The incidental rewards of pleasure reading are also noted. Stanistreet, P. (2008, March). A girl like you. Adults Learning, 19(7), 11-13. Retrieved May 2, 2008, from Academic Search Premier database.

Stanistreet met with Gilda O'Neill, who, at age 15, was told by a teacher that "girls like her" never become writers. (p. 11) She grew up during World War I and began writing about her experiences. Her life had consisted of material poverty and, after repeated discouragement, she dropped out of school. She continued to eagerly absorb information from any source and became the writer she had always wanted to be. She has written 13 novels and five non-fiction works.

Bynner, J. (2008, March). Never too early, never too late. Adults Learning, 19(7), 18-20.

A retrieved May 2, 2008 from Academic Search Premier database.

Bynner looks at adult learners and the idea that education can transform opportunity. He suggests that adults with poor basic skills are prone not to continue educational opportunities. They are also more likely to be married and have children early in life, and then be divorced by age 34. Acquiring these basic skills at a later age does not change the past, but it can help them now in the workplace and in developing self-confidence. The author found that there is a direct correlation between a lack of early...

Additionally, he tied the lack of Internet access for children to possible lowered learning skill levels later in life.
Duke, C. (2008, March). Lifelong learning - is it just for the rich?. Adults Learning, 19(7), 24-

25. Retrieved May 2, 2008, from Academic Search Premier database.

Duke questions the role of lifelong learning as part of attaining the goals of "Education for all." The "Education of all" initiative was developed in the northern parts of the globe, and is now being considered for the poor countries in the southern hemisphere. This is a report of a discussion of national and international attempts to use the "Education of all" program to increase lifelong learning in developing countries. Implementation is not simple because the program is confusing and there is resistance to acceptance.

Long hours don't deliver results. (2008, March). Adults Learning, Retrieved May 2, 2008, from Academic Search Premier database.

Education managers continue to work long hours, but with few returns. This article reports that this affects productivity and morale. Specifically, exercise and developing new skills are prevented due to the overload. This affects both health and performance. The article concludes with the questions: Why are employers…