Bibliographic record
Abstract
In the last two decades, researchers have focused increasingly on the middle years of adulthood as an emerging topic in the adult literature. The reasons for this include: the aging of the Canadian baby-boom population, who now have reached the middle years of life (Statistics Canada, 2007); healthier lifestyles of these midlife adults (Brim, Ryff, and Kessler, 2004); the recognition of midlife as a unique and distinct stage of adulthood (Lachman, 2001); and, the interdisciplinary developments linking midlife to both the adult development and the adult education literatures (Hoare, 2006). Collectively, these new directions offer innovative dimensions in our thinking about the middle years of our lives. Midlife adults experience life changes that bring both opportunities and challenges. In this chapter, wewill explore this issue in more depth from the context of learning and development. The definition of the term midlife is briefly explored, followed by investigating three unique ways in which learning occurs in the middle years: (a) transfer learning; (b) transition learning; and, (c) transformative learning. The chapter concludes with implications and future directions.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.036 | 0.008 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".