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This study seeks to develop Age-Friendly University (AFU) implementation guidelines to enable universities to self-identify their age-friendliness levels and establish specific strategies toward becoming an AFU. The survey was completed by primary leads for 26 AFUs-recognized institutions globally. The questionnaires included an inventory of 68 possible attributes of an AFU. The respondents were asked to (a) report the status of their institution in terms of performance on the attributes and (b) state the relative desirability of each attribute as a potential guideline for assessing the performance of AFU attributes. For institution's performance, 'Social engagement and support' had the highest (3.32) age-friendliness level, followed by an 'Age-friendly environment' (3.31), 'Administrative support' (3.15), Lifelong learning' (3.11), and 'Reflecting the needs of older people' (2.83). Furthermore, the overall score was highest in Canada (3.82), followed by Europe (3.51), the USA (3.14), and Asia (2.67). Among attributes, 'There are elevators in major buildings (that older adults use frequently)' was the highest (4.40); followed by 'The campus and surrounding environment in our school are clean for older adults to use' (4.28). We also asked participants about "the adequacy of the AFU as a guideline. 'Members of our university's community are respectful and friendly toward older adults' was the highest (4.43)." However, in this study, 8 attributes scored less than 3 points for appropriateness. Consequently, we condensed the instrument to 60 attributes. This study is novel in proposing guidelines to implement strategies to apply and operationalize the somewhat abstract concept of age-friendliness of universities. [ABSTRACT FROM AUTHOR]

This study explores self-reports of 241 older adults (aged 63–95) regarding loneliness and social disconnectedness, and the potential for information and communication technologies (ICT) and ride-hailing services to mitigate these phenomena. The samples are drawn from four older adult living communities in Maricopa County, Arizona. Lonelier older adults and older adults desiring greater social connections with friends, family, and outsiders appear to use ICT less and might benefit from ride-hailing services more than their less lonely and more socially connected counterparts. These findings are nuanced and depend on ICT device, type of ride-hailing service, and purpose of use. While desires for ride-hailing services were generally low, these services show promise in alleviating loneliness and increasing social connectedness, especially as older adults prepare to cease driving. Advice for implementing interventions and strategies to decrease the loneliness and increase social connectedness of community-dwelling older adults is elucidated and shared. [ABSTRACT FROM AUTHOR]

The number of lifelong learning institutes serving older adults in the U.S. has increased in the last few decades. To date, these institutes have functioned primarily in traditional, in-person classroom, and seminar formats; however, technology-enhanced methods may help provide greater access to high-quality lifelong learning experiences. This research note reports the results of a cross-institutional survey of Osher Lifelong Learning Network participants. The survey participants' high levels of computer utilization and experience with modern distance education capabilities opens the possibility that Technology-Based Instruction (TBI) can augment or supplement in-person lifelong learning experiences. Specifically, TBI may be effective in expanding access for older adults who have mobility or other health limitations, as well as those who live far from the location of any such program. Example approaches are suggested for developing blended, hybrid in-person, and online lifelong learning environments, which may offer enriching intellectual engagement and meaningful socialization. [ABSTRACT FROM AUTHOR]

The relationships between social and physical activities in older adulthood deserve further attention. This study explores the relationship of social leisure activity (SLA) and the psychological construct, valuation of life (VOL), to physical activity among the young, middle, and oldest old. Significant differences and relationships were observed. Oldest old showed significant drops in ability and activity, both physical and leisure activity. VOL is connected to SLA and physical activities specific to improving flexibility. The study findings suggest SLA and VOL are important points of leverage for helping older adults forestall decreases in physical activity, especially for the oldest old. [ABSTRACT FROM AUTHOR]

The age-friendliness of universities and colleges is a growing area of research and practice. This study focuses on lifelong learning institutes at universities and colleges who provide courses and experiences for older adults but do not award academic or work-related credentials. The Osher Lifelong Learning Institute (OLLI) network in the U.S. is used as an exemplary case of institutes that aim to increase the age-friendliness of their supporting institutions, whilst also aiming for greater diversity among their learners. This study draws upon literature regarding OLLIs and Age-Friendly Universities (AFUs) and national demographic surveys of OLLI student members in 2014 and 2016 (n=  5,500). The study highlights the 2016 demographic characteristics of OLLI learners, notes changes since 2014, and makes comparisons to national trends. Furthermore, this study investigates the barriers to participation identified by older learners participating in OLLIs, considered in light of studies that have addressed such obstacles for underrepresented groups. [ABSTRACT FROM AUTHOR]

The global society is facing a new burgeoning element: an ageing population. Response to the educational needs and interests of older adults requires innovative pedagogies and practices of teaching, research, and community engagement. While traditionally geared towards provision for younger adults, the case is presented that universities have the potential to play a major role in innovation for later life learning for older adults. This article outlines one approach, the Age Friendly University (AFU) and highlights 10 principles that offer a possible guide for innovation and institutional change. The integration of AFU’s mission and principles into three universities is reflected in stories from three university cases in Ireland, the UK (Scotland) and the USA exploring potential merits and also major challenges. It is argued the AFU has the potential to bring social, personal and economic benefits to older adults and universities alike. [ABSTRACT FROM AUTHOR]

Sustainable development (SD) has become a catchall phrase for addressing gross economic inequality, environmental degradation, and systemic marginalization and oppression. Like all concepts, we understand the meaning and act according to the conceptual metaphors that illuminate and articulate the term SD. The attention given to the technical aspects of SD far outweighs the attention given to the way the concept has been constructed and organized as theory and practice are built. In this article, we examine the conceptual metaphors that form the foundation for SD theory and practice. We suggest that these conceptual metaphors reveal problematic understandings and assumptions. Through a conceptualization of paradigm, we describe the constituent elements as frame, worldview, and posture. We further suggest that the normative ethics found in the ecological paradigm provide a comparably superior foundation for the theory and practice of SD. [ABSTRACT FROM AUTHOR]

This article presents a new approach to stimulate conversations among community members to mobilize resources and improve community well-being. The approach emerged during an asset mapping study in a school district in metropolitan Phoenix, Arizona when the researchers realized that they could not on their own capture the broad range of diversity within a community. The approach, which the authors later came to call catalytic storytelling, is interpreted in light of asset-based community development, appreciative inquiry, and community storytelling traditions. It requires the researcher to adopt an ambiguous position as insider–outsider, which was described by Dwyer and Buckle in 2009. Furthermore, catalytic storytelling purports that reports written by community development researchers and community organizers should pose key questions to community members in addition to summarizing main stories derived from community conversations. [ABSTRACT FROM PUBLISHER]

Models of sustainable tourism consider not only the aspects of the physical environment but also the dimensions of the social and cultural environment of destinations. During the past two decades a number of researchers have made the case that local residents must be involved in tourism development decisions if support for, and thereby sustainability of, the industry is to be maintained. Minority ethnic and racial groups, however, are often differentially influenced by tourism within a community. This study investigates the differences between Hispanic and Anglo residents with respect to their perceptions of tourism and quality of life framed with the context of ethnicity marginality theory. [ABSTRACT FROM AUTHOR]

One tenet of the Recreation Opportunity Spectrum (ROS) is that relationships exist between outdoor recreation activity styles, desired psychological experiences, and preferred environmental settings. The purpose of this study is to examine the nature and complexity of these relationships in light of the Recreation Opportunity Spectrum conceptual model with a group of diverse outdoor recreationists. Psychometric measures were utilized to assess the desired experiences and environmental preferences of four activity preference groups. The results indicated that significant relationships do exist between the study variables. However, systematic explanations for these relationships were not clearly apparent from the results of this particular study. The existing theoretical and empirical literature base is inadequate to accurately articulate the systematic linkages between these three concepts. Further development and refinement of these relations will occur only incrementally as a growing empirical base allows for theory construction. [ABSTRACT FROM PUBLISHER]

Motive profiles for recreational travel on rivers by canoe, kayak, raft, and inner tube are analyzed for 11 diverse rivers nationwide. Differences among the rivers exist and are described, but the profiles are noted more for their striking consistency across the wide range of environmental settings represented. River recreation motives were also compared with those for 17 other forms of recreation. Of the 17 activities studied, sailing, motorboating, and fishing are motivationally most similar to river floating. Through the data, we question the presumption that relationships are strong between the environmental character of outdoor recreation settings and the goal orientations of people attracted to them. [ABSTRACT FROM PUBLISHER]

When questions that measure satisfaction with a river trip are intermingled with questions that evaluate specific aspects of the trip, the average satisfaction score for a river is lower than when the satisfaction questions are presented alone. The effect of question context seems to be independent of the type of river being evaluated. These conclusions come from an analysis of variance of data from a survey of two rivers in which three question contexts were used. The findings confirm that caution is needed if results are to be compared between studies using different questionnaires, even if the relevant questions are identical. [ABSTRACT FROM PUBLISHER]