That is why the Idea Man has learned to stay far away from them.

This done, Adler can say that young crit ics of “the System” are not true revolutionaries. Real revolutionaries work within the System — since the System is the Revolution.

Adler's record of ineptness is pret ty good so far — but he surpasses it with his third Revolution. He dis likes both Marxists and Moscow, so how did the Russian Revolution be come one of the great sources or change in modern society? Because “with the Russian Revolution, we have, for the first time, the emer gence of the welfare state” — mild offspring sired from such ferocious parents. In the past, only right‐wing kooks thought F.D.R. derived his in spiration for W.P.A. from the Bol shies!

OCLC began automated catalog card production in 1971, when the shared cataloging system first went online. Cardproduction increased to its peak in 1985, when OCLC printed 131 million. At peak production, OCLC routinelyshipped 8 tons of cards each week, or some 4,000 packages. Card production steadily decreased since then asmore and more libraries began replacing their printed cards with electronic catalogs. OCLC has printed more than1.9 billion catalog cards since 1971.

OCLC built the world's first online shared cataloging system in 1971

Previous analyses of station observations of snow were confined to regional analyses. Here, we present an Alpine-wide analysis of snow depth from six Alpine countries – Austria, France, Germany, Italy, Slovenia, and Switzerland – including altogether more than 2000 stations of which more than 800 were used for the trend assessment. Using a principal component analysis and k-means clustering, we identified five main modes of variability and five regions which match the climatic forcing zones: north and high Alpine, north-east, north-west, south-east, and south and high Alpine.

Tough (1967, 1971), building onthe work of Houle (1961), who provided the first comprehensive descrip-tion of self-directed learning as a form of study. Tough studied and describedthe self-planned learning projects of sixty-six Canadians. The uncoveringand documenting of this type of learning—learning that is widespread, thatoccurs as part of adults’ everyday life, and that is systematic yet does notdepend on an instructor or a classroom—generated one of the major thrustsof research in the field of adult education