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Descriptors:
Service Learning; Gerontology; College Curriculum; Student Attitudes; Teacher Attitudes; Older Adults; Cooperation; Intergenerational Programs; Program Effectiveness; School Community Relationship; Evaluation Methods; College Faculty; Teacher Participation; Faculty Workload; Time Management; Rewards; Faculty Development; Research Needs; Stakeholders

Abstract:
This review examines recent studies that have addressed outcomes of intergenerational service-learning courses in gerontology. The history of service-learning pedagogy in higher education and its place in today's colleges is also reviewed. Particular attention is given to evaluations of stakeholders: students, older adult participants, agencies and staff, faculty, community residents, colleges, and the community itself. The need for adopting research designs that permit clear conclusions and for utilizing assessments that have psychometrically sound foundations is important in future studies to permit unambiguous comparisons from study to study. The value of the pedagogy for students in particular has been documented over a number of years. Equally important is today's need to assess the impact of the pedagogy on the community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gerontology; College Curriculum; Undergraduate Students; Intergenerational Programs; Service Learning; Multimedia Materials; Student Projects; Biographies; Story Telling; Reflection; Electronic Publishing; Student Attitudes; Attitude Change; Aging (Individuals); Positive Attitudes; Older Adults

Abstract:
This article describes the Digital Life History Project, a 10-week "lab" linked to a course on aging, in which students and community-dwelling elders work together to create a short digital story honoring the elder's life. After two interview sessions, the pair works together to produce a 3- to 5-minute digital life story narrated by the elder. The resulting multimedia videos are then screened for the community at large at the end of the semester. Students and elders alike report long-term personal, interpersonal, and community-based effects from participating in the Digital Life History Project, including making meaningful relationships, linking biography and history, learning to confront ageism, charting the next chapter, and participating in community-wide education. (Contains 1 figure and 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Intergenerational Programs; Older Adults; Service Learning; Student Journals; Stereotypes; Aging (Individuals); Content Analysis; Reflection; Student Attitudes; Attitude Change; Positive Attitudes; Gerontology; College Curriculum

Abstract:
Analysis of student journals examined the effect intergenerational service-learning had upon undergraduate students' attitudes and perceptions of older adults. Students (N = 102) engaged in 12 hours of service-learning with older adults that included writing structured reflection journals. Coding involved open, axial, and selective coding with common themes identified from the journals. Results revealed a positive attitude shift toward older adults over the course of the semester, greater comfort with the idea of aging, and a propensity to describe the experience as being personally and professionally influential in their own lives. Students also reported increased course understanding and a desire to continue volunteering. Implications for intergenerational service-learning are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Older Adults; Foreign Countries; Social Work; Outreach Programs; Models; Program Descriptions; Methods Courses; Aging Education; Caseworker Approach; Active Learning; Intergenerational Programs; Intergroup Education; Educational Gerontology

Abstract:
This article describes an innovative model for teaching gerontological social work that has been introduced into the social work methods curriculum in the Department of Social Work at a college in northern Israel. The basic concept of the model is to create an alternative learning environment by including older persons as full participants in the classroom. As experts on old age, they provide social work students with a hands-on learning experience intended to facilitate their understanding of aging. The changing needs of this growing population place a complex and pressing burden on the social systems that provide services to older adults, and on the families that care for them. To meet these needs, it is predicted that there will be a substantial increase in the demand for social workers in the field of gerontology. At present, there is a shortage of social workers who wish to work with this population as a result of negative perceptions and stereotypes relating to old age. This calls for a different approach to teaching gerontological social work, one that will adapt the study of aging to today's older population while addressing the misconceptions and anxieties of social work students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Activism; Foreign Countries; Civil Engineering; Motor Vehicles; Democracy; Power Structure; Social Change; Conservation (Environment); Social Bias; Violence

Abstract:
Extant research on social movements has highlighted activists' discursive tactics to challenge the state, yet little analytical attention focuses on elite efforts to dominate the discourse arena through the deployment of oppositional frames. This paper analyzes elite oppositional framing surrounding the placement of a highway bypass in the Czech Republic. Our research examines how democratic states deploy oppositional frames and enlist elite countermovement support for their efforts to obstruct challenges. Using a range of data sources, we delineate the mechanisms used by these elite actors to vilify and stigmatize environmental activists, paving the way for more violent forms of public harassment. The concept we initiate, "discursive obstruction", adds the critical dimension of power relations to analyses of both framing processes and discursive opportunity structures. We conclude by discussing the implications of our results for social movement research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Environmental Education; Intervention; Conservation (Environment); Activism; College Students; Computation; Intention; Incidence; Accuracy; Social Behavior; Behavior Standards; Foreign Countries

Abstract:
An environmental education intervention in a university conservation-related course was designed to decrease students' errors in consensus estimates for proenvironmental intentions, that is, their errors in guessing their classmates' proenvironmental intentions. Before and after the course, the authors measured two intentions regarding willingness to contribute money and volunteer work for environmental causes. The false consensus effect, whereby contributors provide significantly higher consensus estimates compared with noncontributors, was displayed both before and after the course. Specifically, students intending to contribute believed most (51%-54%) of their classmates would contribute, and students not intending to contribute believed fewer (28%-35%) of their classmates would contribute. Accuracy in estimating consensus increased significantly after the course. Errors in consensus estimates were significant predictors of behavioral intentions. The study showed that the theoretical and methodological background of environmental education interventions can be enriched by incorporating consensus estimates for proenvironmental intentions in assessment procedures. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Sciences; Hermeneutics; Observation; European History; Economics; Sustainability; Citizen Participation; Justice; Public Health; Public Policy; Urban Areas; Conservation (Environment); Activism; Game Theory; Social Systems; Feminism; Theories; Humanities; Literature; Social Isolation; Inclusion; Immigrants; Security (Psychology); Youth; War; Death; International Law; Institutionalized Persons; Writing (Composition); Multilingualism; Cultural Pluralism; Language Planning; Music; Creative Activities; Publishing Industry; Higher Education; Social Science Research; Medicine; Global Approach; Information Technology; Anthropology; Religious Factors; Preservice Teachers; Science Teachers; Student Attitudes; Educational Technology; Environmental Influences; Family Influence; Innovation; Case Studies; Stress Management; Medical Students; Foreign Countries

Abstract:
This is a unique and groundbreaking collection of questions and answers coming from higher education institutions on diverse fields and across a wide spectrum of countries and cultures. It creates routes for further innovation, collaboration amidst the Sciences (both Natural and Social) and the Humanities and the private and the public sectors of society. The chapters speak across socio-cultural concerns, education, welfare and artistic sectors under the common desire for direct responses in more effective ways by means of interaction across societal structures. This book contains the following chapters: (1) Are the Social Sciences Really- and Merely-Sciences? (Jeffrey Foss); (2) Karl Popper and the Social Sciences (Sylvain K. Cibangu); (3) Historicism, Hermeneutics, Second Order Observation: Luhmann Observed by a Historian (Jaap den Hollander); (4) The Significance of Intermediality in the Immortalization of the French Republican Nation (1789-1799) (Montserrat Martinez Garcia); (5) Western and Eastern Ur-Topias: Communities and Nostalgia (Anjan Sen and Asun Lopez-Varela); (6) Social Science as a Complex Social Science as a Complex Economics as Example (David John Farmer); (7) Sustainability Science and Citizens Participation: Building a Science-Citizens-Policy Interface to Address Grand Societal Challenges in Europe (Carlo Sessa); (8) Social Science, Equal Justice and Public Health Policy: Translating Research into Action Through the Urban Greening Movement (Robert Garcia and Seth Strongin); (9) Environmental Effect of Major Project: Object-Oriented Information Extraction and Schedule-Oriented Monitoring (Zhuowei Hu, Hongqi Liu and Lai Wei); (10) When do People Protest?--Using a Game Theoretic Framework to Shed Light on the Relationship Between Repression and Protest in Hybrid and Autocratic Regimes (Daniel Stockemer); (11) Embracing Intersectional Analysis: The Legacy of Anglo European Feminist Theory to Social Sciences-Humanities (Xiana Sotelo); (12) Cyberfeminist Theories and the Benefits of Teaching Cyberfeminist Literature (Maya Zalbidea Paniagua); (13) Social Exclusion and Inclusion of Young Immigrants in Different Arenas--Outline of an Analytical Framework (Katrine Fangen); (14) The Conceptualising of Insecurity from the Perspective of Young People (Riitta Vornanen, Maritta Torronen, Janissa Miettinen and Pauli Niemela); (15) War, Genocide and Atrocity in Yugoslavia: The ICTY and the Growth of International Law (Mary J. Gallant); (16) The Power of Words: Inmates Write Stories of Life and Redemption (Diane Ketelle); (17) The Challenge of Linguistic Diversity and Pluralism: The Tier Stratification Model of Language Planning in a Multilingual Setting (Beban Sammy Chumbow); (18) Creative Expression Through Contemporary Musical Language (Barbara Sicherl-Kafol and Olga Denac); (19) International Higher Education Rankings at a Glance: How to Valorise the Research in Social Sciences and Humanities? (Jose M. Gomez-Sancho and Carmen Perez-Esparrells); (20) Scientific Publishing in the Field of Social Medicine in Slovenia (Petrusa Miholic and Dorjan Marusic); (21) Japan's University Education in Social Sciences and Humanities Under Globalization (Akiyoshi Yonezawa); (22) ICT, Learning Objects and Activity Theory (Thomas Hansson); (23) An Anthropology of Singularity? Pastoral Perspectives for an Embodied Spirituality in the Annus virtualis and Beyond (Jan-Albert van den Berg); (24) The Effects of Environment and Family Factors on Pre-Service Science Teachers' Attitudes Towards Educational Technologies (The Case of Mugla University-Turkey) (Sendil Can); (25) Social Engineering Theory: A Model for the Appropriation of Innovations with a Case Study of the Health MDGs (Beban Sammy Chumbow); and (26) Stress Management for Medical Students: A Systematic Review (Muhamad Saiful Bahri Yusoff and Ab Rahman Esa). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gerontology; Older Adults; Intergenerational Programs; Program Effectiveness; Knowledge Level; Aging Education; Social Work; Caseworkers; Job Skills; Student Attitudes; Aging (Individuals); Social Services; College Students; Experiential Learning; Residential Care; Nursing Homes; Interpersonal Communication

Abstract:
An intergenerational initiative was developed and implemented to enhance gerontology in the first course of the practice sequence. Seventeen students met with older adults (ages 82-98) in the classroom and at an assisted living facility. The evaluation of this older adult infusion project was conducted through two questionnaires and by the review of reflection papers completed as a course assignment. Pre-post statistical analyses as well as qualitative analysis evidenced an increase in knowledge of the older adults' lives as well as a professional interest in aging. As a result of this experience, several of the students volunteered at the facility, interviewed residents, and requested gerontological placements. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cooperation; Older Adults; Children; Case Studies; Design; Pilot Projects; Computer Science; Information Technology; Influence of Technology; Age Differences; Generational Differences; Intergenerational Programs; Program Descriptions; Program Effectiveness

Abstract:
As new technologies emerge that can bring older adults together with children, little has been discussed by researchers concerning the design methods used to create these new technologies. Giving both children and older adults a voice in a shared design process comes with many challenges. This paper details an exploratory study focusing on connecting generations through cooperative design (co-design) methods that can enable idea construction and elaboration to flourish. Design techniques were adapted that ranged from low-tech prototyping and sticky-note feedback to distributed collaboration. The critical finding in this research was that children and older adults need not only time together to start the collaboration but also time apart to further the collaboration at a distance. This case study research reports on how our methods evolved and how others can apply these methods for their own work. (Contains 2 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Older Adults; Spouses; Caregivers; Social Support Groups; Residential Care; Phenomenology; Family Relationship; Social Adjustment; Relocation; Family Attitudes; Family Role; Family Involvement; Intergenerational Programs; Family Characteristics; Interviews

Abstract:
Being married in later life often prevents relocation to long-term care settings, but couples do relocate to these environments. Typically, this transition does not mark the end of support provided by families, especially adult children. Little is known about children's experiences providing support in care settings when both parents are involved. This article presents an analysis of qualitative data from a study involving 20 married couples living together in assisted living (AL) and 10 adult children. It asks the following: (a) What are children's support experiences when parents relocate to and live together in AL? (b) To what extent does the AL context influence their experiences? Despite having a "heavy burden" from "double the work" children were relieved to have both parents in one place. Children expressed concern over privacy, "tight quarters," spousal caregiving, and keeping their parents together. Findings have implications for future research and policy and practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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