Program failure has been demonstrated to have both detrimental and enhancing effects upon individuals. Two detrimental reactions to program failures are those of self-doubt and embarrassment. The focus of adult and continuing educators should not be on condemning each other for failure, but on exploring program failure, how it personally affects…

The purpose of this study was to report the use of Kolb's Learning Style Inventory in investigating its effectiveness as a guide to counselors and faculty in dealing with adult learners. Describes the learning styles of adults in nontraditional occupational education programs. (JOW)

Identifies a process for determining program content that will be relevant to adult life goals. Lists conclusions of research that can serve as testable hypotheses and practical guidelines for program planners. Models a possible approach to the treatment of data yielded in applied research. (NRJ)

To adult educators, Grundtvig is of importance as the originator of the folk high school, which he felt strongly must be a center of liberal education, a "school for life." He was greatly impressed by the residential colleges of Oxford and Cambridge, which he visited around 1830, but he realized that they were a preserve of a privileged…

The task of adult educators is to provide students with information as well as opportunities to explore alternatives to the arms race. As a starting point to raising nuclear issues in the classroom and incorporating them into the curriculum, the adult educator can administer a survey or questionnaire to students about nuclear weapons and the…

Program providers who do not give refunds should reconsider their policies. Training providers should give all attendees the opportunity to express dissatisfaction, follow up on all complaints immediately and personally, and allow dissatisfied attendees to receive full or partial refunds or attend another session or program without additional…