. (2011). CONFINTEA VI follow-up: The challenges of moving from rhetoric to action. International Review of Education / Internationale Zeitschrift Fr Erziehungswissenschaft / Revue Internationale De L'Education, 57(1/2), 1-8. Retrieved from https://www.jstor.org/stable/41480680 Messy, F., Monticone, C. (2016). Financial education policies in asia and the pacific. Paris: Organisation for Economic Cooperation and Development (OECD). doi:https://dx.doi.org/10.1787/5jm5b32v5vvc-en Milana, M. (2012). Globalisation, transnational policies and adult education. International Review of Education / Internationale Zeitschrift Fr Erziehungswissenschaft / Revue Internationale De L'Education, 58(6), 777-797. Retrieved from https://www.jstor.org/stable/23352412 Mohanty, S. B. (2007). Lifelong and adult education. New Delhi: A.P.H. Publishing Corporation. New E-book offers advice to adult learners by adult learners. (2013, Jan 09). Business Wire Retrieved from https://search.proquest.com/docview/1267778441?accountid=45049 OECD. (2014). Learning begets learning: Adult participation in lifelong education. St. Louis: Federal Reserve Bank of St Louis. Retrieved from https://search.proquest.com/docview/1698891033?accountid=45049 Reiser, R., Commonwealth Secretariat. (2012). Implementing inclusive education: A Commonwealth guide to implementing Article 24 of the UN Convention on the Rights of Persons with Disabilities. London: Commonwealth Secretariat. Saar, E., Tht, K., Roosalu, T. (2014). Institutional barriers for adults' participation in higher education in thirteen european countries. Higher Education, 68(5), 691-710. doi:https://dx.doi.org/10.1007/s10734-014-9739-8 Stenberg, A., De Luna, X., Westerlund, O. (2012). Can adult education delay retirement from the labour market? Journal of Population Economics, 25(2), 677-696. Retrieved from https://www.jstor.org/stable/41408931 Torres, C. (2011). Dancing on the deck of the Titanic? Adult education, the nation-state and new social movements. International Review of Education / Internationale Zeitschrift Fr Erziehungswissenschaft / Revue Internationale De L'Education, 57(1/2), 39-55. Retrieved from https://www.jstor.org/stable/41480683 Ziegahn, L. (2012). Community-Engaged Health Research: Communities, Scientists, and Practitioners Learning Together. In ENGLISH L. (Ed.), Adult Education and Health (pp. 46-63). University of Toronto Press. Retrieved from https://www.jstor.org/stable/10.3138/9781442685208.7