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"An Educator's Guide to Project-Based Learning" will inspire practitioners to implement project-based learning effectively and identifies the importance of creative and innovative classrooms for highly successful educational outcomes. Project-based learning is becoming increasingly popular for research and practice. By creating the opportunity to shift from traditional methods of teaching to giving pupils ownership of their learning journey, this highly accessible book takes you through how to implement project-based learning effectively, and identifies the importance of creative and innovative classrooms for successful educational outcomes. Dipping into a range of case studies, chapters in this essential resource encourage students to gain confidence when provided with the opportunity to explore their natural curiosity. This book will also highlight how to use project-based learning across different age groups and subject areas, providing readers with insights into new learning environments and the opportunity to learn from others. Each section includes practical examples as to how to implement project-based learning and draws on the experiences of educators working in a variety of educational settings. Covering all the phases, from the Early Years to Higher Education and Adult Learning, this book will be a key resource for teachers, practitioners and educational leaders across all the stages of education.

First published in 1980 "The Door Stood Open" deals with an early demand upon open university policy. It deals with important themes like context of the younger students pilot scheme; demand for open university places among the younger age group; motivational factors and potential study problems; the impact of open university study on the younger students; students who withdrew from the open university; younger students who could not attend full-time courses and how the younger students fared. In an age when distance learning is becoming a norm, this book serves as an important historical document for educationists and policy makers.

Like many other industries, higher education is in the midst of a disruption. Perhaps, there is no more significant threat during this period of disruption than student enrollment. The author's hypothesis is that industry disruption represents both enrollment opportunities and threats. For this reason, "Managing the Student Enrollment Obsession" is primarily designed to provide a roadmap for colleges and universities to successfully navigate the changes ahead. In the book, environmental scan data and a literature review are leveraged to forecast the potential implications for higher education of emerging trends, particularly as they relate to student enrollment. The environmental scan includes international, national, and regional findings associated with traditional and nontraditional undergraduate and graduate students attending U.S. postsecondary institutions or in the pipeline of potential students. While the literature review focuses on student enrollment, it more broadly examines other practices within the academy, such as teaching, learning, and service delivery. The review also extends beyond higher education to consider related trends in technology, market forces, as well as the attributes and expectations of Generation Z and Millennials. Results of the meta-analysis reveal that the changing composition of students with diverse learning needs and expectations combined with exponential technological advances, increased competition for students, rising college costs and student loan debt have created the perfect storm. How institutions respond in this era of disruption will determine if this is a time of innovation or for some, an extinction event. From the analysis, the author suggests possible implications for colleges and universities viewed through the lenses of academic program innovation, student recruitment, student retention, and enrollment planning. [This work was published by SEM Works.]

It has become evident within higher education and within (or in partnership with) the workplace that there is a growing demand for an integration of learning within the workplace. Formal and intentional models and processes utilizing experiential learning methods and pedagogy are often referred to as work integrated learning. However, there is a vast cross-conceptualization evident within the field between concepts such as work-related learning (WRL), workplace learning (WPL), work-based learning (WBL), work integrated learning (WIL), and experiential learning (EL). Furthermore, there are vast differences between different applications such as apprenticeships, higher degree apprenticeships (HDA), co-operative education (Coop), internships, placements, projects, sandwich courses, practicums, and more. There is a new focus on the impact of WIL on the future labor force, specifically of generations Z and Y. "Applications of Work Integrated Learning Among Gen Z and Y Students" presents educational and theoretical concepts related to WIL and Gen Z and Y students as a workforce. The chapters include coverage not only on these concepts, but in-depth research on the implications of WIL on these generations, educational themes in WIL, and WIL innovation. The topic of WIL and all its applications are covered in a global context and for all fields of work, focusing on the skills and expertise gained from the students of work-based learning along with insights on how work-based learning is implemented by teachers and educational administrations. This book is a valuable reference tool for in-service and preservice teachers, administrators, teacher educators, human resources and career development management, practitioners, stakeholders, researchers, academicians, and students interested in insight, theory, and practical examples of WIL from around the world and the impact these have within the workplace as related to generations Y and Z.

As higher educational learning enters a new age, Historically Black Colleges and Universities (HBCUs) are seeking innovative ways to establish strategies to compete with other academic institutions. As establishments that have played a pivotal role in transforming the landscape of higher education, HBCUs are facing rapid transformation and various obstacles leading to questions regarding to the cost, quality, and sustainability of these institutions. "Examining Student Retention and Engagement Strategies at Historically Black Colleges and Universities" is a pivotal reference source that provides vital research on the role of HBCUs in today's higher education and the various research methods addressing student retention rates, success levels, and engagement. While highlighting topics such as enrollment management, student engagement, and online learning, this publication explores successful engagement strategies that promote educational quality and equality, as well as the methods of social integration and involvement for students. This book is ideally designed for researchers, academicians, scholars, educational administrators, policymakers, graduate students, and curriculum designers. This book contains the following chapters: (1) Black College Student Success: A Landscape (Marybeth Gasman and Andrew Arrolyo); (2) The African-American Male First-Year Experience: Student Retention and Success Model (Craig Smith); (3) Sense of Belonging and Student Success at Historically Black Colleges and Universities: A Key to Strategic Enrollment Management and Institutional Transformation (Terrell L. Strayhorn); (4) Advancing Retention and Engagement Strategies Through Effective Online Mediums (Amanda Eakins and Sheldon L. Eakins); (5) Engaging Millennial Students Through Social Media Usage and Its Impact on HBCU Persistence (Antwon D. Woods and Kenisha Shelton); (6) A Partnership Model to Improve Retention, Increase Degree Completion, and Reduce Achievement Gaps: The HBCU Student Success Project (Kara Miles Turner, Nia Haydel, and Melanie Carter); (7) Developing Servant Leaders in Education: A Review of Retention Strategies of the Call Me MISTER Program at HBCUs (Anthony Broughton); (8) Retention Through Curriculum Development: A UK Case Study (Charles B. W. Prince); and (9) Where Do We Go From Here?: Exploring Retention and Engagement at HBCUs (Errick Farmer, Kelsey Kunkle, Sundra D. Kincey, Cheree Y. Wiltsher, and Adriel A. Hilton).

"Millennial Teachers of Color" explores the opportunities and challenges for creating and sustaining a healthy teaching force in the United States. Millennials are the largest generational cohort in American history, with approximately ninety million members and, of these, roughly 43 percent are people of color. This book, edited by prominent teacher educator Mary E. Dilworth, considers the unique qualities, challenges, and opportunities posed by that large population for the teaching field. Noting that a diverse teaching and learning community enhances student achievement, particularly for the underserved and underachieving preK-12 student population, Dilworth argues that efforts to recruit, groom, and retain teachers of color are out-of-date and inadequate. She and the contributors offer fresh looks at these millennials and explore their views of the teaching profession; focus attention on their relation to schools and teaching; and consider how these young teachers feel about teaching for social justice. The book is intended to disrupt the current line of inquiry that suggests by simply increasing the number of teachers of color equity has been established. Readers will gain insights on this unique and valuable group of prospective and practicing preK-12 educators and understanding of the need for more contemporary approaches to recruitment, preparation, hiring, and placement. Following a series foreword (H. Richard Milner, IV), foreword (Lisa Delpit), and an introduction by the editor, chapters include: (1) Stagger Lee: Millennial Teachers' Perspectives, Politics, and Prose (Sarah Ishmael, Adam T. Kuranishi, Genesis A. Chavez, and Lindsay A. Miller); (2) Millennials, Generation Xers, and Boomers--A Demographic Overview (Janice Hamilton Outtz and Marcus J. Coleman); (3) Understanding "Me" Within "Generation Me": The Meaning Perspectives Held Toward and by Millennial Culturally and Linguistically Diverse Teachers (Socorro G. Herrera and Amanda R. Morales); (4) Millennial Teachers of Color and Their Quest for Community (Hollee R. Freeman); (5) Ushering in a New Era of Teacher Activism: Beyond Hashtags, Building Hope (Keith C. Catone and Dulari Tahbildar); (6) Black Preservice Teachers on Race and Racism in the Millennial Era: Considerations for Teacher Education (Keffrelyn D. Brown and Angela M. Ward); (7) Advancing the Practices of Millennial Teachers of Color with the EquityEd Professional Learning Framework (Sabrina Hope King); (8) Removing Barriers to the Recruitment and Retention of Millennial Teachers of Color (Zollie Stevenson, Jr.); and (9) The Double-Edged Sword of Education Policy Trends (Michael Hansen). An index is included.

This book is offered as a guide for persons interested in beginning a project where young people volunteer to work with the frail, homebound elderly. The guide presents examples of successful intergenerational projects, the lessons learned from those projects, the elements needed for a successful project, and a step-by-step approach for initiating new projects. Profiles of selected projects along with the names and phone numbers of project directors are provided. The projects profiled are organized into the following categories: help/maintenance projects, meal delivery projects, home service projects, telephone reassurance projects, and other service projects. The guide also contains the views of leaders in the field of intergenerational projects on initiating and expanding projects. A list of resource persons also is included. (DB)

This report marks the inaugural edition of a regular summary report in Brookings' "State of Metropolitan America" series. It focuses on the major demographic forces transforming the nation and large metropolitan areas in the 2000s. In this sense, it previews what people will learn from the results of the 2010 census, as well as supplements those results in important ways. Future editions of the annual report will examine those results, probe more deeply specific types of populations and geographies profiled in this report, and update the analysis herein as the country emerges from its deepest economic recession in decades. Brookings' ongoing "State of Metropolitan America" series will also feature regular reports on key demographic topics, and their relevance to the changing populations of our metropolitan areas, cities, and suburbs. This report is arranged topically, with nine chapters that correspond to nine of the most important subjects tracked by the Census Bureau in its annual American Community Survey: (1) "Population and Migration" follows the population growth and decline of U.S. places over the decade, and how the movement of people--from next-door communities, from other parts of the country, and from abroad--contributed to these trends; (2) "Race and Ethnicity" analyzes the changing racial (e.g., white, black, Asian) and ethnic (e.g., Hispanic) composition of the population, including the patterns of growth and decline in these groups in different corners of the nation; (3) "Immigration" focuses on America's foreign-born population, both citizens and non-citizens: their growth, where they live, their characteristics, and the growing demographic influence of their children; (4) "Age" looks at the shifting balance between older and younger Americans across the country, especially as the baby boom generation--America's largest--approaches seniorhood; (5) "Households and Families" examines who makes up the fundamental units of the society, how their structures are changing over time, and how they relate to the different racial/ethnic and age profiles of America's communities; (6) "Educational Attainment" profiles the educational status of adults (how much schooling they have completed, their enrollment in higher education), identifies differences by age and race/ethnicity, and relates these to the underlying economic features of regions; (7) "Work" analyzes two sets of indicators on the status of America's labor force: the wages earned by differently compensated workers; and rates of unemployment, which reflect the varying degrees of economic pain experienced by different parts of the country; (8) "Income and Poverty" portrays trends in the economic well-being of typical households, the size of the "middle class," and the location and characteristics of America's sizeable and growing poor population; and (9) "Commuting" details how people get to work, how those patterns have changed over time, and the factors contributing to the sizeable differences among communities in how workers undertake those daily trips. Each chapter is authored by one or more Brookings experts, each of whom has written widely on the topic at hand. The chapters include the authors' own analysis of the most important and compelling trends over the 2000s at multiple levels of American geography, accompanied by their thoughts on what these trends mean for the future of people, places, and public policy. Individual sections contain figures, tables and endnotes.

Today's young people--the Net Generation--have grown up with technology all around them. However, teachers cannot assume that students' familiarity with technology in general transfers successfully to pedagogical settings. This volume examines various technologies and offers concrete advice on how each can be successfully implemented in the second language curriculum. Following the Introduction by Raquel Oxford and Jeffrey Oxford, this book contains the following chapters: (1) (Re)situating the Role(s) of New Technologies in World-Language Teaching and Learning (Remi A. van Compernolle and Lawrence Williams); (2) Internet and Language Teaching/Learning: Reflections on Online Emerging Technologies and Their Impact on Foreign-Language Instruction (Ana Nino); (3) Digital Natives and Their Self-Rated Electronic Literacy Skills: Empirical Findings From a Survey Study in German Secondary Schools (Carolin Fuchs); (4) Hybridizing the Curriculum: Needs, Benefits, Challenges, and Attitudes (Senta Goertler); (5) Reaching Students: A Hybrid Approach to Language Learning (Lauren Rosen); (6) The Influence of Technology on Second-Language Writing (Raquel Oxford); (7) Podcasting and the Intermediate-Level Spanish Classroom (Nancy Bird-Soto and Patricia Rengel); (8) Podcasting in the Language Classroom: Inherently Mobile or Not? (Lara Ducate and Lara Lomicka); (9) The Coalescence of Spanish Language and Culture Through Blogs and Films (Vanessa Lazo-Wilson and Clara Ines Lozano Espejo); (10) Pragmatic Variation Among Learners of French in Real-Time Chat Communication (Claire A. McCourt); (11) These Horses Can Fly! and Other Lessons From Second Life: The View from a Virtual Hacienda (Gloria B. Clark); (12) A New Language for the Net Generation: Why "Second Life" Works for the Net Generation (Jessamine Cooke-Plagwitz); (13) Web-Based Language Portfolios and the Five Cs: Implementation in Foreign Language College Classrooms (Jane Blyth Warren); and (14) Awakening to the Power of Video-Based Web-Conferencing Technology to Promote Change (Paula Charbonneau-Gowdy). A list of abbreviations used in this book is also included.

On today's college campuses, says the author, there is no such thing as a "typical" student or "typical" teacher. Diversity abounds among both students and faculty across generations, racial/ethnic backgrounds, and socioeconomic status. This book is intended as a guide for understanding today's diverse college student population and demonstrating how to apply that knowledge in classroom instructional activities so that all students reach their full potential as learners. Topics discussed include: (1) Demographics of today's college students and accompanying instructional challenges and opportunities that result; (2) Potential classroom behaviors that can have a negative effect on both learning and teaching; and (3) Innovative pedagogical strategies that can be used to engage students, motivate them, and help them develop the critical thinking skills necessary for success and satisfaction after college. Following an introductory message from the author, four chapters include: (1) Who Are Today's College Students?; (2) Comparing Generations of Students; (3) Preventing and Dealing with Disruptive Classroom Behavior; and (4) Teaching to Promote Active Learning, Student Engagement, and Critical Thinking Skills in Today's College Classroom. A Final Word is followed by two appendixes: (1) Useful Online Resources for Professional Development; and (2) Example of a Handout for Promoting Information Searches. References for Teaching Today's Students are included.

Maintains that the strength of Bronson's book lies in its synthesis and connections to the major ideas in both developmental and educational psychology. Notes that the book's predictable organization makes it a handy resource for professionals working with children from birth to age 8, but suggests that the depth of knowledge displayed raises questions about the book's intended audience. (KB)

The concept of lifelong learning is generally defined as the expansion of formal and informal education from the relatively exclusive life stage of youth and early adulthood. This presentation has two stated purposes: (1) to demonstrate that the success of current proposals for lifelong learning will be highly dependent on their integration with the institutions and human activities concerned with work and leisure; and (2) to outline and demonstrate a belief that progress is combating a wide range of interrelated social problems such as unemployment, over and under education, worker alienation, poverty, racism, sexism, forced retirement and institutional obsolescence will require integrated policies and programs and that the redistribution of education, work, and leisure throughout entire lifetimes may represent an effective means of addressing many of these social ills. The paper deals with four basic areas: (1) a general framework for social analysis based on overall lifetime patterns; (2) a review of problems in the realm of work and their relation to current lifetime patterns; (3) some speculations concerning the future redistribution of education, work, and leisure throughout entire life spans; and (4) a discussion of some of the research and policy implications of the analysis. (Author/JMF)

The impact of lowered age of majority on higher education is discussed in this report. After reviewing the concept of majority and related principles of constitutional law, four areas of possible impact are considered. The first section deals with the determination of financial need for the independent adult student, the second with the question of nonresident tuition, and the third with the impact of a reduced age of majority on required dormitory residence. These three areas involve significant issues in financing higher education. The fourth section reviews a variety of legal contracts between institutions and their students that may also be affected by the lower age of majority. Examples include contracting with adult students, notifying parents when a student is in academic difficulty, and obtaining parental consent for medical treatment. (Author)

Adjustment to retirement from gainful employment has long been recognized as one of the major adaptive tasks of later life. The degree to which this adjustment is successful often plays a major role in determining the extent to which an individual finds his later years satisfying and rewarding. In a complex technical society retirement does not consist of a relatively simple change in status from the role of worker to that of nonworker, but has important interpersonal and intrapersonal implications that affect the retired person's personal and social existence. This monograph describes the results of a study of compulsory retirement among urban males and females. The data reported are largely concerned with the prediction and nature of responses to the retirement event, and implications of these for the development of preretirement programs. (Author/HMV)

This guidebook integrates basic strategies for developing a multiage-classroom design. The book begins by describing developmentally appropriate practice (DAP), which is based on a curriculum and an instructional-delivery methodology that address the physical, social, intellectual, emotional, and aesthetic needs of young students. Students are thus permitted to move through an integrated curriculum at their individual pace. Chapter 1, "The One-Room School Revisited," provides a historical look at multiage grouping as practiced during the days of the one-room schoolhouse, and compares the one-room schoolhouse with today's multiage classrooms. Chapter 2, "Planning for Multiage Instruction: The Teacher's Role," explores the multiple roles and responsibilities of teachers in multiage classrooms, providing information on curriculum planning, instructional delivery systems, classroom organization and management, student self-directed learning, and peer tutoring. The third chapter, "Inside a Multiage Classroom: The Physical Arrangement," outlines the physical arrangements required to provide an effective environment for learning in a multiage classroom, and the fourth chapter, "Guiding and Managing: The Administrator's Role," sketches the roles and responsibilities of the principal. The final chapter: "the Multiage Classroom: Questions and Comments," presents comments from teachers, principals, parents, and community members about their perceptions of multiage classrooms. (Contains 20 annotated references and 30 references.) (LMI)

This paper discusses the need for teaching about aging as part of the school curriculum; examines some of the important issues about aging in American society; relates aging to the various disciplines of the social sciences; and suggests teaching strategies, learning activities, and resources materials for grades K-12. The first chapter answers the question, Why teach the young about the old? The second chapter examines the treatment of older people, relating aging to patterns of segregation, poverty, and youth orientation. The third chapter presents suggestions for incorporating the topic of aging in any or all of the social sciences. The fourth chapter describes 17 classroom-tested activities which can be used by secondary and elementary teachers. Seventeen additional activities specifically for elementary grades are listed. The final chapter examines ways to incorporate the topic of aging into the curriculum, using an integration approach and a mini-course approach, and suggests ways to evaluate the accomplishments of such activities. Specific objectives and goals are provided. An extensive resource bibliography and ERIC document section appends the resource guide. (JR)

This book brings together materials, cases, and opinions regarding the Age Discrimination in Employment Act of 1967, the Rehabilitation Act of 1973, and the Vietnam Era Veterans' Readjustment Assistance Act of 1974; analyzes these materials; and examines their impact on employer personnel policies. These laws represent, in a sense, a relatively underdeveloped but potentially highly significant aspect of a continuing and expanding public policy of creating an ever-increasing number of protected groups that already comprise a majority of the labor force. A section of the book is devoted to each of the three acts. The final section is concerned with questions of public policy that have been found to exist in the administration of the laws and that are probably inherent in complex legislation designed to regulate industrial relations and personnel administration. Summaries of laws, excerpts from legislation, and other supplementary information are contained in appendixes. (Author/IRT)

This paper examines some of the assertions in support of major public policy changes that would aid the delivery of education to adults and reviews some of the adult education programs and policy proposals currently being discussed. The introduction (section 1), provides statistical and background information on adult participation in education. Section 2 describes the current overall level of participation in adult education and identifies those factors (age, previous education, income) which most strongly affect it. Trends in participation over time are examined and target groups for proposed programs are also described. In the third section, several estimates of future participation in adult education are discussed in the following areas: projections based on total participation rates, age, and previous education; continuation of increase in participation rates; and latent demand for adult education. Section 4 describes the extent of the existing public investment in the adult education and discusses some of the proposals currently under consideration, grouped as follows: (1) development of instructional materials and methods; (2) development and provision of facilitating services; (3) removal of obstacles to further adult participation; (4) major funding proposals including subsidies, entitlements, and loans; and (5) creation of tax incentives. The final section suggests priorities among these proposals and places them within the context of other competing demands for public support. (SH)

Human sexuality is discussed in terms of misconceptions about its function and the changing sexual needs of older adults. A review of history indicates that human sexuality has traditionally been connected with ideas of purity and strict importance of procreation. Judaeo-Christian ethics and the doctrine of Saint Augustine illustrate these theories. Attitudes of the Victorian age and the Puritanical era lend further support. However, the author suggests that the true purpose of human sexuality is the sexual fulfillment of individuals through respect, concern, and support. One modern-day myth about human sexuality is the belief that sexual potency diminishes and possibly vanishes at age 40. Presumably this belief is related to menopause, at which time women may not be sexually receptive and therefore men may think they should no longer expect or require sexual fulfillment. The author explains that if people are aware of the continued need for sexual fulfillment throughout life, they should be able to cope with common problems of middle age and old age. (AV)

Reviews home learning software award winners, divided into four categories according to age groups beginning at age 3 and ending with ages 12 and up. Prices and vendors' addresses are also included. (LRW)

The article focuses on the concept of conscionable profit in the funeral home business in the U.S. It mentions that conscience is the governor of the profit centre. It mentions that the age of the funeral home owner's group governor that range from 25-35 have the highest conscionable profit. It mentions that the group ranging from the 55-65 age have lowest conscionable profit.

Chapter 8 of the book "Urban High School Students and the Challenge of Access: Many Routes, Different Paths" is presented. It explores the conclusions regarding interviews conducted for the qualitative study of students and how they can realize their dreams of going to college. It highlights the different aspects that play important roles in the life of students including their peer group, their family, the school counselors and the findings that could aid in making new policies for the students and the schools.

The article discusses the status and significance of after-school programs in the U.S. According to the authors, these programs contribute to adult encroachment on the already limited ownership of lives of low income children. After-school programs have struggled to respect the importance of the peer group to school-age children. It also underscores the role of after-school programs in making learning and talent development fun through a broad range of experiences to children.

An encyclopedia entry for the theories of aging is presented. There had been problems associated with the connection between ageism and theories of aging. Theories of aging are focused on changes within the individual over time while ageism is regarded as a pattern of perceptions and behaviors directed toward the individual by society. Biological theories of aging include the somatic mutation theory.

Chapter 6 of the book "Talking Adolescence" is presented. The chapter focuses on language and the stylistic practices of young people and their peer groups. It discusses two general kinds of linguistic practice, namely, the labeling and verbal play that calls distinctions into being, and the explicitly stylistic use of the grammar and lexicon that performs such distinctions. It concludes that a key role of language in the creation and maintenance of peer groups is in creating and supporting differentiation.

This chapter raises philosophical questions about collective knowledge and pedagogical processes within the context of teacher education learning communities. It argues that current literature tends to reduce discussion about learning to an individualistic, psychological domain where learning is commonly defined in relation to some form of constructivism. Alternative, less individualistic understandings of learning and knowledge construction are introduced through a critique of the notion of reflective practice. Alternative, more postmodern approaches to understanding the self as praxis-oriented and socially-constructed are introduced to open up questions about ways in which groups of people might be seen as building collective knowledge and ways they may interact pedagogically. This chapter emerges from the author's reflections about the ways in which a cohort of teachers who were undertaking post-graduate studies established a culture of learning, and the ways in which such a cohort might be more closely linked into a discourse that would foster new narratives of education, community and human flourishing (Parker, 1997). The term collective pedagogy connotes a discursive space where a collective might generate fresh insights into issues of current concern within education, and where each participant seeks to foster a culture that supports both individual learning and the shared, social construction of new knowledge. [ABSTRACT FROM AUTHOR]

Adult life expectancy has progressively increased over the past 150 years, equivalent to one year added per four years of historical time in high life-expectancy populations. This amazing decline of mortality at all adult ages is attributed to environmental and technological advances. Explanations of the decline in longter mortality typically are seated in terms of period or historical factors, to the neglect of cohort or life cycle factors. From associations between the early and later age mortality for birth cohorts, we argue that historical reduction in lifetime exposure to infectious diseases and other sources of inflammation is a major cause of the decline in old age mortality. [ABSTRACT FROM AUTHOR]

To test the many plausible theories about social spending and economic growth requires both good historical data and careful test design to make real-world judgments about the different historical forces that theory says could have played key roles. This chapter takes the first step, by introducing the whole empirical framework to be used in this volume. WHAT KIND OF LABORATORY? International historical samples should consist of countries and eras for which any differences in the definition of social transfer spending have been ironed out. Such samples are available, but only for several countries and only for three eras. The only available sample period before World War II consists of twenty-one countries' experiences in the six decadal benchmark dates 1880, 1890, 1900, 1910, 1920, and 1930. This sample of 126 observations becomes: The 1880–1930 sample. The twenty-one countries of the 1880–1930 sample are Argentina, Australia, Austria, Belgium, Brazil, Canada, Denmark, Finland, France, Germany, Greece, Italy, Japan, Mexico, Netherlands, Norway, Portugal, Spain, Sweden, the United Kingdom, and the United States. All these countries are viewed as sovereign nations, despite limitations on the sovereignty of Australia, Finland, and New Zealand before the turn of the century. World War I brought some territorial changes in our countries. Our “Austria” switched from the Austrian half of the Austro-Hungarian Empire to today's Austria. Germany lost some eastern territories and lost Alsace-Lorraine to France. Italy gained territory from Austria. The United Kingdom lost most of Ireland. The territories and population covered by our nations changed accordingly. For the most part, these changes do not appear to have had any major effects on the variables used here, though I did perform side-tests that included shift terms for Austria and for Finnish independence. […] [ABSTRACT FROM AUTHOR]

Chapter 12.5 of the book "Vitamin & Mineral Requirements in Human Nutrition" is presented. It explores the evidence used to estimate zinc requirements. The respective basal metabolic rates were used for extrapolation to estimate the normative maintenance requirements for some age groups. A summary of assumptions made in deriving zinc requirements for specific population groups is included.

Chapter 1.2 of the book "Vitamin & Mineral Requirements in Human Nutrition" is presented. Estimated average requirement (EAR) is the average daily nutrient intake level that meets the needs of 50% of the healthy individuals in a particular age and gender group, while recommended nutrient intake is the daily intake set at the EAR plus 2 standard deviations.

The article focuses on the issue of the succession of generation in Great Britain. Whatever the universality of ageing as a biological or a psychological phenomenon, different societies use age as a basis for social cohesion and differentiation in a variety of ways. The old age as a set of people may refer to either an age group or a generation. Social groups can form on the basis of age. People move in and out of these groups as they grow older, but the age ranges and the social attributes of such age groups clearly vary greatly from society to society. Age is a continuum; age groups are formed when a specific age range is differentiated and takes on a social significance. The issue of social conflict between different generations has been discussed. It has been concluded that to understand the extent to which older people are a cohesive social group, a class with common interests or fragmented along the same lines as the rest of society requires an examination of social conflict. It is argued that the size of the post-war generation and the structure of the welfare state has produced a situation which has placed generations in conflict with one another.

This article focuses on various issues associated with the social construction of old age in Great Britain. If something is described as ageing, what is being denoted is an organisation of time; a sequence of stages. It refers to the timing and sequencing in some specified process. With human beings, it is ageing which gives the individual's life its rhythm, and links the duration, timing and sequence of stages in life. It is the social sequencing of the stages that creates the category old age and gives the life course its meaning. There are approaches to old age that concentrate on the individual experience of ageing. These perspectives seek an understanding of old age using as reference points one's own former self and in particular other people's reaction to the individual ageing persona we express. The author concludes that it is clear from different works in this field that elderly people in Britain have to manage a discrepancy between the cultural expectations of the elderly and their own feelings about themselves.

Institutions that project state power into rural Africa distribute political and administrative authority between central and local elites. This chapter traces this institutional topography in Senegal and reveals a political landscape marked by striking geographic variation. This variation has virtually no basis in legal text and goes largely unnoticed in studies that generalize from findings from the groundnut basin, Senegal's export-producing core. The unevenness is an artifact of the periphery's ability to shape the choices of institution builders at the center. A conventional wisdom holds that postcolonial African states are so centralized and bureaucratic, and African rulers so heavy handed in their dealings with the countryside, that significant regional variations in state structure and process have not been allowed to develop. Postcolonial Senegal is often depicted in these terms. It is often presented as the archetype of the overcentralized, bureaucratic state. In Wunch and Owolu's Failure of the Centralized State (1990), the Senegalese government is described as driven by a passion for territorial administrative uniformity and top-down control. These excesses are said to reflect the modernizing instincts of the nationalist elite, the heavy imprint of French administrative law and tradition, and the legacies of French direct rule. Centralizing impulses have indeed been ever present, and accounts that stress this must be taken seriously in an African country with a history of administrative continuity and political stability as long as Senegal's. [ABSTRACT FROM AUTHOR]

Chapter 37 of the book "Health Systems Performance Assessment" is presented. The chapter presents an overview of data available, and proposes a model to estimate the distribution of mortality risk in adults and an alternative process of approximating that distribution in countries where data are not readily available. It shows the predicted distribution of risk of death for males and females aged 45-54 years. It also presents the main results of the model for five age groups.

The article discusses the theoretical approaches of scholars to study adolescent socialization. The social and cultural reproduction perspective emphasizes the influence of social class, ethnicity and gender on the experiences of adolescents. A research on socialization in adolescent focuses on ways parenting produces academic and psychological outcomes. There is a need for more studies on how school practices create peer groups that support multiple identities.

The article discusses on the historical materialist sociology and revolutions. One of the fundamental issues of historical sociology since its origins in historical social theory in the eighteenth and nineteenth centuries has been that of a transition between medieval and modern forms of society. There have, indeed, been so many variations on this basic theme that it would scarcely be possible to enumerate them all. What all have in common, however, is the delineation of two contrasting historical social epochs, comprising specific sets of social characteristics as distinctive forms of society, accompanied by some conception of systematic social change from one to the other. The older form of society may not be conceived specifically in relation to the European Middle Ages, but such a fundamental transition is in every case identified as culminating in, coinciding with or occurring in the course of a European modem period that opened roughly five hundred years ago.

The article focuses on the changes in the patterns of family life in Swansea. In an age when the phrase social problem is continually on people's lips and in the columns of the newspapers we have, perhaps for the first time, learnt to think of old age in this way. Griffith Hughes would doubtless be surprised to be told that he constituted a part of a social problem, and like the teenager whom society approaches in a similar manner, he would as likely as not resent it. Living at the hub of his family held together by his wife-the Mam-active and convivial, a respected member of his own community, a deacon of his chapel, he gives the impression-in spite of his head shaking at the changing world around him-of someone to be envied for his security and the satisfaction he derives from his familial and social life. He is not someone to be patronized or pitied. There are nevertheless good reasons why the elderly of the community, in Swansea as elsewhere, are regarded as constituting a problem especially to those social services most closely concerned with their welfare. Perhaps the most important of these are the recent growth of this age group both in absolute terms and in terms of the proportion that they form of the population as a whole, and the remarkable decline in family size in the last fifty years.

This article focuses on old age. Old people are not protected from life by engagements, or pleasures, or duties; humans are open to their own sentience; they cannot get away from it, and it is too much. they should ward off the problematic, and above all the insoluble. These are far, far too much, but it is just these that attract us. The one safety is to draw in, and enjoy the simple and immediate. Age is truly a time of heroic helplessness. One is confronted by one's own incorrigibility. One's appearance, a lifetime of effort put into improving that, most of it ill judged. Only neatness is vital now, and one can finally live like a humble but watchful ghost. Some want death now, as re- lease from old age, some say they will accept death willingly, but in a few years. I feel the solemnity of death, and the possibility of some form of continuity. Death feels a friend because it will release us from the deterioration of which we cannot see the end. It is waiting for death that wears us down, and the distaste for what one may become.

This article focuses on old age. Unlike the infant, the elder has a reservoir of strength in the well-springs of history and storytelling. As collectors of time and preservers of memory, those healthy elders who have survived into a reasonably fit old age have time on their side-time that is to be dispensed wisely and creatively, usually in the form of stories, to those younger ones who will one day follow in their footsteps. Trust, is one of the constant human values or virtues, universally acknowledged as basic for all relationships. After years of collaboration, elders should be able to know and trust, and know when to mistrust, not only their own senses and physical capacities but also their accumulated knowledge of the world around them. Elders, of course, know well their own strengths. They should keep all of these strengths in use and involved in whatever their environment offers or makes possible. And they should not underestimate the possibility of developing strengths that are still dormant.

This article focuses on old age. Most of the characteristic qualities of old age are uniquely human. For instance, among animal species in the wild, we never see offspring take care of the aging parents who gave birth to them. On the contrary, young animals typically abandon their parents when they themselves reach maturity, like baby birds who leave the nest to fly on their own. Human beings contemplate aging and death, and they reach backward and forward in time to pose questions about the meaning of existence. In remembering the dead and in caring for the aged, we express our deepest convictions about the meaning of life. Old age is a time when we are likely to come face questions about ultimate meaning. Old age is characteristically a time when the work role becomes less constricting. Leisure may take its place as a way of finding meaning in life. One might think of leisure simply as "discretionary time," which becomes more available during the retirement years.