P-Q

A model or pattern. The set of values or concepts that represent an accepted way of doing things within an organization or community(answers .com)amended---> has been used in linguistics and science to describe distinct concepts **Paradigm shift** -An adjustment in thinking that comes about as the result of new discoveries, inventions, or real-world experiences-a change or shift in processes.(answers.com) A change in the "fundamental model of events"; can be applied to wide array of situations. In social sciences a wide array of views may become more or less popular at different times, but all may be accepted. (wikipedia.com) **Paradox** - A self-contradictory or counter-intuitive statement or argument. It is a statement or group of statements that leads to a contradiction or a situation that defies intuition. [] **Parallel Thinking** - a further development of the well known lateral thinking processes, focusing even more on explorations—looking for //what can be// rather than for //what is//. a thinking process where focus is split in specific directions. (http://en.wikipedia.org/wiki/Parallel_thinking) **Participation** - acceptance of the status quo, and even an uncritical desire for include in the already powerful (Newman 2006); the process during which individuals, groups and organizations are consulted about or have the opportunity to become actively involved in a project or program of activity being part of a larger whole (Retrieved from: http://en.wiktionary.org/wiki/participation on June 23, 2010) **Participatory action research**-(Paul Freire's) method for intervention, development, and change within a group or community.([])
 * Participation ** – Most often defined as the “act of taking part or sharing in something”, “the condition of sharing in common with others” (The Free Dictionary, by Farlex). According to Newman (2006) participation almost takes on a more negative definition; “Participation can imply an acceptance of the status quo, and even an uncritical desire for inclusion in the affairs of the already powerful” (p.g. 224).

Defined in Learning to Listen, Learning to Teach as "everyone involved will have time to speak, listen and be actively engaged in learning. In quantum terms, this aspect considers the whole context of the learners' attention.

http://en.wikipedia.org/wiki/Participatory_action_research
 * Participatory action research** – is a recognized form of experimental research that focuses on the effects of the researcher's direct actions of practice within a participatory community with the goal of improving the performance quality of the community or an area of concern. Action research involves utilizing a systematic cyclical method of planning, taking action, observing, evaluating (including self-evaluation) and critical reflection prior to planning the next cycle (O'Brien, 2001; McNiff, 2002).

**Participatory Educati****on**- Participatory education is an educational approach where learners and staff share authority and responsibility equally regarding program decision-making and operations. Learners participate actively, as opposed to a class in which everything about and for learners is decided by instructors or administrators. **Participatory Research** - Community intellectuals are ordinary citizens who are better prepared to identify, research, and solve their own problems; clearly they are more committed to the community interests. (Hamilton pg 445)According to Hall, participatory research is a process that combines three activities--research, education and action. (Hall 1992). Historian of participatory research find the first use of the term in Tanzania in the early 1970's. A number of writers have linked the beginnings of participatory research tradition to work with oppressed peoples in Latin America, Africa, and Asia, often in response to exploitative development projects and policies. (Garvin, Charles D. [2004] //Handbook of Social Work with Groups//) Participatory research "attempts to start the research from the concrete and specific reality, incorporating the people's viewpoints, in order to contribute to a type of social transformation that eliminates poverty, dependence and exploitation." (Vio Grossi 1981) **Community-based participatory research (CBPR)** is "[|research] that is conducted as an equal partnership between traditionally trained "experts" and members of a [|community]. In CBPR projects, the [|community] participates fully in all aspects of the research process"[] ====**Passive Learner -** Students are assumed to enter the course with minds like empty vessels or sponges to be filled with knowledge. Typically a passive learner is in a traditional class where the lecturer verbalizes information to a passive notetaker. (Vella 2002)====
 * Part of a Whole -** One of the Six considerations in Learning to listen, learning to teach. Defined by "must have follow up and continuity. In quantum terms, this aspect considers the whole context of the learners situation.


 * Paternalism** - the system, principle, or practice of managing or governing individuals, businesses, nations, etc., in the manner of a father dealing benevolently and often intrusively with his children


 * Patriarchy-** is the power of the fathers: a familial-social, ideological, political system in which men by force, direct pressure, or through ritual, tradition, law an language, customs, etiquette, education, and the division of labour, determine what part women shall or shall not play, and in which the female is every-where subsumed under the male.


 * Peace Corps** - The Peace Corpse is a volunteer program that aims to improve economical and political situations in developing countries. Volunteers offer their help and expertise in the areas of education, technology, agriculture and many others. (Wikipedia)

- The learner are the subject, not the object of the learning process, and through this approach they can become the subject of society. - The educators and the learners are equal participants in the learning process and all are the producers of knowledge. The learning process is developed through the continuous dialogue between the educators and the learners. - The objective of the learning process is to liberate the participants from the social pressures and internalized ideas that hold them passive in conditions of oppression- to make them capable of changing their reality, their lives, and the society they live in. (reference: Castano Ferreira, E and Castano Ferreira, J. (1997). Education for liberation. In Making sense of the media: a handbook of popular education techniques. (pp 17-23). New York: MonthlyReview Press)
 * Pedagogic Principle-** are to be used in the production of knowledge. They are:

**Pedagogy** - the art or science of teaching or of being a teacher; the term generally refers to strategies of instruction or styles of instruction. Pedagogy is also sometimes referred to as the correct use of teaching strategies.This means that the instructor's own philosophical beliefs of instruction are to be followed with goals set by student and teacher.

Paulo Freire referred to his method of teaching adults as “critical pedagogy.”In correlation with those teaching strategies the instructor's own philosophical beliefs of teaching are harbored and governed by the pupil's background knowledge and experiences, personal situations, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought. Further, pedagogy is viewed as aneducational approach characterized by having the teacher in the center and viewed as an authority figure and students are not generally actively involved in learning.


 * Pedagogy of the Oppressed**-It is the most widely known of educator Paulo Freire's work. It proposes a pedagogy with a new relationship between teacher, student, and society. Dedicated to what is called "the oppressed" and based on his own experience helping Brazilian adults to read and write, Freire includes a detailed Marxist class analysis in his exploration of his relationship between what he calls "the colonizer" and "the colonized".(Wikipedia) While he was a political exile in Chile at the end of the 1960's, Freire wrote his famous book (published in the USA in 1971). In this and in his other books, Freire developed the theory of his practice as a popular educator. These books are about the philosophy of his work, about the concepts, the general directives, not about the practice, the lessons, the activities in the classroom. Why? Because each practical experience with each group of learners is different from the others. Each educator has to develop his or her own techniques, lessons, etc., with his learners, for each group's reality is different from the others.(Castano Ferreira 1997 pg. 22) There are several elements to Freire's 'pedagogy of the oppressed'. Firstly, consistent with his philosophy on the human 'ontological' vocation, he argues the importance of trusting people and having faith in their ability to beocme 'subjects' of history: 'if the people cannot be trusted, there is no reason for liberation'. Secondly, Freire defends the role of human subjectivity in the shaping of history and aruges that people can and do bring about change, that they are not merely prisoners of their objective social environment. (Godotti 2001, pg 39) Freire calls his educational theory and method a "pedagogy of the oppressed". (Elias & Merriam 2005)

**Peer Group** - a social group consisting of people who are equal in such respects as age, education or social class. They are usually informal groups sharing common characteristics like status, age, interests or sometimes be diverse having different backgrounds. (source http://en.wikipedia.org/wiki/Peer_group retrieved July 7, 2010) **Peer Mentoring** - a form of learning which takes place involving a more experienced learner teaching a learner with little experience.
 * Peer Review-** A method used when a peers review each other's work and share ideas of how to improve. It holds peers accountable and provides them an opportunity to discuss work without hierarchy.


 * Perceived difficulty**

**Personality** - a set of qualities that make a person (or thing) distinct from another. Source: http://en.wiktionary.org/wiki/personality?rdfrom=Personality, retrieved June 23, 2010)
 * Person Centered -** The purpose is the development of all the people involved. The purpose is not merely sharing information. ( Learning to listen, Learning to Teach)

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Perspective** - A mental outlook or personal of view that is shaped by one's experiences, positionality, education and situatedness. It can also infer a physical view or vista. Source: [], retrieved July 20, 2009). <span style="display: block; font-family: arial,helvetica,sans-serif;">**Pertinent**: Having logical precise relevance to the matter at hand. Having a bearing on or connection with the subject at issue

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Perpetual**: Lasting for eternity, Continuing or lasting for an indefinitely long time, Instituted to be in effect or have tenure for an unlimited duration, Continuing without interruption.**Petal** - part of the 'Power Flower'. Each petal represents (or names) an aspect of social identity. The blank petal is a tool for others to add an aspect to the flower we may have omitted because of our limits in our perception (Arnold et al.,1983, p. 13). <span style="display: block; font-family: arial,helvetica,sans-serif;">**Phenomenology** - describes a body of knowledge that relates empirical observations of phenomena to each other, in a way that is consistent with fundamental theory, but is not directly derived from theory. Phenomenology is essentially the study of phenomena, that is things as they appear in our lived experience. Allen lists five characteristics; descriptive nature, antireductionism, intentionality, bracketing and eidetic vision (Allen, 2005:188). NB - the study of describing how individuals experience the world as an investigation into the realm of consciousness. It does not describe how one understands or comprehends an experience, but rather how they perceive and react to it (Gadotti, 2001).

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Philosophy of Consciousness** - locates intentional egos as the ontological origins of social relations. A theory of communicative action conceives individual identity not as an origin but as a product of linguistic and practical interaction (Young, p. 45).
 * Phychomotor-** Of or relating to movement or muscular activity associated with mental processes, especially affects, as in psychomotor slowing associated with depression.

**Pitika Ntuli** is a [|South African] sculptor, poet, writer, and academic who spent 32 years of his life in exile in [|Swaziland] and the UK.<span style="background-image: none; color: #0645ad; font-style: normal; font-weight: normal; line-height: 1em; text-decoration: none; white-space: nowrap;">[|[1]] He holds an MFA from the [|Pratt Institute] in [|New York] and an MA in Comparative Industrial Relations and Industrial Sociology. While in exile in the UK he taught at [|Camberwell College of Art], [|Central Saint Martins College of Art and Design] , the [|London College of Printing] , [|Middlesex University] and the [|University of East London]. Since returning to South Africa he has taught at [|Wits] and [|UKZN], and is currently Professor Extraordinaire at [|Tshwane University of Technology].

Pitika Ntuli has exhibited in several individual and group exhibitions in many countries in Europe and in the USA, and has organised numerous international art and cultural events in Britain. His sculptures are in several collections and some of his public sculptures can be found in the Swaziland National Bank, Matsapa International Airport and St. Mary's Catholic Church in [|Lobamba]. However until 2010 he had never exhibited in his own country, South Africa. He has exhibitions planned in [|Durban] and [|Pretoria] for 2011. Pitika Ntuli is an expert in African indigenous knowledge systems. He is a regular political and cultural commentator on [|SABC 2] every Saturday morning and his column is acknowledged as having increased the audience ratings of Weekend Live. He is a well-known poet and speaker who has been a keynote speaker at numerous high profile events and has read his poetry in many forums in the country and the Region. He was the main organiser of the KwaZulu-Natal Millennium Parade and a key figure in the African Renaissance Annual Festivals in Durban. He is a frequent guest on TV and Radio and especially on many of the SABC African Language Radio stations, and has also participated in several national and provincial task teams and ministerial advisory committees. He was a judge for the Sunday Times Literary Awards (2009). He recently chaired the 2010 Task Team that advised the Minister of Arts and Culture with regard to cultural programmes associated with the World Cup, including the opening and closing ceremonies. Pitika is married to Antoinette Ntuli and they have four sons, two daughters and four grandchildren. []


 * "Plop":** Vella describes a "plop" as the "sound" that is made when an adult learner's words are allowed to fall to the ground without affirmation or recognition that anything had been said. This is a sure way to destroy safety in the classroom because it creates feelings of fear and anxiety for other learners.

It takes place in and around the formal structures of a state and so is located within the system. Political activists seek to influence the political parties in government and other parties, institutions and organizations which play a role in or influence the governance of the state. These groups tend to have articulated policies, defined memberships and formal structures and they are usually established with long-term struggles in mind.
 * Political Action:**


 * Political Party:** It is a politcal organization that typically seeks to influence government policy, usually by nominating their own candidates and trying to seat them in political office. Parties participate in electoral campaigns, educational outreach or protest actions. Parties often espouse an expressed ideology or vision bolstered by a written platform with specific goals, forming a coalition among disparate interests.

- the first principle of popular education is the need to democratize power relationships in our society. - The means to this end is the creation of mechanisms of collective power over all the structures of society. - The methods used in creating these mechanisms cannot be in contradiction with the first principle- a democratic society cannot be built through authoritarian methods. - Popular education is a political process in which the projects, strategies, and tactics used are produced collectively by the participants themselves. (reference: Castano Ferreira, E and Castano Ferreira, J. (1997). Education for liberation. In Making sense of the media: a handbook of popular education techniques. (pp 17-23). New York: MonthlyReview Press)
 * Political Principles**: are to be used in the process of production of knowledge. They are:


 * Political Repression** –The denial of the right of people to participate in the political life of theircommunities and society. For example, denial of the right to vote or run foroffice.

[]

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Popular Civic Education** Encompasses the five principles; (1) the link with popular movements, (2) capacity building, (3) neutrality of adult education, (4) national cultural distinctions and (5) teaching and practice. The focus is to focus the learner into being a better citizen. <span style="display: block; font-family: arial,helvetica,sans-serif;">**Popular education** - A movement that originated in Latin America; may be defined as an educational technique designed to raise the consciousness of its participants and allow them to become more aware of how an individual's personal experiences are connected to larger societal problems (wiki). It is both a theory and a practice of social action geared toward developing people's capacity to transform the world. (Richard A.M. p.1)"Many definitions exist, but it is aligned with the word populist (for and by the people), partly defined by, 1) horizontal relationships between facilitators and participants, 2) response to a need expressed by an organized group 3) group involvement in planning the training and political action, and 4) acknowledgment that the community is the source of knowledge (Hamilton & Cunningham, p. 443)."The empowerment of the powerless groups through their own experience-by becoming conscious of, and working to change their own social conditions.” Ferreira, 1997 <span style="display: block; font-family: arial,helvetica,sans-serif;">-A form of education that highly encompasses collectivism and dialogue between all participants. It involves a group of people educating themselves about particular issues, and, through a process known as participatory research, analyzing the reasons for these particular reasons. In this way, popular education aims to educate people (typically those who are disadvantaged in society) in such a way that they are able to bring about social change that brings about a more fair, democratic society.-It stresses learning by going to the roots, analyzing the particular historical circumstances of a given situation. It is more than just a new approach to teaching.

Four Streams of Thinking Characterize participation in community development (Dore and Mars 1981) 1. A project that seeks to fill a need of which citizens are aware elicits more cooperation than does a project that fills no perceived need 2. Irrespective of whether the project reflects long-standing needs or newly discovered needs, the extent to which citizens share in the decision making will determine their commitment to undertaking action and followthrough 3. Most bureaucrats and professionals (doctors, engineers, and so on) engaged in a project often have different motivations and alliances and therefore need to be under the firm contorl of community authority 4. Community self-determination and values of independence and autonomy require a general refusal to accept institutional authority blindly. Universal values dictate that people must seize the opportunity to control their own destinies a much as possible.
 * Popular Participation**- Key element in the basic needs determination strategy elaborated in recent years.(Hamilton pg. 442)


 * Populism **** - defined either as an [|**ideology**], or (more uncommonly) a [|**political philosophy**], or a type of discourse, i.e., of sociopolitical thought that compares "the people" against "the elite", and urges social and political system changes. It can also be defined as a rhetorical style employed by members of various political or social movements. (http://en.wikipedia.org/wiki/Populism ) **


 * Populist**- "For and by the people" (Hamilton, E & Cunningham, P.C. 1989).

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Population growth** - Defined as the change in a population over time, and can be quantified as the change in the number of individuals of any species in a population using "per unit time" for measurement. In demography, population growth is used informally for the more specific term population growth rate, and is often used to refer specifically to the growth of the human population of the world. ([]) <span style="display: block; font-family: arial,helvetica,sans-serif;">**Positionality**- Refers to the concept of examining the processes and outcomes of collective identification; the attributions that individuals make about their position in the social order of things, their views of where and to what they belong (and to what they do not belong) as well as an understanding of the broader social relations that constitute and are constituted in this process. (Ethnicities, Vol. 2, No. 4, 491-514(2002) DOI:10.1177/14687968020020040301) Elements of our identity (ie, race, class, gender, and sexual orientation) that affect how we construct knowledge; personality that has been shaped by our personal histories, culture, environment, social status, group membership and social affiliations that affect how we view interact with the world.
 * Positionality 2**: Being in a optimal position where you can make choices and informed decisions. By definition, every person cannot be the most popular, cool, or elite, in the same way that every person cannot be a star athlete – all of those terms imply a separation or superiority over other people. Being in the best case scenerio where things may be valued the most.

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Positivist** - a system of philosophy based solely on observable, scientific facts and their relations to each other-The state or quality of being positive. ([]) <span style="display: block; font-family: arial,helvetica,sans-serif;">**Post-colonialism** Stemming from the work of F. Fanon (1961) and E. Said (1978, 1993), the examination of the impact, and legacy, of the European conquest, colonization, and dominance of non-European cultures, lands, and peoples, together with the analysis of the ideas of European superiority inherent in European colonization. [] <span style="display: block; font-family: arial,helvetica,sans-serif;">**Postmodern** 1. A philosophical stance which claims that it is impossible to make grand statements—meta-narratives—about the structures of society or about historic causation, because everything we perceive, express, and interpret is influenced by our gender, class, and culture; knowledge is partial and situated, and no one interpretation is superior to another. 2.A cultural condition prevailing in advanced capitalist societies since the 1960s, characterized by a superabundance of disconnected images and styles—most noticeably in television, advertising, commercial design, and pop video. []

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">“Postmodernism is not a theory or set of ideas as much as it is a form of questioning, an attitude, or perspective. (1,p1) Seen as either an outgrowth of or a reaction to modernism, postmodernism may be characterized as follows (2,3,4,5,6): <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Postmodernism rejects the autonomy of individual adult learners and frees the student from of collective responsibilities. (7,8) This theory also rejects the status quo which is a form of oppression. (8) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">In adult education postmodernism analyzes the social discourse and structures of courses based on context, and beliefs; with focus on power in the development of knowledge and focus on cultural influences in programing. (2,6,8,9,10)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Postmodernism **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Questioning of all claims to absolute, universal truth
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Rejection of "grand narratives" that attempt to provide encompassing explanations (including capitalism, Marxism, Christianity, science)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Identity that is fluid, changeable, and derived from multiple discourses
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Loss of confidence in progress, rationality, science, and "objective" reality
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Recognition that perception is interpretive and inseparable from our frameworks, including language
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Knowledge that is contingent, contextual, and linked to power
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Value that is not intrinsic but is determined by choice, negotiation, manipulation, or domination depending on how power is used and by whom
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">A view of power as a process that enables or restricts, promotes or discourages forms of practice or thought” ( 1, p1)

Reference:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. Kerka S. Postmodernism and Adult Education [Internet] Trends and Issues. Educational Resources Information Center. 1997 [cited 2011 Nov 04]. Available from: http://www.calpro-online.org/eric/docgen.asp?tbl=tia&ID=105 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. Bagnall, R. G. "Discriminative Justice and Responsibility in Postmodernist Adult Education." //Adult Education Quarterly// 45, no. 2: (Winter 1995): 79-94 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. McLean, S. "Continuing Education and the Postmodern Arts of Power." //Canadian Journal of University Continuing Education// 22, no. 2 (Fall 1996): 7-26. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. Rhodes, C. "Postmodernism and the Practice of Human Resource Development in Organisations." //Australian and New Zealand Journal of Vocational Education Research// 4, no. 2 (1996): 79-88. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5. Stanage, S. M. "Lifelong Learning: A Phenomenology of Meaning and Value Transformation in Postmodern Adult Education." In //Selected Writings on Philosophy and Adult Education. 2d ed//., edited by S. B. Merriam, pp. 269-280. Malabar, FL: Krieger, 1995. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6. Westwood, S. "Constructing the Future: A Postmodern Agenda for Adult Education." In //Radical Agendas? The Politics of Adult Education//, edited by S. Westwood and J. E. Thomas, pp. 44-56. Leicester, England: National Institute for Adult Continuing Education, 1991. (ED 338 905) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">7. Stanage, S. M. "Corporatizing Work, Education, and Democracy within Postmodern Praxis." In //Critical Perspectives//, edited by P. Cunningham et al., pp. 72-79. De Kalb: Northern Illinois University, 1996. (ED 391 943) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">8. Briton, D. //The Modern Practice of Adult Education: A Postmodern Critique.// Albany: SUNY Press, 1996b. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">9. Edwards, R., and Usher, R. "Postmodernity and the Educating of Educators." In //The Canmore Proceedings//, edited by M. Collins, pp. 109-116. Saskatoon: University of Saskatchewan, 1995. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">10. Pietrykowski, B. "Knowledge and Power in Adult Education." //Adult Education Quarterly// 46, no. 2 (Winter 1996): 82-97

<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; line-height: 16px;"><span class="pg" style="color: #333333; display: inline; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px 3px 0px 0px;">//**<span style="color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">–noun **// <span style="background-color: #ffffff; color: #333333; display: block; font-family: verdana,arial,helvetica,sans-serif; font-size: 1em; line-height: 1.25em; margin: 0px; padding: 0px 0px 5px 3px;"><span class="dnindex" style="color: #7b7b7b; display: block; float: left; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; width: 28px;">**<span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">1. ** <span style="color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px 0px 0px 37px;"><span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">the state or condition of having little or no __<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px;">[|money] __<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">, <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">goods, or <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">means <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">of support; condition of being poor; indigence. <span class="dnindex" style="color: #7b7b7b; display: block; float: left; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; width: 28px;">**<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">2. ** <span style="color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px 0px 0px 37px;"><span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;"><span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">deficiency <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">of necessary or desirable ingredients, qualities,etc.: <span class="ital-inline" style="color: #333333; display: inline; font-family: Georgia,Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px;">//<span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">poverty of __<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px;">[|the] __<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;"> soil. // <span class="dnindex" style="color: #7b7b7b; display: block; float: left; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; width: 28px;">**<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">3. ** <span style="color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px 0px 0px 37px;"><span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;"><span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">scantiness; <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">insufficiency: <span class="ital-inline" style="color: #333333; display: inline; font-family: Georgia,Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px;">//<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;"><span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">Their <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">efforts to stamp out diseasewere hampered by a poverty <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">of  __<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px;">[|Medical] __<span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;"> supplies. //
 * Poverty -** is the lack of [|basic human needs], such as [|clean water] , [|nutrition] , [|health care] , [|education] , clothing and shelter, because of the inability to afford them.<span style="background-image: none; color: #0645ad; font-style: normal; font-weight: normal; line-height: 1em; text-decoration: none; white-space: nowrap;">[|[1]][|[2]] This is also referred to as [|absolute poverty] or **destitution**. [|Relative poverty] is the condition of having fewer resources or less income than others within a society or country, or compared to worldwide averages. About 1.7 billion people live in absolute poverty. <span style="background-image: none; color: #0645ad; font-style: normal; font-weight: normal; line-height: 1em; text-decoration: none; white-space: nowrap;">[|[3]] [|[4]]
 * Poststructuralism** n. an extension and critique of structuralism, esp. as used in critical textual analysis. //see structuralism//.

**Power**
Affluence, influence, control over, or ownership of: self, other, public opinion, specific opinion or a course of action. Associated with: wealth, knowledge, information,technology, education and access to these things. Power is often classified into various types; one of the most common classifications is French and Raven's 5 forms. They are Expert (arising from specialized knowledge); Legitimate (arising from organizational or role position); Referent (arising from charisma or social dimensions); Coercive (arising from the ability to cause a person to act against his/her own will); and Reward (arising from the ability to either punish, withhold or extend benefits). http://changingminds.org/explanations/power/french_and_raven.htm

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Power Flowe****r**--a tool used to look at who we are in relation to those who yield power in society. It is used to describe dominant social identity and social identity of an individual and helps to predict where differences and tensions may arise. Arnold et al. pg. 13-14. Powerlessness oppression - The powerless are those who lack authority or power... those whom power is exercised without their exercising it; the powerless are situated so that they must take orders and rarely have the right to give them." <span style="display: block; font-family: arial,helvetica,sans-serif;">**Power of engagement** - a principle that enables learners to take part in learning, also to practice learning as subjects of their own lives. This was an example Vella discussed in chapter 14 of her book Learning to listen learning to teach. (Vella, 2002, p.203). <span style="display: block; font-family: arial,helvetica,sans-serif;">**Powerlessness** - lack of authority, status and sense of self (Young, 1990, pg. 57). - lacking the power to act; feelings of a situation not being in one's hands; feeling helpless

<span style="display: block; font-family: arial,helvetica,sans-serif;"> **Power relations** – the division of influence one group has over another in society

The powerless are those who have restriction in their autonomy and judgment at workplaces (Young, 1990, pg.56).In the contrast, professional workers have privilege and they acquire expansive, progressive character of works.

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Practice of Freedom** - "men and women deal critically and creatively with reality and discover how to participate in the transformation of their world". Peter Schaull proposes the practice of freedom in the preface to Friere's Pedagogy of the Oppressed, and adds that the result will include tension and conflict, but could also lead to "the formation of a new man and mark the beginning of a new era in Western history" (Vella, 2002, p. 181). <span style="display: block; font-family: arial,helvetica,sans-serif;">**Pragmatism** - is the philosphy of considering practical consequences and real effects to be vital components of meaning and truth. (wikipedia). It is people acting upon their environment to make changes. (Richards)**Praxis** - the process by which a theory, lesson, or skill is enacted or practiced, embodied and/or realized. "Praxis" may also refer to the act of engaging, applying, exercising, realizing, or practicing ideas.Action with reflection. As Vella points out it is more than practice; "the learner does what she is learning and immediately reflects upon that doing" (pg. 232). Praxis is also described as action with reflection and action. The further action to apply the new learning of reflection is important to the value of the learning.It is a collage of efforts: psychomotor, cognitive and affective. (Vella); To acquire knowledge to take action <span style="display: block; font-family: Arial,Helvetica,sans-serif;">for change and then reflect critically on the experience. (Gadotti, p. 37).Praxis is the basis of learning among subjects via the dialogue approach (Vella ch.9) It is a beautiful dance of inductive and deductive forms of learning. As we know, inductive learning proceeds from the particular to the general. Deductive learning moves from the general principle to the particular situation. Both are necessary (Vella, pg.115) ====**Praxis** is a Greek word that means "action with reflection." Praxis can be used in teaching knowledge, skills, and attitudes as learners do something with the new knowledge, practice the new skills and attitudes, and then reflect on what they have just done (Vella, 2002, pg. 14). "Praxis is doing with built-in reflection." (Vella, 2002, pg.14)====

The action-with-reflection cycle that is a natural way of learning (Vella, 2002, p.122). An ongoing, never-ending cycle of change toward the potential of a given situation (Vella, 2002, p.122).

In addition... [|http://en.wikipedia.org/wiki/Praxis_(process)]
 * Praxis** is the process by which a theory, lesson, or skill is enacted, practiced, embodied, or realized. "Praxis" may also refer to the act of engaging, applying, exercising, realizing, or practicing ideas. This has been a recurrent topic in the field of philosophy, discussed in the writings of [|Plato], [|Aristotle] , [|St. Augustine] , [|Immanuel Kant] , [|Søren Kierkegaard] , [|Karl Marx] , [|Martin Heidegger] , [|Hannah Arendt] , and many others. It has meaning in political, **educational**, and spiritual realms

<span style="display: block; font-family: arial,helvetica,sans-serif; line-height: normal; margin-bottom: 0cm;">** PREJUDICE ** : an attitude of assumption about a thing, a person, or a social group that is made before having enough knowledge to make such a judgement with complete accuracy. Prejudice may be based on stereotypes; if a person acts upon an attitude of prejudice they are preforming discrimination. <span style="display: block; font-family: arial,helvetica,sans-serif;">**Preliterate:** Not yet employing writing as a cultural medium; lacking the use or writing ([|Merrian-Webster]). This term referred to the Bangladeshi patients who came to the Hospital for the Control of Diarrheal Disease (Vella 2002).**Practicum**: A school or college course, especially one in a specialized field of study, that is designed to give students supervised practical application of previously studied theory. Preliterate -not yet employing writing as a cultural medium...lacking the use of writing" [|Merriam-Webster], (or in a more positive tone:)"adj. Of, relating to, or being a culture not having a written language.n. A person belonging to such a culture." [|The Free Dictionary]
 * Preparation -** the action of being ready. A teacher or facilitator must be prepared before a session or class begins. This includes developing possible discussion questions and topics for the class.

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Priming** is the [|implicit memory] effect in which exposure to a [|stimulus] influences response to a later stimulus. It can occur following [|perceptual], [|semantic], or [|conceptual] stimulus repetition. It happens, for example, that if a person reads a list of words including the word //table//, and is later asked to complete a word starting with //tab//, the probability that they will answer //table// is greater than if not so primed. Another example is when people see an incomplete sketch that they are unable to identify: they are shown more of the sketch until they recognize the picture. Later they will identify the sketch at an earlier stage than was possible for them the first time.[|[][|1][|]] (wiki)

<span style="display: block; font-family: arial,helvetica,sans-serif;">Another example using Meriam (2005), the author wrote: "Freire contends that words should come from the people and not be imposed on them through the use of primers." So by showing the learners a list of words associated with revolution for example this word could prime the learners to think that a revolution is a necessary course of action.

Examples of principles: a rule of conduct; a law of nature underlying the working of an artificial device; fundamental law, doctrine or assumption.
 * Principle:** a law or rule that has to be or usually is to be followed. If it is not followed, an inevitable consequence, such as the laws of nature or the way that a device is constructed, will occur.


 * Privilege -** can refer to special powers or 'de facto' immunities held as a consequence of [|political power] or [|wealth]. Privilege of this sort may be transmitted by birth into a privileged class or achieved through individual actions. (Wikipedia) Privilege can be held as a consequence of positionality, as well. Privilege is a special right or condition granted to an individual or a group. According to Young I.M. (1990, P 42) for every oppressed group, there is a group that is privileged in relation to that group. This may imply that privilege groups may benefit from the continued oppression of other groups although the maintenance and reproduction of oppression might not be intentional. However, the privileged state can also exist along oppression. This may imply certain access to special power and immunity, systematic or not, and may be ascribed in a multiplicity of ways that depend upon the absence or presence of oppression


 * Proactive**- <span style="color: #333333; font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">tending to initiate change in a learning environment rather than reacting to the teachers teaching methods. Adults are more likely to be proactive as they are responsible for their own learning while children are less likely to be able to choose what they want to learn.

Accordingly, students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor or instructor. Advocates of PBL claim it can be used to enhance content knowledge and foster the development of communication, problem-solving, and self-directed learning skill.
 * Problem-based learning:** (**PBL**) A didactic concept of "active learning" in tertiary education, but is currently being adapted for use in K–12 education. The defining characteristics of PBL are: learning is driven by messy, open-ended problems; students work in small collaborative groups; and "teachers" are not required, the process uses "facilitators" of learning.

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Problematization** (or problematisation) a critical, pedagogical process that rather than taking for granted something that might be considered ‘common knowledge’, poses that knowledge as a problem and analyses it allowing new viewpoints, consciousness, reflection, hope, and action to emerge. To problematize a statement one asks: Who is making the statement? Who is s/he making it for? Why is this statement being made here, now? Whom does this statement benefit? Whom does it harm? (Freire, 1976) [] []
 * Problem Posing** results in the liberation of the students and in the revolution against oppressive social and economic systems. Problem-posing education allows people to develop their human natures fully because it depends on dialogue(communication), recognizes the relationship between people and the world, encourages inquiry, and leads to transformation.

==== **Problem solving:** the act of not just on an individual level, but a group level as well, where a resolution can be found to a social justice, economic, or family issue, etc. Problem solving is an ongoing process that can experience periods of remission and reactivation. Certain problems can reappear and may require a group/individual to act in an effective and critical manner to come up with a solution. According to Adams (1975), problem solving is a "process through which people could find purposeful and democratic unity with others to solve their collectively-defined problems" (p. 207). ====

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Problem tree/ problem map (strategic map)** - A tool used to help illustrate the problems faced by a individual, group, or community and plan short and long terms actions to change the situation of the participants (Castano Ferreira, 1997, p. 31). <span style="display: block; font-family: arial,helvetica,sans-serif;">**Professional** is a member of a [|vocation] founded upon specialised educational training.The word professional traditionally means a person who has obtained a degree in a professional field. The term professional is used more generally to denote a white collar working person, or a person who performs commercially in a field typically reserved for hobbyists or amateurs. In western nations, such as the United States, the term commonly describes highly educated, mostly salaried workers, who enjoy considerable work autonomy, a comfortable salary, and are commonly engaged in creative and intellectually challenging work.[|[1]][|[2]][|[3]][|[4]]Less technically, it may also refer to a person having impressive competence in a particular activity.[|[][|5]] Because of the personal and confidential nature of many professional services and thus the necessity to place a great deal of trust in them, most professionals are held up to strict ethical and moral regulations. (Wikipedia) <span style="display: block; font-family: arial,helvetica,sans-serif;">**Program** - described by Sanders (1970, p 19) as one of four distinct configurations of community development. Views community development to involve organized activity that is self-contained and ongoing with the focus on procedure and adherence to policy. Activities are created with short term or long range objectives that may require professionals when the topics are specialized such as health and education matters. (Hamilton and Cunningham, 1989, p. 441) <span style="display: block; font-family: arial,helvetica,sans-serif;">** Program Planning Models – ** combination of contributed ideas of person/s involved that dictates or provides as a guideline how the program will be put together with the necessary ingredients. <span style="display: block; font-family: arial,helvetica,sans-serif;">**Progress -** described by Sanders (1970, p 19) as one of four distinct configurations of community development. The main focus of this view involves the development of social relationships as a result of interactions between community residents. Individuals are drawn together because of common concerns and develop and expand social relationships for purposes of learning, decision making and problem solving (Hamilton and Cunningham, 1989, p. 441) <span style="display: block; font-family: arial,helvetica,sans-serif;">**Progressivism** - moving forward, implementing progress and social reform. Richards refers to progressivism when referring to the Founders of the Antigonish Movement, as they followed the philosophies and principles of the co-operative movement. Newman (2006) discusses how organizations within civil society promot the ideas and authority of the state and therefore action is needed to bring about change.
 * Promulgate** - //promote or made widely known//


 * Proprioception** (pronounced [|/ˌproʊpri.ɵˈsɛpʃən/] [|//**pro**-pree-o-**sep**-shən//] ), from [|Latin] //proprius//, meaning "one's own" and perception, is the [|sense] of the relative position of neighbouring parts of the body and strength of effort being employed in movement.[|[][|1][|]] It is distinguished from [|exteroception], by which we perceive the outside world, and [|interoception], by which we perceive pain, hunger, etc., and the movement of internal organs.

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Protest** - expresses a strong reaction of events or situations. The term protest usually now implies a reaction against something, while previously it could also mean a reaction forsomething. Protesters may organize a protest as a way of [|publicly] and forcefully making their opinions heard in an attempt to influence public opinion or [|government] policy, or may undertake [|direct action] in an attempt to directly enact desired changes themselves.[|[][|1 ]](Wikipedia)Protocol- a system of related activities or tasks in a strict sequence used to get a job done with assured quality. (Vella, p.63 )

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Psychogenesis** (from the Greek psyche - mind or feelings, and genesis - origin) is a term primarily used in [|psychology] referring to the origin and development of psychological processes, personality, or behavior or the development of a physical disorder or illness resulting from psychological, rather than physiological, factors. []

<span style="display: block; font-family: arial,helvetica,sans-serif;">Psychologism: A tendency to interpret events or arguments in subjective terms, or to exaggerate the relevance of psychological factors. synonym : subjectivism <span style="display: block; font-family: arial,helvetica,sans-serif;">**Psychomotor learning**: is the relationship between cognitive functions and physical movement. Psychomotor learning is demonstrated by physical skills such as movement, coordination, manipulation, dexterity, grace, strength, speed; actions which demonstrate the fine motor skills such as use of precision instruments or tools, or actions which evidence gross motor skills such as the use of the body in dance, musical or athletic performance. <span style="display: block; font-family: arial,helvetica,sans-serif;">**Public Patriarchy** - A system of exploitation in which women become dependent upon state institutions that mediate domestic labor. This occurs more often as men willingly remove themselves from familial responsibilities, leaving women no other choice than to rely on the state for subsistence. (Young, p. 51, uses Carol Brown's model, 1981).

**purposeful activity**-activity that depends on consciously planned and directed involvement of the person. It is believed that conscious involvement in body movements enhances the development of sensorimotor control and coordination during therapeutic or rehabilitative exercises.(The Free Dictionary [] )

<span style="display: block; font-family: arial,helvetica,sans-serif;">-->

=**Q**=

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Qualitative** - of descriptions or distinctions based on some quality rather than on some quantity. In social research, refers to an approach that emphasizes the collection of information that is descriptive and is often aligned with an interpretive or constructivist view and an inductive design theory (Bryman, 2008). Contrast quantitative. <span style="display: block; font-family: arial,helvetica,sans-serif;">**Quality of Life:** is used to evaluate the general well-being of individuals and societies. The term is used in a wide range of contexts, including the fields of international development, healthcare, and political science. Quality of life should not be confused with the concept of standard of living, which is based primarily on income. Instead, standard indicators of the quality of life include not only wealth and employment, but also the built environment, physical and mental health, education, recreation and leisure time, and social belonging. wikipedia <span style="display: block; font-family: arial,helvetica,sans-serif;">**Quantitative** - a characteristic or quality that can be measured e.g. time, weight, height, distance, volume. In social research, refers to an approach that emphasizes the collection and analysis of data and is often linked to a positivist or realist view and a deductive design theory (Bryman, 2008). Contrast qualitative. <span style="display: block; font-family: arial,helvetica,sans-serif;">**Quantum**- defines a measure of energy. (Vella, preface)-a specified quantity; portion ([]) <span style="display: block; font-family: arial,helvetica,sans-serif;">**quantum cognition** - an emerging field, the aim of which is to use quantum theory to develop radically new models of a variety of cognitive phenomena ranging from human memory to decision making. For example, Roger Penrose in his book, The Emperors New Mind (1989), looks at how the human mind can do certain mathematical tiling patterns that computers cannot do, and argues that principles of quantum mechanics are needed to help explain certain levels of intelligence, especially mathematical problem solving. <span style="display: block; font-family: arial,helvetica,sans-serif;">**Quantum physics** - it is a branch of science that deals with minute undivsable units of energy called quanta (see quantum theory). It has five basic ideas which are: Energy is not continuous, but come in small discrete units; Elementary particles behave like waves and particles; The movement of these particles are inherently random; It is impossible to know the position and movement of a particle at the same time. The more one is known the less the other is known; The atomic world is nothing like the world we live in. [Think quest] <span style="display: block; font-family: arial,helvetica,sans-serif;">**quantum theory** - The two major interpretations of quantum theory's implications for the nature of reality are the Copenhagen interpretation and the many-worlds theory. Niels Bohr proposed the Copenhagen interpretation of quantum theory, which asserts that a particle is whatever it is measured to be (for example, a wave or a particle), but that it cannot be assumed to have specific properties, or even to exist, until it is measured. In short, Bohr was saying that objective reality does not exist. The second interpretation of quantum theory is the many-worlds (or multiverse theory. It holds that as soon as a potential exists for any object to be in any state, the universe of that object transmutes into a series of parallel universes equal to the number of possible states in which that the object can exist, with each universe containing a unique single possible state of that object. Furthermore, there is a mechanism for interaction between these universes that somehow permits all states to be accessible in some way and for all possible states to be affected in some manner. Stephen Hawking and the late Richard Feynman are among the scientists who have expressed a preference for the many-worlds theory. In both interpretations, things are intertwined and interdependent to an unfathomable degree. Vella (2002) is one of a growing body of thinkers and researchers applying quantum theory to non-quantum domains.Quantum Theory- the wholeness of all nature and the connectedness of all things (Vella, 2002, pg. 150). In terms of teaching, quantum theory incorporates twelve principles for effective adult learning: need assessment, safety, sound relationships, sequence, praxis, respect for learners as decission makers, ideas, feelings, and actions, immediacy, clear roles and role development, teamwork, engagement, and accountability. <span style="display: block; font-family: arial,helvetica,sans-serif;">**Quantum thinking** - Quantum thinking was born around the turn of the last century. Up until that time the scientific community followed classical Newtonian Physics (cause and effect, either/or thinking). With the birth of Quantum Mechanics came a different kind of reality that was not A + B = C. Quantum thinking turned away from heirarchy, certainy, and cause & effect. It looked at the world in a different way with spontanity, & and/both thinking. Quantum thinking, in relation to adult education, is meaning a new way of looking at education, with endless possibilities to revise and reform educational practice and principles. (Vella p.26) <span style="font-family: Arial,Helvetica,sans-serif;">Quantum thinking- critically analysing many small parts that are all interrelated. It involves a shift from linear thinking to a higher-order holistic thinking, resulting in higher level of creativity. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 24px;">Understanding that the thinker’s perspectives are shaped by all they have experienced and the “connections of all things and the vitality of natural energy” (Vella, 2002). <span style="display: block; font-family: arial,helvetica,sans-serif;">To think that the whole is great than the sum of its parts and each part contains the whole. To think that you can hardly use one without using all the others. (Vella, 20). Perception evokes reality 'We participate in making our world. (Vella page 19) Helps us fathom how each learner has to re-create the content through participation (Vella pg 14) goes beyond the subject object dichotomy to recognize that inclusive respect honors all people as subjects in a universe of subject entities (Vella pg15/16) Nothing in the universe grows or develops alone; 'We learn together' (Vella pg 23) Is learning as a process of participatory universe (Vella pg 25) and leads to new and deeper accountability (Vella pg 26) It is dialogue education; adult education, community education, and training are most effective when we honor the assumption that all learners come with both experience and perceptions of the world based on that experience and all deserve respect as subjects of a learning dialogue. (Vella pg 27
 * Quanta** - the measure of energy (Vella, 2002, p. 30)

<span style="display: block; font-family: arial,helvetica,sans-serif;">**quantum tunneling** – the process by which entanglement allows electrons to defy the classical laws of physics and hop across seemingly impossible chasms, allowing processes and events to unfold at speed and efficiencies that are impossible with classical physics. For years, scientists believed these phenomena only occurred at the extremely micro level of quantum mechanics, but there is now evidence that they occur in macro biological systems as well. Fleming et al (2007) discovered the quantum tunneling of light energy through the chlorosomes of photosynthesizing bacteria and have hypothesized that this accounts for the staggering efficiency of photosynthesis. Hameroff (1998) has found evidence that leads him to hypothesize that anesthetics turn off consciousness by interrupting the gyrations of the electrons in neurons at the quantum mechanical level. If this hypothesis were to be proven, it would lend support to the idea of quantum cognition. <span style="display: block; font-family: arial,helvetica,sans-serif;">**Queer**: When used by heterosexuals, this term is often a degradation of non-heterosexual practice adn identity. "Queer" has been reclaimed and re-defined by many non-heterosexuals as a political identity, communicating pride, gender rebellion, and resistance against oppression. It is also used as an inclusive term to encompass lesbian, gay, bisexual, two-spirit, transgendering, and non-straight heterosexuals as a group.

<span style="display: block; font-family: arial,helvetica,sans-serif;">**'Queer'** is an acceptable term and 'Queer Studies' is a branch of legitimate studies within the realm of sexual minorities.

<span style="display: block; font-family: arial,helvetica,sans-serif;">'Queer' is a term that includes lesbian, gay, bisexual and transgendered individuals, as well as heterosexuals, who all support liberation for sexual minorities. Collectively, queers celebrate differences within a broad picture of sexual and social diversity.

<span style="display: block; font-family: arial,helvetica,sans-serif;">Unfortunately, in everyday parlance the term 'Queer' is associated with being deviant.

<span style="display: block; font-family: arial,helvetica,sans-serif;">Group 4 and Deo’s Week 8 Discussion on the term Queer


 * Queer Activism:** Efforts and actions towards social change by LGBTQ communities. Queer activity is significantly more confrontational that the 1990's gay and lesbian movement and demands dramatic changes to ways sexual diversity is perceived within society.

<span style="display: block; font-family: arial,helvetica,sans-serif;">**Queer Theory** - Queer theory is a set of ideas based around the idea that identities are not fixed and do not determine who we are. It suggests that it is meaningless to talk in general about 'women' or any other group, as identities consist of so many elements that to assume that people can be seen collectively on the basis of one shared characteristic is wrong. Indeed, it proposes that we deliberately challenge all notions of fixed identity, in varied and non-predictable ways.(http://www.theory.org.uk/ctr-que1.htm. Also, according to Steven Hicks in his book //Social Work in Canada// (2006), within this theory, sexuality is understood an explained through the social construction of categories of normative and deviant sexual behaviour. Queer theory maintains that all sexual behaviours, sexual identities and sexual categories are social constructs with social meaning as such, legislative changes within the current capitalist democracy will not result in fundamental social change and liberation for LGBTQ people.