A-B

Discrimination or prejudice against people with disabilities, especially physical disabilities. Discrimation in favour of the able-bodied. Grace & Wells (p.2) linked homophobia and heterosexism, with ableism, racism, classism, and sexism. For example, a person or community that is a heterosexist and homophobic, also tends to oppress in other areas such as racism, sexism, and ableism.A critique of amblesim begins by challenging the assumption that ability and disability are authentic and mutually exclusive categories.
 * apAbleism //-//**


 * Aboriginal Healing:** Within an Aboriginal perspective, healing is not defined as something that is done when an illness or a problem is present. Instead, healing is viewed as a journey; it is something that is practiced daily through our lives. Illness and problems are viewed as disconnections, imbalances, and disharmony. Thus, healing is the transition that restores the person, the community, and nation to wholeness, connectedness, and balance. (Heinonen, Tuula & Spearman, Len [2010]. //Social Work Practice: Problem Solving and Beyond//)

**Academic advisor:** An on-campus advisor who helps students select courses or programs that match their interests, career plans and academic qualifications. (http://www.schoolsincanada.com/Glossary-of-Education-Terminology.cfm)

Academic advisor plays an important role in education, because they are like mentors leading the students to understand and realizing their real needs and lead them to success. Academic advisor does not only require to have the knowledge in that field, they also need to be responsible and caring to the students, so it will be easier for the students to communicate with them.
 * edit by Annie Chen:**

** Academic jargon ** -vocabularies used by academics which are difficult and obscure to the public jargon-(dictionary.com) []

** Academic rigor ** - can be defined as the set of standards and expectations set for students. Rigor is much more than assuring that the course content is of sufficient difficulty to differentiate it from K-12 level work. Rigor includes basic philosophy of learning—it is expected for students to demonstrate not only content mastery but applied skills and critical thinking about the disciplines being taught. Rigor also means that the higher education professionals expect much from themselves, colleagues, and their institution. (NISOD 2002)

** Access course ** a preparatory, pre-vocational or bridging course which prepares a learner for further study or training.Access courses are offered particularly for immigrants, overseas students and adults who are seeking to re-enter the workforce. also known as a foundation course.

Degree to which something is available to as many people as possible. Accessibility is related to //Universal Design.//
 * Accessibility:**

** Accountability ** - an approach to the teaching learning process that allows us to assure learners that they really know what they came to learn (Vella, 2002). the state of being accountable, liable, or answerable. In Education, it is a policy of holding schools and teachers accountable for students' academic progress by linking such progress with funding for salaries, maintenance, etc. ( [|http://dictionary.reference.com] ) Vella (2002) describes accountability as being a mutual relationship, whereby "the teacher is responsible to teach what he has promised the learners will learn, and the learners are responsible to do the work of learning."

** - **It is also important for the students to be accountable for their own learning and knowledge. There is no one to blame but themselves if the learners do not understand material or circumstances. ** (Quantum) Accountability ** - a term coined by Jane Vella which refers to the mutual responsibility by learners and teachers for learning wherein we see how everything we do and teach is related; a "synthesis principle" that encompasses all of her principles of effective teaching in dialogue education to create a "quantum" impact where learners find meaning from their learning context/content, learn what they need and in fact, learn more than planned - the end result is "quantum accountability" (Vella, p. 25-26). An overview of the learning process is well balanced and holistic, and that it is constantly being re-assessed to ensure learning objectives are met or exceeded and learning principles are present.

** Accreditation - ** recognition or certification that an individual or an institution has fulfilled minimum requirements and now has credentials. With respect to educational institutions, accreditation signals that the organization has met standards relating to academic excellence, curriculum development and implementation, facilities and resources, leadership, integrity, strategic planning, and stakeholder focus.

** Acculturation: ** the exchange of cultural features that results when groups of individuals having different cultures come into continuous first hand contact; the original cultural patterns of either or both groups may be altered, but the groups remain distinct.] (Kottak 2007)

** Achievement-based objectives ** —objectives that respond to the “what for” in Vella’s WWW principle. They differ from outcomes-based objectives in that they lead to more specific learning tasks (Vella, p. 41). According to Vella, achievement-based objectives feed into the structure of accountability in learning design along with learning tasks, which answer the how (Vella, p. 171).

Recognition of another's existence, validity, authority, or right. []
 * Acknowledgement: **

** Action ** – action is the state of acting or doing.It can be organized to achieve an end result ( [] ). In Newman’s article, three types of action are defined: Conventional Action (participate directly in our community, change existing policy and procedures, ex. Voting), Confrontational Action (takes on those in control more directly, ex. disrupting a meeting), and Violent Action (Damage to property and injury to people).

** Action research ** - research that focuses on the researchers' actions for change within a community in order to improve it.

** Active Learner - ** The instructor strives to create a learning environment in which the student can learn to restructure the new information and their prior knowledge into new knowledge about the content and practice using it. ( [] )

** Active Learning ** - Teachers take a guiding role as students are actively engaged in their own education. Active learning requires students to play a role in teaching and learning with their peers. It promotes processing of skills and knowledge that on a deeper level than that of passive learning.

Bonwell and Eison (1991) suggested learners work in pairs, discuss materials while [|role-playing], [|debate] , engage in [|case study] , take part in [|cooperative learning] , or produce short written exercises, etc. The argument is **when should active learning exercises be used during instruction**. While it makes some sense to use these techniques as a "follow up" exercise or as application of known principles, it may not make sense to use them to introduce material. Proponents argue that these exercises may be used to create a context of material, but this context may be confusing to those with no prior knowledge. The degree of instructor guidance students need while being "active" may vary according to the task and its place in a teaching unit. Examples of "active learning" activities include: While practice is useful to reinforce learning, problem solving is not always suggested. [|Sweller] (1988) found solving problems can even have negative influence on learning, instead he suggests that learners should study worked examples, because this is a more efficient method of schema acquisition. So instructors are cautioned to give learners some basic or initial instruction first, perhaps to be followed up with an activity based upon the above methods.
 * A **class discussion** may be held in person or in an online environment. Discussions can be conducted with any class size, although it is typically more effective in smaller group settings. This environment allows for instructor guidance of the learning experience. Discussion requires the learners to think critically on the subject matter and use logic to evaluate their and others' positions. As learners are expected to discuss material constructively and intelligently, a discussion is a good follow-up activity given the unit has been sufficiently covered already [|[1]].
 * A **think-pair-share** activity is when learners take a minute to ponder the previous lesson, later to discuss it with one or more of their peers, finally to share it with the class as part of a formal discussion. It is during this formal discussion that the instructor should clarify misconceptions. However students need a background in the subject matter to converse in a meaningful way. Therefore a "think-pair-share" exercise is useful in situations where learners can identify and relate what they already know to others. So preparation is key. Prepare learners with sound instruction before expecting them to discuss it on their own.
 * A **learning cell** is an effective way for a pair of students to study and learn together. The learning cell was developed by Marcel Goldschmid of the Swiss Federal Institute of Technology in Lausanne (Goldschmid, 1971). A learning cell is a process of learning where two students alternate asking and answering questions on commonly read materials. To prepare for the assignment, the students will read the assignment and write down questions that they have about the reading. At the next class meeting, the teacher will randomly put the students in pairs. The process begins by designating one student from each group to begin by asking one of their questions to the other. Once the two students discuss the question. The other student will ask a question and they will alternate accordingly. During this time, the teacher is going around the class from group to group giving feedback and answering questions. This system is also referred to as a student dyad.
 * A **short written exercise** that is often used is the "one minute paper." This is a good way to review materials and provide feedback. However a "one minute paper" does not take one minute and for students to concisely summarize it is suggested [// [|who?] //] that they have at least 10 minutes to work on this exercise.
 * A **collaborative learning group** is a successful way to learn different material for different classes. It is where you assign students in groups of 3-6 people and they are given an assignment or task to work on together. This assignment could be either to answer a question to present to the entire class or a project. Make sure that the students in the group choose a leader and a note-taker to keep them on track with the process. This is a good example of active learning because it causes the students to review the work that is being required at an earlier time to participate. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.)
 * A **student debate** is an active way for students to learn because they allow students the chance to take a position and gather information to support their view and explain it to others. These debates not only give the student a chance to participate in a fun activity but it also lets them gain some experience with giving a verbal presentation. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.)
 * A **reaction to a video** is also an example of active learning because most students love to watch movies. The video helps the student to understand what they are learning at the time in an alternative presentation mode. Make sure that the video relates to the topic that they are studying at the moment. Try to include a few questions before you start the video so they will pay more attention and notice where to focus at during the video. After the video is complete divide the students either into groups or pairs so that they may discuss what they learned and write a review or reaction to the movie. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.)
 * A **class game** is also considered an energetic way to learn because it not only helps the students to review the course material before a big exam but it helps them to enjoy learning about a topic. Different games such as jeopardy and crossword puzzles always seem to get the students minds going. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.)

[]

** Activism: ** consists of intentional action to bring about social, political, economic, or environmental change. This action is in support of, or opposition to, one side of an often controversial argument. In contemporary use, "activism" tends to be a word associated with the actions and ideologies of those on the political left. []

** Activists: ** someone who takes part in activities that are intended to achieve political or social change, especially someone who is a member of an organization. For example people who are against violent treatment of homosexuals. []


 * Activist Education:** Activist education is conducted by and with activists, is openly interested in the processes of change-making, and utilizes education methods that effect justice-oriented social change.

(http://www.thechangeagency.org/01_cms/details.asp?ID=36)

** Admonition **** - ** 1. counsel, advice, or caution 2. Cautionary advice or warning 3. To advise to do or against doing something; warn; caution (http://dictionary.reference.com/browse/admonition)

noun  1. a person who manages or has a talent for managing. 2. Law. a person appointed by a court to take charge of theestate of a decedent, but not appointed in the decedent's [|will]. 1. from the Latin //adultus//, past participle of //adolescere//: "grown-up, having reached the age of maturity" (Shorter Oxford English Dictionary [OED]) ;
 * Administrator:**
 * Adult: **

2. psychological (an on-going learning process): i) the condition of being able to act with personal agency, with a degree of detachment from self; ii) a person who feels empowered to act in their own best interests within the context of responsibility to their roles in community; iii) the condition of having personal autonomy. "To govern oneself one must be in a postion to act competently and from desires (values, conditions,etc.) that are in some sense one's own. This picks out the two families of conditions often proffered in conceptions of autonomy: competency conditions and authenticity conditions. Competency includes various capacities for rational thought, self-control, and freedom from debilitating pathologies, systematic self-deception, and so on. . . Authenticity conditions often include the capacity to reflect upon and endorse (or identify with) one's desires, values, and so on." (Christman, John. "Autonomy in Moral and Political Philosophy. //The Stanford Encyclopedia of Philosophy// (Spring 2011 Edition), Edward N. Zalta (ed.), forthcoming URL: = ); iv) based on Erik Erikson's stages of psychosocial development, the typical legal age of adulthood (18-21) falls in the interstice between ego identity and capacity for love. (Marcia, J.D. "Identity in Adolescence." //Handbook of Adolescent Psychology//. (1980). Joseph Adelson, ed. NY: John Wiley & Sons, pp. 161-166.);

3. poetic: to be enflamed with life. That is, circling back to the OED definition, the Latin //adolescere// includes the meanings "to be kindled, burn". (//New College Latin & English Dictionary//) This fits the idea that passion often drives the desire for education in adulthood.

** Adult Education **** - ** has two basic meanings. In the broader, it is a process whereby persons who have terminated their initial cycle of continuous education undertake any sequential and organized activities with the conscious intention of bringing about changes in information, knowledge, understanding or skills, appreciation and attitudes. In the narrower sense, still in current United Kingdom use, it is a process whereby persons who have terminated their initial cycle of continuous education undertake sequential and organized activities only for non-vocational purposes. This often happens in the workplace, through 'extension' or 'continuing education' courses at secondary schools, at a college or university (http://en.wikipedia.org/wiki/Adult_education).

1. from the Latin //adultus//, past participle of //adolescere//: "grown-up, having reached the age of maturity" (//Shorter Oxford English Dictionary//);
 * Adult**

2. psychological: i) the condition of being able to act with personal agency, with a degree of detachment from self; ii) a person who feels empowered to act in their own best interests within the context of responsibility to their roles in community; iii) the condition of having personal //autonomy//. "To govern oneself one must be in a position to act competently and from desires (values, conditions, etc.) that are in some sense one's own. This picks out the two families of conditions often proffered in conceptions of autonomy: competency conditions and authenticity conditions. Competency includes various capacities for rational thought, self-control, and freedom from debilitating pathologies, systematic self-deception, and so on . . . Authenticity conditions often include the capacity to reflect upon and endorse (or identify with) one's desires, values, and so on." (Christman, John, "Autonomy in Moral and Political Philosophy", //The Stanford Encyclodpedia of Philosophy// (Spring 2011 Edition), Edward N. Zalta (ed.), forthcoming URL =  iv) based on Erik Erikson's stages of psychosocial development, the typical legal age of adulthood (18-21\) falls in the interstice between ego identity and capacity for love (Marcia, J.E. "Identity in Adolescence", //Handbook of Adolescent Psychology// (1980), Joseph Adelson, ed. NY: John Wiley & Sons, pp.161-166.

3.poetic: to be enflamed with life. That is, circling back to the OED definition, the Latin //adolescere// includes the meanings "to be kindled, burn". (//New College Latin & English Dictionary//). This fits the idea that passion often drives the desire for education in adulthood. . ** Adult learner ** – a mature individual who engages in learning activities for a variety of purposes. Arthur Chickering defines an adult learner as someone “whose major role in life is something other than fullt-time student” (LInC Online, [] ). This indicates that while adult learners may require basic skills, as do child learners, the motivation or needs are very different. This is because adult learners usually have the freedom of choosing what they want to learn while younger learners do not.

** Adult Learning ** - in English usage __adult learning__ has two meanings: (a) the act of acquiring new knowledge and skills, of developing new attitudes by persons having reached mature intellectual, physical and social development; and (b) the process by which adults acquire new knowledge and skills, develop new attitudes, and the factors-intellectual, biological and social-which influence these processes, with particular reference to those factors which differ from the factors influencing the learning of children.


 * Adultism:** Favor adults, discrimination against young people or people who do not categorize as adults. It is different from ageism in the ways which is simply prejudice on the grounds of age; not specifically against youth. In severe cases, youth that are targeted can be considered as a social group.

**Advanced placement:** Advanced placement courses at the secondary school level may count as introductory or first-year level courses at a post-secondary institution. (http://www.schoolsincanada.com/Glossary-of-Education-Terminology.cfm)

**Advanced standing:** The waiving of the requirement to complete a course, or unit of coursework, allowing the student to move on to higher level courses. Formal credit for this coursework is not usually given. (http://www.schoolsincanada.com/Glossary-of-Education-Terminology.cfm)

[]
 * Advocacy**: Interventions such as speaking, writing or acting in favour of a particular issue or cause, policy or group of people. In the public health field, advocacy is assumed to be in the public interest, whereas lobbying by a special interest group may or may not be in the public interest. Advocacy often aims to enhance the health of disadvantaged groups.

http://dictionary.reference.com/browse/aesthetic
 * Aesthetic:** pertaining to, involving, or concerned with pure emotion and sensation as opposed to pure intellectuality; a philosophical theory or idea of what is aesthetically valid at a given time and place.

**Affective Domain** - This domain relates to how individuals feel emotionally and physically while learning. This includes both internal factors (e.g., physical - hunger, thirst, fatigue, and illness; psychological - willingness to take risks, persistence and attention abilities; attitudes, beliefs, and assumptions) and external factors (e.g., physical - comfort concerns such as temperature, noise and light levels, amount and type of distractions; psychological - personal style of others, stressful situations at work or home, support from others).

** Affective learning: ** learning through the feelings, attitude and emotions that one goes through during an experience/course/problem. The attitude of a person can influence how s/he perceives the event, learns from it and/or tries to solve a problem. This kind of learning, however, goes hand-in-hand with cognitive and psychomotor learning as they all complement each other. When learning an attitude, the cognitions and skills involved in this process need to be considered as well (Vella, 1997).

** Affirmation ** - Vella (pp.10) With respect to the concept of safety this is referring to the act of affirming or the state of being affirmed; assertion. The term is discussed as the basic task of every teacher as a way to engage the learner by acknowledging that something is declared to be true, also a positive statement or judgment. Lavish affiramtion is both a principle and a practice. When adults hear simple affirmations of their efforts it almost always moves them to do more and better. Lavish affirmation means generous affirmation, clear and loud recognition of the effort an adult is making to learn new knowledge, skills, or attitude. It is strikingly effective in motivating learners to work hard a the hard work of learning. http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9410253016&site=ehost-live Vella illustrates educators can structure affirmation into a program by using open questions for constant feed back all the time.(Vella 2002 p90) ** Affirmation ** – the process of celebrating success, improvements and/or progress in the positive effects of a human endeavour **Affirmation**--the assertion that something exists or is true; confirmation or ratification of the truth or validity of a prior judgment, decision, etc. (http://dictionary.reference.com/browse/affirmation)

** Ageism - ** Discrimination or prejudice against people included in a specific age group; commonly the tendency to have negative views or actions toward older persons. (dictionary.com)

** Aggregate ** - A whole formed by combining many different elements (OED). A classification of persons formed through the identification of some attribute such as eye color, the make of car they drive, the street they live on, or arbitrary classifications such as skin color, genitals or age. This reduces the concept of group to a set of attributes attached to the individual. Some people interpret the groups that have emotional and social salience in our society as aggregates (Young, p. 43). "any classification of persons according to same attribute. Persons can be aggregated according to any number of attributes-- eye color, the make of car they drive, the street they live on. noun 1. cheerful readiness, promptness, or willingness: Weacceptedtheinvitationwith alacrity.  2. liveliness; briskness.  ** Allied **   1. a person, group, or nation that is associated with another or others for some common cause or purpose (referred to in Grace & Wells article Out is in)  2. joined by treaty, agreement or common cause. (http://dictionary.reference.com/browse/allied)
 * Alacrity**

It is the category which is the contrary of authenticity. It is characterized in the capitalist "position" as having four dimensions 1. Alienated from the products produced (demand for it controls the resulting labour) 2. Alienated from the process of production 3. Alienated from our "species possibilities" 4. Alienated from our fellow workers http://faculty.msmary.edu/rehm/Freire/Freire.%20%20MarxistLexiconDonovan.htm
 * Alienation**

The selfless concern for the welfare of others. Altruism can be distinguished from feelings of loyalty and duty. Altruism focuses on a motivation to help others or a want to do good without reward, while duty focuses on a moral obligation towards a specific individual, organization, or abstract concept.
 * Altruism**

The Compact Oxford English Dictionary and others interchangeably define the noun "objective" as, //Objective: **noun 1** a goal or aim.// [|[1]] While the [|noun] forms of the three words //aim//, //objective// and // [|goal] // are often used [|synonymously], among professionals in organised __ [|education] __, the words //aim// and //objective// are more narrowly defined and are distinct from each other. An //objective// is a measurable, observable behavior of less than a day's duration; a //goal// is the outcome of a series of successfully completed objectives, possibly measured over a series of days; while an // [|aim] // is an expression of a long-term purpose, usually over the course of one or more years. [|[2]][|[3] [|]] []
 * Aims**

** Amanuensis ** - noun. A literary assistant or scribe. One who takes dictation or copies manuscripts. Noun:
 * Ambiguity**
 * 1) Uncertainty or inexactness of meaning in language.
 * 2) A lack of decisiveness or commitment resulting from a failure to make a choice between alternatives.

** Anathema - ** ( Vella p. 31.) Pronunciation:\ə-na-thə-mə\ Function: noun Etymology: Late Latin anathemat-, anathema, from Greek, thing devoted to evil, curse, from anatithenai to set up, dedicate, from ana- + tithenai to place, 1 a : one that is cursed by ecclesiastical authority b : someone or something intensely disliked or loathed —usually used as a predicate nominative  2 a : a ban or curse solemnly pronounced by ecclesiastical authority and accompanied by excommunication b : the denunciation of something as accursed c : a vigorous denunciation **(**anathema. (2009). In Merriam-Webster Online Dictionary.;Retrieved September 25, 2009, from [] )

** Androcentrism ** : the focus on males and male experience as primary in society, often at the expense of the marginalization and silencing of the experiences of women. Androcentrism sustains the hierarchical relation between the sexes. Questions that limit the possible direction of response. (e.g., Do you think that women doctors are as good as men doctors.)

**Andragogy** : Educational approach characterized where learners are in the center and their needs and wants are central to the process of teaching.

** Andragogy ** --the art and science of helping adults to learn and the study of adult education theory, processes and technology to that end. The term comes from Malcolm Knowles' theory of adult education and learning. Andragogy is premised on at least four crucial assumptions about the characteristics of learners: 1) their self-concept moves form one of being a dependent personality toward being a self-directed human being, 2) they accumulate a growing reservoir of experience that becomes increasingly rich resource for learning, 3) their readiness to learn becomes oriented increasingly to the developmental tasks of their social roles; and 4) their time perspective changes form one of postponed applications of knowledge to immediacy of application, and accordingly, their orientation toward learning shifts from one of subject-centeredness to one of performance-centeredness. (Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (pp. 40-62). Chicago: Association Press, Follett Publishing Company. "What is andragogy?")

Amendment sample addition to andragogy: an educational approach characterized by learner-centredness (i.e., the student's needs and wants are central to the process of teaching), self-directed learning (i.e., students are responsible for and involved in their learning to a much greater degree than traditional education), and a humanist philosophy (i.e., personal development is the key focus of education). Related concepts include: facilitated learning, self-directed learning, humanism, critical thinking, experiential learning, and transformational learning.

** Anecdotes: ** a short usually amusing account of an incident, esp a personal or biographical one [from Medieval Latin anecdota unpublished items, from Greek anekdotos unpublished, from an- + ekdotos published, from ekdidonai, from ek- out + didonai to give]

** Anglocentric ** **-** to believe ones race or culture is the most important and superior; often centered around the English language [en.wikipedia.org/wiki/Anglocentric and thefreedictionary.com/Anglocentric]

** Antigonish Movement - ** blended adult education, co-operatives, microfinance and rural community development to help small, resource-based communities around Canada’s Maritimes improve their economic and social circumstances ( [] ).

** Antigonish movement ** - a program of adult education, cooperative development and self help that began in the 1920's in eastern Canada. The philosophy of the movement rested on 6 principles, as outlined by Richard in "Reading the World:A Critical Look at the Literature on Popular Education": - the primacy of the individual - that social reform must come through education - that education must begin with the economic - that education must be through group action - that effective social reform involves fundamental changes in social and economic institutions - that the ultimate objective of the movement is a full and abundant life for everyone in the community


 * Anti-intellectualism** is hostility towards and mistrust of [|intellect], [|intellectuals], and [|intellectual pursuits], usually expressed as the derision of [|education], [|philosophy], [|literature], [|art], and [|science], as impractical and contemptible. Alternately, self-described intellectuals who are alleged to fail to adhere to strict standards of rigorous scholarship may be described as anti-intellectuals. (http://en.wikipedia.org/wiki/Anti-intellectualism)

** Anti-oppressive practice ** is a [|social work] practice theory. It seeks to acknowledge [|oppression] in societies, economies, cultures & groups and aiming social work to remove or negate the influence of the oppression.

** Apartheid- ** any system or practice that separates people according to race, caste, etc. A legalized racial segregation that was enforced by the National Party government in South Africa between 1948 - 1994, under which the rights of the majority black inhabitants of South Africa were curtailed by the minority and rule by whites was maintained. []

One of the five main factors of poverty. It is the state of indifference, or suppression of emotions such as concern, excitement, motivation and passion. According to Csikszentmihalyi, a psychologist, apathy occurs when an individual encounters an activity that requires low skill level, and offers low challenge level.
 * Apathy**


 * Apogee**

1. The point of in the orbit of the moon

** Arts-informed ** -newsletters published by The Centre for Arts-informed Research (CAIR), which is supported by a community of faculty and graduate students at the Department of Adult Education in the Community Development and Counseling Psychology Faculty at OISE/University of Toronto was established in April 2000. The purpose of the research is to explore, articulate and support ways of art and social science research. The center’s activities are wide ranged: workshops, gallery exhibits, publishing, collaborations with art education institutions, connections with community organizations and public seminar and conferences. Arts-informed Research: [] Example: A person acting assertive in claiming that the medicine works. []
 * Assertive ** - Confident and direct in claiming one's point of view and their rights; given to making bold demands

** Assessment ** - to sit down beside (from the Latin assidere), an assessment is a form of observation. Behaviours/tasks are observed and judged, then feedback is provided. Self-assessment is a common part of this process. Assessment is an essential component of learning. Assessment is often thought of as synonymous with evaluation, but they should be differentiated. Assessment is the **process** of improving learning; evaluation is the measurement, or picture of where a student is at.Collecting and analyzing data, can include documentation of quantifiable methods. can be used to analyze a target group.


 * Assessment ** : A formal method of evaluating a system or a process, often with both qualitative and quantitative components.

http://www.phac-aspc.gc.ca/ccph-cesp/glos-i-p-eng.php

** Assiduous preparation ** - a continuous, tireless, persistent groundwork to be ready for a task. Also constant in application or effort; working diligently at a task; persevering; industrious; attentive: an assiduous student.


 * Asynchronous learning** is a student-centered teaching method that uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people [|[1]] . Asynchronous learning is based on [|constructivist theory], a student-centered approach that emphasizes the importance of peer-to-peer interactions [|[2]] . This approach combines self-study with asynchronous interactions to promote learning, and it can be used to facilitate learning in traditional on-campus education, [|distance education] , and [|continuing education] . This combined network of learners and the electronic network in which they communicate are referred to as an asynchronous learning network [|[1]].

[]

** Assimilation ** : to try to, or be forced to become a part of and integrate into the standards and identity of the norm or dominating group. For example, assimilation is forced upon people when the right to speak a language or practice cultural traditions is denied.


 * Association Model -** From Young (1990, pg 44-45), when talking about Association it's referring to a formally organized institution, such as a club, corporation, political party, church, college, or union. Unlike the aggregate model of groups, the association model recognizes that groups are defined by specific practices and forms of association. Individuals constitute associations, they come together as already formed persons and set them up, establishing rules, positions, and offices. The relationship of persons to associations is usually voluntary, and even when it is not, the person has nevertheless usually entered the association. The person is prior to the association also in that the person's identity and sense of self are usually regarded as prior to and relatively independent of association membership.

//Political Authority//: Women had authority through systems of governance //Spiritual Authority//: Women doctors and medicine people, gender balance in ceremonies, female-centered creation stories //Sexual Authority//: There were no double standards between men and women
 * Authority:** From Anderson (2004) in regards to Aboriginal communities, authority that women used to carry before colonization that created balance between men and women.

** Atomistic Perspective - ** Seeing the whole as the sum of its parts; Educationally, learning based on black-or-white norms and closed ended questions (Vella, pg. 31) Atomistic perspective is a mechanistic world perspective that is rooted from Newtonian thinking (Vella, 2002, pg.32). This perspective demands a strict objectivity and stresses product over process (Vella, 2002, pg. 32). Atomistic perspective creates a learning environment that prepares [people] for the world of work, not for work of the world, which is discovery, creation, integration, peace making (Vella, 2002, pg. 32).

** Authentic- ** genuine; real, having an origin supported by unquestionable evidence; entitled to acceptance or belief because of agreement with known facts or experience; reliable; trustworthy.

Edit: - adjective, from the Latin //authenticus// meaning: "principal, genuine; really proceeding from its reputed source, or author"; (Shorter Oxford English Dictionary [OED]); - also, //auto//, from the Greek meaning: "self, one's own, by oneself, independently"; and in English, suggesting a "living element"; (OED); - note also the connection with //aura// meaning "breath"; as in 'breath of one's self' (OED)

In the field of adult education and social justice, authenticity is an essential characteristic in the educator/facilitator. An authentic teacher who speaks 'with the breath of self' -- that is, with integrity -- is highly desirable because believability and trustworthiness are fundamental elements in the transfer-of-learning process in effective adult learning relationships. An authentic facilitator elicits respect from adult learners. In the performance of knowing between teacher and learner, the audience demands to believe in the performance. If not, the audience will leave the theatre.

"Authentic state of existence", according to Freire "means that people should not merely exist in a state of passivity but be free to act on the world as subject". Gadotti (2001) p. 36 "Authentic knowledge" is acquired through a dialectic of acting and reflecting on the world, and interacting with others. Gadotti (2001) p.40

**Authentic Learning** - In this type of learning, materials and activities are framed around "real life" contexts in which they would be used. The underlying assumption of this approach is that material is meaningful to students and therefore, more motivating and deeply processed. http://www.nald.ca/adultlearningcourse

** Authoritarianism: ** Describes a form of government characterized by an emphasis on the authority of state in a republic or union. It is a political system controlled by typically non-elected rulers who usually permit some degree of individual freedom (Freire, 226).

** Autism - ** A neurological disorder that appears during the first three years of life. Difficulty with verbal or non-verbal communication results and causes significant problems with learning. Special techniques in teaching must be administered to achieve similar learning objectives. Autism is also a spectrum disorder. This means that someone can be a little autistic or very autistic. At the end of the spectrum is Asperger Syndrome ( also called The Little Professor syndrome). At the other end is the Kannerian autism, which includes profound developmental delays and challenges. The jury is still out on the question of "many autisms", so for now the term " autism spectrum" covers a wide set of differences and disabilities.

Autodidactism is only one facet of learning, and is usually complemented by learning in formal and informal spaces: from classrooms to other social settings. Many autodidacts seek instruction and guidance from experts, friends, teachers, parents, siblings, and community. Inquiry into autodidacticism has implications for [|learning theory], [|educational research], [|educational philosophy], and [|educational psychology].
 * Autodidacticism** (also **autodidactism**) is self-education or self-directed learning. In a sense, autodidacticism is "learning on your own" or "by yourself", and an **autodidact** is a person who teaches him or herself something. The term has its roots in the [|Ancient Greek] words αὐτός (//autós//, or "self") and διδακτικός (//didaktikos//, meaning "[|education]/teaching"). The related term //[|Didacticism]// defines an artistic [|philosophy of education]. Self-teaching and self-directed learning are contemplative, absorptive processes. Some autodidacts spend a great deal of time reviewing the resources of [|libraries] and educational [|websites]. A person may become an autodidact at nearly any point in his or her life. While some may have been educated in a conventional manner in a particular field, they may choose to educate themselves in other, often unrelated areas.

** Autonomy - ** Not controlled by others or by outside forces; independent.(http://www.answers.com/topic/autonomy) - "Refers to the capacity of a rational individual to make an informed, un-coerced decision". (http://en.wikipedia.org/wiki/Autonomy)

** Axiom ** – from Webster’s dictionary **- 1** **:** a maxim widely accepted on its intrinsic merit**, 2** **:** a statement accepted as true as the basis for argument or inference, **3** **:** an established rule or principle or a self-evident truth

** B ** 1. imaginary wild animal of fierce disposition
 * Bandersnatch**

//–noun// <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 class="labset" style="color: #333333; display: inline; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; font-style: normal; line-height: 1.25em; margin: 0px; padding: 0px;"><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;">Law //** <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;"><span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">**a** **<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;">person ** **__<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px;">[|who] __<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;">upon his or her own petition or that ofhis or her creditors is adjudged insolvent by a court andwhose <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;">property <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">is administered for and divided among his orher creditors under a  <span style="color: #333333; font-family: 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; font-style: normal; font-weight: normal; line-height: 1.25em; margin: 0px; padding: 0px;">[|bankruptcy] __ <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">law. ** <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; 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;">**any insolvent debtor; a person unable to satisfy any justclaims** **<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;">made <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">upon him or her. ** <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;">**a** **<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;">person <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">who is lacking in a particular thing or quality: ** <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;">amoral bankrupt. //**  <span style="color: #333333; display: block; font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">//–adjective// <span style="background-color: #ffffff; color: #333333; display: block; font-family: verdana,arial,helvetica,sans-serif; font-size: 1em; line-height: 1.25em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 5px; padding-left: 3px; padding-right: 0px; padding-top: 0px;"><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;">4. <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 class="labset" style="color: #333333; display: inline; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; font-style: normal; line-height: 1.25em; margin: 0px; padding: 0px;"><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;">Law //** <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;"><span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">**subject to or under legal process because of** <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;">**insolvency;** **<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">insolvent. ** <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;">5. <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;">**at** **__<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;"> end of one's resources; lacking (usually followed by <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;">of // <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;"> or <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;">in // <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 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;">bankrupt of compassion; bankrupt in good manners. // ** <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;">6. <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;">**pertaining** **<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">to bankrupts or ** <span style="color: #333333; font-family: 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; font-style: normal; font-weight: normal; line-height: 1.25em; margin: 0px; padding: 0px;">[|bankruptcy] __<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; display: block; font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 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;">//–verb (used// //<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">with object) // <span style="background-color: #ffffff; color: #333333; display: block; font-family: verdana,arial,helvetica,sans-serif; font-size: 1em; line-height: 1.25em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 5px; padding-left: 3px; padding-right: 0px; padding-top: 0px;"><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;">7. <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;">**to make** **<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">bankrupt: ** <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="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">His embezzlement bankrupted the <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;">company. //**  Considered as one of the most common way of teaching in education, because of its many advantages over the other methods. However, Vella used a workshop to let the professors experience the advantage of dialogue approach over banking approach.
 * Bankrupt/** **Bankruptcy** is a legally declared inability or impairment of ability of an individual or organization to pay its [|creditors] . Creditors may file a bankruptcy petition against a business or corporate [|debtor] ("involuntary bankruptcy") in an effort to recoup a portion of what they are owed or initiate a [|restructuring] . In the majority of cases, however, bankruptcy is initiated by the debtor (a "voluntary bankruptcy" that is filed by the [|insolvent] individual or organization). An involuntary bankruptcy petition may not be filed against an individual consumer debtor who is not engaged in business.
 * Banking approach**

** Banking Education ** - coined by Paulo Freire, it refers to education as an act of depositing where "the students are the depositories and the teacher is the depositor." Instead of communicating, "the teacher issues communiques and makes deposits which the students patiently receive, memorize and repeat." The student's scope of action is solely to receive, file and store the information deposited by the teacher. (p. 58, Freire, 1970) Vella refers to banking education, as the monologue approach. (Vella p.181) -describes an approach in which educators are seen as supposed bearers of truth whose job is to 'deposit' their knowledge in the the empty vessel of the learner's mind, like money in a bank. This deposit, however, is only the 'truth' of the oppressors; no value is placed on the knowledge of others. (Gadotti, p.38) People become victims of 'cultural invasion', having been denied the chance to examine and articulate their own view of the world; they are encouraged into passivity while the oppressors become 'subjects' of history. (Gadotti 2001, pg 38)

In addition: In banking, teachers assume students are passive, take all control, determine what will be learned, and "force-feed" information to students. The world is seen as static; students are encouraged to "fir into" the world as it is. Banking encourages students to accept the world as it is, separates the learner and the learner's consciousness from the world, and so contributes to oppression. []

** Behaviour ** - refers to the actions of an organism in relation to its environment, other organisms and also the physical environment; the response of an organism to the environment. []

It behooves you at least to try. v.intr.To be necessary or proper. [Middle English behoven, from Old English behfian; see kap- in Indo-European roots.] || The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by [|Houghton Mifflin Company]. All rights reserved
 * be·hoove (b-hv) v. **be·hooved**, **be·hoov·ing**, **be·hooves**v.tr.To be necessary or proper for:

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**Behaviourism** - the focus of this philosophical orientation to teaching is on developing certain predetermined behaviours. It is characterized by question and answer, repetitious activities such as drills and memorization, and immediate feedback. The teacher is solely responsible for setting learning objectives and assessing skills/knowledge. http://www.nald.ca/adultlearningcourse/glossary.htm

.

** Behavioral belief : ** an individual’s belief about consequences of particular behavior. The concept is based on the subjective probability that the behavior will produce a given outcome (Wikapedia, 2009). These are beliefs that are about the likely consequences of behavour. Behavioral belief is one of the three types of human beliefs that guide planned behaviour of an individual. The three considerations of the theory of planned behaviour are behavioral beliefs, normative beliefs and control beliefs. (Ajzen, 1988).


 * Benchmark -** test or standard designed to measure the performance of students and instructors.

** Beyond the ken ** outside of being able to understand or grasp a concept, "over your head" (http://www.phrases.org.uk/meanings/63900.html) Version:1.0 StartHTML:0000000105 EndHTML:0000004623 StartFragment:0000002694 EndFragment:0000004587

** Binary System (sociology): ** A system in which ‘whole’ concepts are separated into two dichotomous parts. Items in a binary system are represented as (1) opposites, (2) mutually exclusive, and (3) complementary. For example, gender is treated as a binary system in which masculinity and femininity are opposites, it is only possible to be one or the other, and they form a natural pair. Binary systems of thinking do not allow natural variety in society through preconceived assumptions and categorization.

** Biological Essentialism ** : an assumption that the scripted roles of sexes and the hierarchical relation between the sexes are natural and inevitable. Biological essentialism sustains the concept of androcentrism (the focus on males and male experience as primary in society).
 * Binary as Hegemony:** The two parts of a binary are not only treated asymmetrically, but unequally. The relationship between two groups in a binary system is a hegemonic one. Hegemony is a hierarchical relationship that is ideological, systemic, and institutional. It is a system of domination and subordination that permeates the social relations of society and is supported by societal power structures. Examples of hegemonic relationships include racism, colonialism, heterosexism, antisemitism, and sexism. Sandra Bem (1993) has characterized the binary system as it applied to social divisions (e.g, gender, race, ethnicity, sexuality, class, ability, religion).


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Blogish: **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> Interactive and personal communication as opposed to traditional narrative text. Learners may find this approach of communication more beneficial as they are involved with tasks instead of just having the educator feed information to them.

** Bloom's Taxonomy- ** refers to a classification of the different objectives that [|educators] set for students (learning objectives). The taxonomy was first presented in 1956 through the publication "The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain," by [|Benjamin Bloom] (editor), Bloom's Taxonomy divides educational objectives into three "domains:" [|Affective], [|Psychomotor] , and [|Cognitive]. Within the [|taxonomy] learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels (Orlich, et al. 2004). A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more [|holistic] form of education.( [|http://en.wikipedia.org/wiki/Bloom's_Taxonomy] )

** Boal, Augusto ** : Brazilian theatre director/educator who founded Theatre of the Oppressed in the 1950s and 1960s and whose work inspired Freire’s ideas about popular education. Theatre of the Oppressed (TO) is founded on the idea that all life is theatre, and that all humans have the right to, and capacity for, dialogue in all aspects of their lives. In Boal’s view, when dialogue becomes monologue, oppression occurs. TO workshops and performances take place all over the world. Participants take part in activities, theatre games and role play to give voice and reflection to issues of concern, have fun and move to action (praxis) in performance and in life. The audience also becomes part of the performed event. (Source: Paterson, D., (1995). Theatre of the Oppressed Workshops. Retrieved July 20, 2009. http://www.wwcd.org/action/Boal.html). For more information about the International Theatre of the Oppressed Organization:

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** Bounded System ** - In a case study, a 'bounded system' is what is being studied, a single entity, a unit around which there are boundaries. (Smith, 1978). The boundaries may be a setting, a context or a timeframe. (Creswell, 1998)

** Bourgeois - ** 1. a member of the bourgeois or middle class. 2. of or characteristic of the middle class. 3. Overly concerned with respectability or sucess.

** Bourgeoisie ** - 1. the middle class. 2. (in Marxist theory) the capitalist class in conflict with the proletariat (the working class). (Webster's Dictionary Random House, 2nd Ed.) Historically, the **bourgeoisie** were a [|social class] of people, characterised by their ownership of [|capital] and the related culture. They were a part of the [|middle] or [|merchant] classes of [|European] [|feudalism], where their power came from employment, education, and wealth, as distinguished from those whose power came from being born into an [|aristocratic] family of land owners. The bourgeoisie emerged from late feudal and early modern towns, through the control of long distance trade and petty manufacture. [| Marxism] defines the bourgeoisie as the [|social class] which owns the means of production in a capitalist society. In contemporary [|capitalist] societies, the term bourgeoisie is often used as a metaphor for the rich or influential or their lifestyle and values. Retrieved October 19, 2009, from __ http://en.wikipedia.org/wiki/Bourgeoisie __


 * Brainstorming**: is a technique used to encourage creative problem solving. It is also useful when experiencing writer's block. Although it can be used by individuals, brainstorming is most effective in groups where a variety of ages, professions, interests, perspectives and backgrounds are included in the process. During brainstorming, words, phrases, ideas and concepts relating to the problem are generated by the group. These are then used to create potential solutions. After discussion, one or more solutions are chosen and implemented.

http://www.ehow.com/about_5056805_definition-brainstorming.html


 * Brainwashing:** (or **thought reform**) The application of coercive techniques to change the beliefs or behavior of one or more people for political purposes. Whether any techniques at all exist that will actually work to change thought and behavior to the degree that the term "brainwashing" connotes is a controversial and at times hotly debated question. Political extremists such as Hitler and Mao Zedong applied technique to control and change the views of its citizens.

**Brotherhood**: an association (as a labor union or monastic society) for a particular purpose http://www.merriam-webster.com/dictionary/brotherhood

[]) - Can be used in the sense of calculating the total budget of a CBAE program (Monetary value).
 * Budget**- A systematic plan for the expenditure of a usually fixed resource, such as money or time, during a given period (

**Bursary:** A monetary award to help students pay for their university education. Students do not repay bursaries, and they are awarded on the basis of financial need and academic achievement. (http://www.schoolsincanada.com/Glossary-of-Education-Terminology.cfm)


 * Buzzword ** - technical word or phrase that has become fashionable. "Community, however, has almost become the buzzword in education (p. 11, Walker).