Relevant bibliographies by topics / Education of elderly

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education of elderly'

Author: Grafiati
Published: 28 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Education of elderly"

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Mamayusupova, Kristina. "Formation and education of the elderly in Russia." Geopolitical, Social Security and Freedom Journal 2, no. 1 (November 1, 2019): 104–12. http://dx.doi.org/10.2478/gssfj-2019-0010.

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Abstract The social attention of today's world, in continuous transformation, is focused above all on the education and education of the elderly. Taking into account the fact that the lifestyles of elders around the world are tuned to European ones, this article aims to shed light on the life of the elderly in Russia, their education and education. Nowadays, having an active lifestyle means - for the elderly - to be strengthened by sport, by the possession of digital skills, by socializing with relatives, friends and peer groups, as well as by travel and work. Creating oneself through curious thought towards all that is information about the world increases one's knowledge and contributes to the maintenance of physical and mental form. The awareness of living life by forming and educating oneself dynamically favours, in the elderly, a constant search for the self and a desire to experience oneself by adhering ever more to new initiatives. Unfortunately, in Russia, there are still many older people whose existential situation could be characterized by the concept of “social closure”. This situation is due, for the most part, to the unfavourable climatic conditions, poor health and severe economic conditions. Becoming active pensioners, however, is possible, “bypassing” the obstacles aimed at the destruction of the “critical self”. It would, therefore, be necessary to begin to consider themselves as a great Russian “old heritage” so that, soon, the trained eyes of “lovers” can establish their priceless value.
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Kawakami, Atsuko, Derek Lehman, and Kaitlynn Burress. "Social Networking Among Japanese Elders." Advances in Social Sciences Research Journal 8, no. 5 (June 8, 2021): 667–82. http://dx.doi.org/10.14738/assrj.85.10257.

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The purpose of this study is to identify some of the predictors of social network formation with a focus on everyday behaviors such as greeting neighbors, attitudes about elder care, civic involvement, and hobby or social group membership. Using data from the 2010 and 2012 waves of the Japanese General Social Survey, we found that factors in which individuals have more control over are associated with the formation of social networks whereas factors that individuals have little to no control over are less likely to affect network formation. Specifically, elderly individuals who greet their neighbors and those who view elder care as an individual’s or family’s responsibility are more likely to have larger social networks. Likewise, civic engagement and participation in neighborhood associations are also significantly associated with forming social networks. Surprisingly, our analysis revealed that participating in hobby groups, length of residency in a community, and other control variables such as gender, income, and education are not significantly associated with forming social networks. Our findings indicate that the key components to building strong social networks are found within mundane daily activities. We conclude with several suggestions for how the elderly and communities can build elders’ social networks and thereby improve well-being. The implications of this study include raising awareness among individuals to prepare for a better, well-connected life in old age as well as suggesting local government programs for elderly care to help build more effective programs. Counselors could use this information to encourage their elderly clients to build social networks by increasing daily social interactions with neighbors and obtaining the view of self-reliance on elder care responsibility. Future researchers should seek to integrate the elder’s medical information in analyses in order to consider a comprehensive plan for the elderly’s well-being.
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Olajide, O. E., and Mojirade M. Ayantunji. "Gerontology And Its Implications For Adult Education." European Scientific Journal, ESJ 12, no. 13 (May 30, 2016): 321. http://dx.doi.org/10.19044/esj.2016.v12n13p321.

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The study of the elderly is a recent field of study and as such, has not been given its proper place in the human society. The elders or the retired workforce are in most cases regarded as people who have exhausted all their potentials of life during their services at their various places of work. They can no longer make meaningful contributions to the development of the society. This paper however, takes the position that adult education has a role to play in making people understand and appreciate the fact that the elderly or retired elderly people can still contribute meaningfully to the betterment of the human society. They should as well appreciate the message coded in gerontology. This paper explains the concept of ageing and its perspectives, gerontology and its implications to adult education. This paper concluded that adult education could be used in reducing the challenges faced by the elderly people by providing them with appropriate programmes of guidance and also proper counselling that will help in adjusting and assisting them to cope with the declining functions of the organ of the body and contribute meaningfully to improve the society.
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Lu, Jiehua, and Yun Zhang. "Patterns of living arrangements of the elderly in mainland China." Asian Education and Development Studies 6, no. 2 (April 10, 2017): 179–91. http://dx.doi.org/10.1108/aeds-12-2015-0073.

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Purpose The purpose of this paper is to examine the changes and consequences of the patterns of Chinese elderly population’s living arrangements. It contains information that can be considered for future policy making for the elderly and to gain a better understanding of the social transition in China. Design/methodology/approach Based on the analysis of the population census data in 2000 and 2010, the authors examined the changes and trends of the living arrangements of the elderly Chinese population. Furthermore, the authors analyzed factors influencing the Chinese elderly’s living arrangements according to the data acquired from the Chinese Longitudinal Healthy Longevity Survey. Findings First, the proportion of the elderly people living with children has been decreasing. Second, the proportions of elderly people “living alone” and “living with spouse independently” has largely increased. Third, the changes and trends showed differences between urban and rural regions. Originality/value By looking at the characteristics among elderly people with different living arrangement patterns, those that are “living alone” are typically in disadvantaged conditions, and thus special attention should be paid with regards to related research and policies for the elderly who are “living alone.”
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Duc Hoi, Dinh. "Social Work Management for the Elderly." American Journal of Educational Research 6, no. 8 (August 21, 2018): 1182–87. http://dx.doi.org/10.12691/education-6-8-17.

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Damayanti, Cory Nelia, Mujib Hannan, and Akhmad Feri Fatoni. "Efektifitas Pendidikan Kesehatan Terhadap Tekanan Darah Pada Lansia." WIRARAJA MEDIKA 9, no. 2 (December 26, 2019): 46–51. http://dx.doi.org/10.24929/fik.v9i2.814.

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The incidence of hypertension especially faced by elderly demands the role of health workers to prevent and promote about healthy. Health education about hypertension for personal can give benefit habits, attitudes and knowledge related to the health of individuals, communities, and nations. Pre-experimental research design and One-Group Pretest-Posttest Design was used in this research. Population of this research were elderly with hypertension grade I blood pressure in Integrated Healthcare Center located in Pangarangan Village, Sumenep as many as 50 people. The samples of this research were 44 elderly suffered by hypertension. Purpossive sampling technique using inclusion and exclusion criteria approach. Data analysis in this study used the Paired samples t-test. The results of this study for elderly with blood pressure before given health education have basic pressure at stage II as many as 18 people (20.5%). Elderly’s blood pressure after given health education mostly at stage I as many as 37 people (42.1%) and effective health education against pressure blood pressure in elderly with hypertension in Integrated Healthcare Center Elderly in Pangarangan Village, Sumenep. Getting lower education level, getting high the risk of developing hypertension for elderly.
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Kim, Jun Young. "Diabetes Education for Elderly Diabetic Patients." Korean Clinical Diabetes 11, no. 4 (2010): 309. http://dx.doi.org/10.4093/kcd.2010.11.4.309.

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Tessier, D. M., and V. J. R. Lassmann-Vague. "Diabetes and education in the elderly." Diabetes & Metabolism 33 (April 2007): S75—S78. http://dx.doi.org/10.1016/s1262-3636(07)80059-0.

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Junk, Virginia, and Michael Heikkinen. "HOME ENERGY EDUCATION AND THE ELDERLY." Educational Gerontology 13, no. 3 (January 1987): 199–212. http://dx.doi.org/10.1080/0380127870130301.

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Djoub, Zineb. "ICT education and motivating elderly people." Ariadna, no. 1 (2013): 88–92. http://dx.doi.org/10.6035/ariadna.2013.1.15.

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Dissertations / Theses on the topic "Education of elderly"

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Davis, Kristen Emily. "The Relationship of Self-Esteem, World-View and Participation in Leisure Activities to High versus Low Life Satisfaction of Black Elderly." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382023701.

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Ramones, Valerie. "Patient education and compliance in the hypertensive elderly." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276814.

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This study examined the difference among 3 patient education intervention strategies and compliance in the hypertensive elderly. The strategies were verbal instructions, written instructions and both verbal and written instructions. An ex post facto descriptive design was implemented based on a Cognitive Information Processing Theory of Learning. Forty subjects were recruited and interviewed. Data analysis revealed that compliance did not differ significantly with the type of educational strategy.
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Parcher, Myra, and University of Lethbridge Faculty of Education. "Identifying learning needs of the institutionalized elderly." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1993, 1993. http://hdl.handle.net/10133/56.

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Global populations are aging and by the turn of the century elderly populations will have increased significantly. The United Nations predicts that by the year 2025 the elderly will constitute 25 percent of the global population (UN Chronicle, 1988). Specifically, the global population of people over 60 years of age was 380 million in 1980, is expected to rise to 610 million in the year 2000 and will reach an alarming billion plus by 2025 (UN chronicle, 1988). The UN Chronicle anticipates faster increases in the 80 plus age group with 34 million in 1980, 58 million in 2000 and 114 million in the year 2025. The Canadian population is not excluded in the United Nations predictions. Canadians are also growing older and grayer. The "graying of Canada" is a phrase frequently coined by the media, in the latter years of the past decade. It is predicted that by the year 2025 approximately one in five Canadians will be over the age of 65 (Cooper, 1989). Senior citizens, in Canada, are now being subcategorized into the "young-old", the "old-old", the "well-ederly" and the "frail-elderly" (Cooper, 1989, p.114). The new era of Canadian seniors boasts a philosophy of living longer and dying younger (at heart). The UN Chronicle suggest that the trend towards aging could significanlty affect a society's development potential, particularly if dependency rates among the elderly are high. Eight percent of older Canadians reside in long term care institutions compared with five percent of older Americans (Tamarkin, 1988). This may suggest that Canadian dependency rates among the elderly population is higher than the United States of America or it may reflect the availability of programs specific to the elderly in Canada. Provincial governments within Canada are attempting to decrease dependency rates among the elderly by intitiating health care programs which will promote individual independence. Present day long term care facilities encourage independence among the elderly, replacing the once predominant philosophy of promoting individual dependency. This theoretical framework attempts to decrease dependency rates within long term care institutions while promoting personal independence, decision making autonomy and lifestyle flexibility. The promotion of the above named concepts assumes that the institutionalized adult's quality of life is enhanced and maintained. The provincial government of Alberta, specifically the Department of Health or Alberta Health, has in the last decade researched and implemented program changes in long term care facilities. These initiatives have had a significant impact on the delivery of care, services and programs provided to the instiutionalized elderly of Alberta. Policy and program changes introduced at the nursing home level have greatly improved and enhanced the resources and quality of existing health care services provided to the institutionalized elderly. In 1985 the revised Nursing Home Act of Alberta was introduced. This document governs all nursing homes or long term care facilities within the province. Professional staff was increased in these facilities to better meet the demands of an aging instiutionalized elderly population. The previous Nursing Home Act had established minimum standards of care and services to be delivered to the elderly but the revised 1985 Nursing Home Act further developed these standards in an effort to increase or maintain the individual's quality of life within an institution and to further promote independence amont the institutionalized elderly. Alberta Health then introduced, in 1987, a classification system for all nursing homes. The ultimate goal of the classification system is to fund facilities in a more equitable manner taking into account individual facility care requirements. For example, a nursing home with heavy or intense care requirements will be funded at a higher rate compared with facilities which have light or minimal care requirements. The classification system determines staffing patterns for the nursing department within long term care facilities. For facilities with above average care requirements the non-professional nursing staff was increased. The professional nursing staff ratio was increased from 17 percent to 22 percent. Professional and non-professional nursing staff was not decreased in any facility. The provincial Department of Health has made a concerted effort to improve the quality of life for elderly individuals residing within Alberta institutions. Medicine Hat, a southeastern Alberta community, has a total population of 42,290 (Census Summary Part3, 1988). The Census Summary (1988) explains that 14 percent of Medicine Hat's total population consists of adults over the age of 65 years. This is much higher than the provincial percentage of 8.2 percent. The Medicine Hat News (1990) reported that in the early months of 1990, 6,000 of the city's residents were 65 years of age and older but that number will soar to 7,200 by the year 2000 with half of these individuals 75 years of age and older. As the past Director of Nursing in a nursing home in Medicine Hat, I am most concerned with meeting the needs of the institutionalized elderly. The revised Alberta Nursing Home Act of 1985 and classification systme of 1987 have created the resources within a nursing home to realistically meet the complex and varying health care needs of older individuals. According to Maslow's (1970) theory of human motivation a hierarchy of human needs exists. The beginning point or basis for motivation theory is the meeting of human physiological needs such as food, clothing and shelter. Maslow's hierarchy of needs then continues with the human need for safety, love and belonging, esteem and lastly, the need for self-actualization. Individual learning experiences promote and meet one's esteem needs. However, Maslow proposed that esteem needs cannot be met unless those needs below it on the hierarchy scale are initially met and maintained. Nursing homes do meet the basic survival or physiological needs of their residents. These individuals are fed, clother and sheltered. Safety needs of the instiutionalized elderly are met by the institution in terms of 'security, structure, order and protection" (Maslow, 1970, p. 39). The institutional setting may not adequately meet the individual's need for love and belonging. This can be attempted, collectively, on a group basis but individual loneliness may prevail. It is hoped that these needs can be met with the assistance of the individuals' family or friends. If love and belonging needs are adequately fulfilled then Maslow acknowledges that esteem needs may be attained. Esteem needs include the desire "for self-respect or self-esteem and for the esteem of others" (Maslow, 1970, p. 45). The long term care facility may attempt to meet an individuals' esteem needs by providing learning opportunities which will promote "individual recognition, achievement, mastery, competence, confidence, independence, status, importance, appreciation and dignity" (p. 45). The meeting of an individual's esteem needs may or may not lead one to strive for self-actualization which, according to Maslow is the epitome of being. The need for interdependence is perhaps a higher need than self-actualization. The need for interdependence suggest that each individual or groups of individuals must rely on the other for their co-existence. Interdependence is crucial within long term care settings as residents, their familiees and/or significant others and the institution strive for an environment of mutuality. Historically, the physical, social, spiritual and mental well being of the institutionalized elderly was a goal most long term care facilities strived for. This conceptual framework surmises that learning needs are a part of the individual's mental and social needs. Nursing homes contain several departments which address specific needs of the resident. For instance, the nursing, dietary, phsiotherapy and occupational therapy departments ensure that the physical needs of the institutionalized elderly are assessed and addressed by the recreational department within a long term care facility. In Medicine Hat, community senior citizen centers as well as the local college have provided learning opportunities for older adults who reside in a community setting. However, long term care facilities have not truly addressed the issue of providing learning sessions for the lucid institutionalized elderly. Perhaps this is due, to some extent, to certain attitudes espoused by society in general, towards aging and the institutionalized elderly. Nursing homes may be perceived by some members of society as the final resting place for the living. Inhabitants of nursing homes may be perceived as a collective group rather than individuals with uniquely varying personalities, preferences, desire and emotions. The institutionalized elderly are individuals who wish to live their lives as do otje members of society, with definition, purpose and the desire to be recognized. Society has in the past negatively stereotyped aging and has held an infatuation with youth which has contributed to the ideology that aging was not an important process to be studied (Groombridge, 1982). However, with the realization that the elderly population is increasing significantly researchers are becoming more interested in understanding aging as it constitutes a complex process which involves biological, psychological, social, political and economic factors. According to McDaniel (1986) aging is poorly understood at present but is receiving greater attention and an increasing amount of research has rectnely been intiated on the subject. In my opinion, research initiatives concerning the institutionalized elderly are long overdue. Long term care facilities are now placing greater emphasis on the goals of resident individuality, personal autonomy and institutional flexibility with regard to the reidents' lifestyles. Long term care professionals are now motivated to inquire and seek clarification from their clientele in an effort to achieve this new goal. An increasing elderly population has prompted researchers to consider new and unexplored areas of critical thinking concerning elderhood. The identification of learning needs among the lucid institutionalized elderly is an unexplored area of elderhood. Past research on learning needs among the elderly indicates that gaps do exist in the research. Further studies are required in order to understand and plan future learning programs for the lucid instiutionalized individual.
ii, 151 leaves : ill. ; 29 cm.
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Kolby, Brock Thomas. "Wisdom from the perspective of the elderly." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2431.

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For many years, research and clinical practice in gerontology has been influenced strongly by cultural concepts that lead to an overall negative perception of the elderly. Recently, psychologists have examined wisdom in order to provide an alternative viewpoint to the negative conceptions of old age. This study investigated how the elderly perceived wisdom and how the psychosocial conflict of “Integrity versus Despair” was experienced by the elderly. The elderly were approached as primary sources of knowledge for their views on wisdom. Using grounded theory methodology, twenty-one volunteer participants, 70 years of age or older, from the Sierra Nevada foothills of California, were each interviewed twice for an hour in order to form an inductive, data-driven theory concerning wisdom. The elderly described wisdom as a multi-faceted construct with a wide range of components. The resulting theory displayed a process by which the foundations of wisdom were formed during a person's lifetime, what developmental processes lead to wisdom, and the ways in which wisdom was demonstrated in a person's life. Of interest to psychotherapists and developmental psychologists, the integration of Erik Erikson's identity conflict of “Integrity versus Despair” may be facilitated through positive thinking techniques used by the elderly to overcome depression and to maintain a positive mood state. Thus, wisdom, as seen from the perspective of the elderly, may provide our society with an alternative conceptualizations of aging and a way to overcome despair in late life. Wisdom may be the pinnacle of human achievement across a lifespan of development.
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Josefsson, Karin. "Municipal elderly care : implications of registered nurses' work situation, education, and competence /." Doctoral thesis, Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-668-9/.

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Hong, Soon-Duk. "Effectiveness of client education in promoting compliance among Korean elderly hypertensive clients /." Staten Island, N.Y. : [s.n.], 1990. http://library.wagner.edu/theses/nursing/1990/thesis_nur_1990_jenki_hong_effec.pdf.

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Gurm, Balbir Kaur. "Life review and the institutionalized elderly." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29725.

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Using a pre- and post-test design with both experimental and control groups, the research was conducted to see if life review improved the independence, depression, and integrated functioning of the institutionalized elderly. The elderly on the long term care unit of an acute care hospital waiting to be placed in a long term care facility were studied using a pre- and post-test design. Patients who were not depressed and could communicate in English were included in the study. They were randomly assigned to the experimental and control groups when possible. Patients in the experimental groups attended eight life review sessions over a four week period while the control groups carried on with the usual activities on the unit. Three scales, the Geriatric Depression Scale, Activities of Daily Living Evaluation Form, and the Geriatric Rating Scale were administered before the four week period and after. Data was also collected during the sessions on group process using the Group Process Observational Checklist on the experimental groups. Demographic data was collected on all the patients in the study. It was found that the experimental group did become more independent, integrated and less depressed. This study indicated that life review is beneficial for the institutionalized elderly but, it could not show exactly what variables in the life review process contributed to these positive results. Replication studies are needed to validate these findings.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Maxwell, Paige B. "Effects of an educational video on fall self-efficacy and fear of falling in the elderly." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2708.

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Falls are one of the leading causes of accidental death and injury in older people. Similarly, a fear of falling is extremely common in the elderly, with prevalence estimates upward of 90%. A fear of falling is associated with unnecessary activity restriction, avoidance, distress, an increased risk of falling, and a reduced quality of life. For all of these reasons, efforts to treat fear of falling and promote fall prevention are needed. In the present study, I investigated the effects of viewing a 15 min educational video about fall prevention on fear of falling and fall self efficacy in the elderly. While the video was developed to educate older individuals about practical steps they could take to avoid falling, the effects of the video on fear of falling and fall self-efficacy had not been investigated up to this point. Participants in the study consisted of 74 men and women over the age of 70 years who were recruited from several senior citizen groups. Participants were randomly assigned to one of three groups: (a) exposure to the video followed by a brief discussion, (b) exposure to the video alone, and (c) a waitlist control group. Measurements were taken 1 week before viewing the video and immediately after viewing the video. The dependent variables were scores on two self-report measures: The Falls Efficacy Scale and the Survey of Activities and Fear of Falling in the Elderly. Data were analyzed using a 2X3 ANOVA. Results showed no significant interaction effects, however a significant effect for trials was found for the Falls Efficacy Scale. Possible reasons for these findings were discussed.
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Seay, Nancy Parker. "Elderly African American Clergywomen as Community and Educational Resources." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1262958506.

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Thesis (M.Ed.)--University of Toledo, 2009.
Typescript. "Submitted as partial fulfillment of the requirements for The Master of Education in Educational Theory and Social Foundations." "A thesis entitled"--at head of title. Bibliography: leaves 97-104.
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Stewart, Pamela Jr. "Low-income Older Adults' Needs and Preferences for Nutrition Education." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/46478.

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Low-income older adults are at high risk for developing diet-related chronic diseases. Nutrition education programs can improve dietary and lifestyle practices, thereby decreasing the incidence of diet-related diseases. Focus groups were conducted to gain insight into the needs and preferences of low-income older adults for nutrition education. Results were made available for use in the Smart Choices Nutrition Education Program at Virginia Tech to aid in the development of nutrition education programs.

Four focus groups were conducted with a total of 35 elderly (28 females; 7 males), ages 55-90+ years, recruited from Congregate Meal Program sites in four regions of Virginia. Seventeen were African American, and 18 were non-Hispanic white. Discussion questions addressed practices for purchasing and preparing foods, importance of food to health, and preferences for education methods. The Determine Your Nutritional Health Checklist of the Nutrition Screening Initiative was used to assess nutritional risk of the elderly adults. Focus group discussions were audio-taped and written transcripts were made for use in data analysis. Themes of the discussions were identified in that analysis and reported in the following broad areas: Factors that Influenced Dietary Practices of Focus Group Participants and Perceived Needs and Preferences of Focus Group Participants for Nutrition Education.

All elderly believed that food was important to their health and were interested in nutrition education. The predominant theme was the influence of a health condition on dietary practices. The elderly made food choices according to dietary restrictions imposed by their health condition. The most prevalent health conditions were chronic diseases, primarily hypertension, diabetes, and hiatal hernia. The majority (32) were at nutritional risk, with a larger number at high risk (20) than at moderate risk (12). Food preferences and sensory attributes of food also were important to them when making food choices. Some reported that convenience was important because they did not want to spend time and effort to purchase and prepare foods. Some also reported experiencing food insecurity, primarily from lack of money. The majority learned about food and cooking from family members, and only a few learned about nutrition and food choices from health professionals. Most wanted information about disease-specific food choices and preparation methods, and preferred to receive this information during group discussions because sharing ideas and opinions was an effective way to learn. Only a few were interested in television programs, while many were interested in written materials. Nutrition education programs for low-income elderly should teach these adults how to choose and prepare foods that are appealing and nutritious, as well as within dietary restrictions imposed by their health conditions. Educators should convey this information to them in group settings and distribute written materials, such as pamphlets and brochures, that outline "how-to" information.
Master of Science

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Books on the topic "Education of elderly"

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Michael, Jerrold M. Final report: Elderly education for self care. Honolulu, Hawaii: School of Public Health, University of Hawaii at Manoa, 1990.

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Grief education for caregivers of the elderly. New York: Haworth Pastoral Press, 1999.

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Narot, Pennee, and Narong Kiettikunwong, eds. Education for the Elderly in the Asia Pacific. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3326-3.

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Knight, Bob. Outreach with the elderly: Community education, assessment, and therapy. New York: New York University Press, 1989.

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Knight, Bob. Outreach with the elderly: Community education, assessment, and therapy. New York: New York University Press, 1989.

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Simmons-Tropea, Daryl. The educational composition of Canada's future elderly. Toronto: Programme in Gerontology, University of Toronto, 1986.

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Kelsey, Shara Lynn. Pilot educational outreach to high-risk elderly drivers. [Sacramento, Calif.]: California Dept. of Motor Vehicles, 2005.

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Geragogy: A theory for teaching the elderly. New York: Haworth Press, 1988.

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Worcester, Martha Iles. Tailoring teaching to the elderly in the home. Seattle: Institute on Aging, University of Washington, 1987.

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Raube, Kristiana. Health and social support of the elderly. Santa Monica, CA: RAND, 1992.

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Book chapters on the topic "Education of elderly"

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Knight, P. V. "Education of Elderly People with Diabetes." In Diabetes in Elderly People, 15–23. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3322-5_4.

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Poulden, S. "Art education." In Care of the Long-Stay Elderly Patient, 183–96. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-3380-5_11.

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Cerna, Miloslava, Petra Poulova, and Libuse Svobodova. "The Elderly in SMART Cities." In Smart Education and e-Learning 2018, 224–33. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92363-5_21.

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Grigoryeva, Irina, Lyudmila Vidiasova, Alexandra Dmitrieva, and Olga Sergeyeva. "Education Ideas and ICT Training Practices for Older Persons." In Elderly Population in Modern Russia, 117–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-96619-9_7.

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Zou, Di, Fu Lee Wang, Haoran Xie, and Tak-Lam Wong. "English Education for the Elderly in Hong Kong." In Emerging Technologies for Education, 306–10. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52836-6_31.

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Jucovy, P. M. "Using Literature to Learn About and From the Elderly." In Advances in Medical Education, 765–68. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_233.

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Jones, S. "Education and life in the long-stay ward." In Care of the Long-Stay Elderly Patient, 161–82. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-3380-5_10.

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Machado, Leticia Rocha, Jozelina Silva da Silva Mendes, Deyse Cristina Frizzo Sampaio, Tássia Priscila Fagundes Grande, and Patricia Alejandra Behar. "M-learning and the Elderly: Construction of Inclusive Pedagogies." In Smart Education and e-Learning 2017, 391–99. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59451-4_39.

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Narot, Pennee, and Narong Kiettikunwong. "Lifelong Education: Concept and Issues Concerning an Ageing Population." In Education for the Elderly in the Asia Pacific, 3–14. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3326-3_1.

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Zilidou, Vasiliki I., Efthymios Ziagkas, Evdokimos I. Konstantinidis, Panagiotis D. Bamidis, Styliani Douka, and Thrasyvoulos Tsiatsos. "Integrating Technology into Traditional Dance for the Elderly." In The Challenges of the Digital Transformation in Education, 287–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11935-5_28.

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Conference papers on the topic "Education of elderly"

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Xu, Xiangfei, and Zonghua Li. "Literature Review on Elderly Charitable Donations." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.564.

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de Andrade Picanço Meleiro, Maria Luiza, Évellin P. de Medeiros Gil, Sergio A. Meleiro da Silva, and Izaura Rodrigues Nascimento. "EDUCATION AND PUBLIC POLICIES FOR THE ELDERLY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0802.

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Kudins, Janis. "Determinants of the Elderly Employment in Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.032.

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In Latvia, from 2011 to 2020 the number of people 65+ increased by 2.7 %, but the number of the employed people 65+ increased by 94.4 %. The aim of this research is to identify the determinants of the elderly employment in the context of active ageing. The author analysed secondary data collected by the international and Latvia’s institutions as well as by Latvia’s researchers who have studied the elderly. The results of these studies and the data of Latvia’s statistics show that the rapid growth of the elderly employment in Latvia is more likely not an indicator of active ageing, but the elderly’s attempt to overcome poverty. 60.3 % of the elderly in Latvia continue to work in order to increase their current income, and only 10.2 % – for non-financial reasons, which is one of the lowest values in the EU. The gap between the average income of Latvia’s population and the income of people 65+ is increasing over the past 10 years. The elderly in Latvia work mainly in education and health care. These sectors have relatively lower average wages and are therefore less attractive to young people, so the elderly employment in them shows not only the importance of knowledge and experience, but also the difficulties in attracting new employees. The author concludes that Latvia is still far from real active ageing, which is typical for the most competitive EU countries. In order to move in this direction, it would be useful to use the experience of the EU’s active ageing initiatives.
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Raievska, Yana, and Liudmyla Melnyk. "SOCIAL ASSISTANCE TO THE ELDERLY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0431.

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Samar Brenčič, Neja, Ligia Adriana Stanca Muntianu, Karolina Piotrowicz, Irina Mocanu, Drago Rudel, and Iuliana Gabriea Lupu. "ORAL HEALTH EDUCATION FOR ELDERLY THROUGH ICT TECHNOLOGY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1112.

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Briede-Westermeyer, Juan Carlos, and Cristhian Pérez-Villalobos. "DESIGN FOR ELDERLY: INTERDISCIPLINARY DESIGN CHALLENGE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0035.

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Aurélio da Cunha Soares Neto, Marco, and Chesil Batista Silva. "Role of the elderly in the labor market from theperspective of education level." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212364.

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The increase in longevity and the gradual and accelerated aging of the world population are trends that highlight the needto pay attention to the peculiarities inherent to elderly citizens. The return or permanence of the elderly in the labor market often conditions them to a marginal job position, that is, retired still active or self-employed, since when the elderly is absorbed by the formal market, it is common that he accepts reduced wages and no work records, a fact that justifies the option of many elderly workers to work on their own in informality. On the other hand, the best opportunities to keep a job after retirement or re-entering the labor market belong to the more qualified elderly, with a higher level of education and, above all, to those who do not have manual labor activities. Thus, the objective of this research is to analyze the dynamics of performance of the elderly in the formal labor market, from the perspective of the level of education. Therefore, the methodological procedures used in the research will be of a qualitative and quantitative approach, from the point of view of the objectives, it is presented as an exploratory and descriptive research, as technical procedures it is presented as bibliographical, from the data collection of the Continuous PNAD, in the period between 2012 and 2020. This study hopes to understand the different aspects of the elderly in the Brazilian labor market, in addition to raising theoretical data that may allow the formulation of public policy proposals and the participation of public and private initiatives in projects for the insertion of the elderly into the labor market
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Zhang, Jinmei, Yumin Cao, and Gengsheng Chen. "The Design Methods of Functional Clothing for the Elderly." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.474.

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Shlenskaya, Nataliya, Dmitry Beresnev, Nataliya Trukhanovskaya, Kseniya Hakobyan, and Natalya Merzlikina. "LIFELONG LEARNING PROGRAM FOR THE ELDERLY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1874.

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Putra, Irwan, and Karim Suryadi. "Fear and Anxiety Elderly in Political Participation." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007105707700775.

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Reports on the topic "Education of elderly"

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Zimmer, Zachary, Linda Martin, Mary Ofstedal, and Yi-Li Chuang. Education of adult children and mortality of their elderly parents in Taiwan. Population Council, 2005. http://dx.doi.org/10.31899/pgy2.1021.

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Hall, Sarah, Mark Vincent Aranas, and Amber Parkes. Making Care Count: An Overview of the Women’s Economic Empowerment and Care Initiative. Oxfam, November 2020. http://dx.doi.org/10.21201/2020.6881.

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Across the globe, unpaid care and domestic work (UCDW) sustains communities and economies, provides essential care for children, sick and elderly people and those living with disabilities, and keeps households clean and families fed. Without unpaid care, the global economy as we know it would grind to a halt. Yet this work falls disproportionately on women and girls, limiting their opportunities to participate in decent paid employment, education, leisure and political life. Heavy and unequal UCDW traps women and girls in cycles of poverty and stops them from being part of solutions. To help address this, Oxfam, together with a number of partners, has been working in over 25 countries to deliver the Women’s Economic Empowerment and Care (WE-Care) programme since 2013. WE-Care aims to reignite progress on gender equality by addressing heavy and unequal UCDW. By recognizing, reducing and redistributing UCDW, WE-Care is promoting a just and inclusive society where women and girls have more choice at every stage of their lives, more opportunities to take part in economic, social and political activities, and where carers’ voices are heard in decision making about policies and budgets at all levels. This overview document aims to highlight the approaches taken and lessons learned on unpaid care that Oxfam has implemented in collaboration with partners in sub-Saharan Africa and Asia.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.

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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.
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