ATTITUDES OF OLDER ADULTS TOWARD A COMPUTER TRAINING PROGRAM

Many older adult have an interest in learning to use computers. The study reported in this article examined whether older adults' attitudes toward computers can be influenced by direct, customized computer training. Thirty older participants who registered for introductory computer courses offered at a SeniorNet computer lab completed the Attitudes Toward Computers Questionnaire (ATCQ) before and after class participation. Attitudes were assessed on seven dimensions. There was borderline statistical significance for the “comfort” attitude dimension, which assesses the respondent's feeling of comfort with the computer and its use. No significant differences were found for the remaining six attitude dimensions. The results underscore the importance of the intervention design in eliciting attitude change. Based upon the findings of this research, several actions have taken place to increase comfort and efficacy and to control attitudinal dimensions, thereby providing more meaningful experiences for the participants.     

FACULTY ATTITUDES TOWARD EVALUATION OF TEACHING AT THE UNIVERSITY OF WESTERN ONTARIO

This report summarizes the results of a survey of faculty member attitudes towards the evaluation of teaching at the University of Western Ontario. Although the existing system of evaluation is perceived as narrow in focus, ineffective in improving teaching and inflexible, faculty members still optimistically expect that a satisfactory system is possible.     

THE ROLE OF EDUCATION IN A PROGRAM TO TREAT DEPRESSION IN OLDER WOMEN

This article reports on the crucial role of education in the Social Health Outreach Program (SHOP), a social network intervention designed to treat clinically depressed older women. The role of education in current psychological and medical therapies for depression is discussed, as is the educator's view that education is interventionist by nature and indispensable in transformative programs that aim to strengthen personal, economic, and social resources. The evolution of the role of education in SHOP'S social therapy is outlined, and its modalities—information‐sharing, skills training, and intellectual stimulation—are described. We show how, as a result of participant demand, the educational content of SHOP has gradually expanded during the program's four‐year history. We point out that, in SHOP, education functions as a tool for perspective transformation, during which participants are sensitized to “blame‐the‐victim” biases inherent in psychological and medical approaches to treating depression. Participants learn they are not the problem; rather, they suffer from a role‐determined, social identity deficit. SHOP'S current format is described, and the program is recommended to adult educators for use in a variety of settings. We conclude that, though not therapeutic in and of itself, education acts as an “enabling tool,” playing a crucial role in implementing SHOP'S social‐change therapy.     

PROGRAM DEVELOPMENT STRATEGIES IN GERIATRIC EDUCATION: IMPLICATIONS FOR FACULTY

The demographic imperative for geriatric training and care is well documented and comes as no surprise to health care professionals working in the field (see National Institutes of Health, 1987). The dramatic increase in the numbers of elderly, particularly those age 75 and older, suggests that geriatric health care will grow in importance throughout the next decade. This article briefly examines strategies for geriatric education that may have relevance for attempts to formalize and institutionalize geriatric content in academic institutions, and suggests strategies for implementation.

The domains of geriatrics and gerontology have continued to overlap as models of training and health care delivery have evolved. Distinctions between these two perspectives remain important, particularly as they pertain to the emphasis on training related to normal versus pathological aging. For purposes of simplicity, the term geriatric is used in a broad context that includes gerontological education as well. The reality of our educational experiences suggests that a balance between normal and pathological aging content in our curriculum is one of the first crucial variables that needs to be addressed.     

CLASSIFICATION OF ENVIRONMENTAL EDUCATION AT UNIVERSITY LEVEL

The following article, which is based on the study carried out by Lars Emmelin (University of Lund) and conducted within the Council of Europe's programme on environmental education, proposes a classification system which can be of help in better planning and organization of environmental education at higher education institutions.     

THE IMPORTANCE OF SOCIOEDUCATIONAL RELATIONSHIPS IN UNIVERSITY PROGRAMS FOR OLDER ADULT STUDENTS

ABSTRACT

In this paper we consider that, to a great degree, educational quality is insured through successful educational and social-relationship strategies developed among educators and their older adult students. Proposals to improve educational quality should be considered within the unique context of each university's mission and goals. Otherwise, the same measures used in different institutions may lead either to progress or to educational and social regression. Much depends on the conditions under which programs are implemented, and the way they are perceived by participants in the educational process.     

CHILDREN'S ATTITUDES TOWARD THE ELDERLY: EDUCATIONAL IMPLICATIONS

The CATE (Children's Attitudes Toward the Elderly) was administered to 180 children, 20 at each level from age 3 to age 11. Results suggest that children at all age levels have limited knowledge of and contact with older people. Few children gave positive responses about growing old themselves; most did not perceive being old as positive. Attitudes of children toward the elderly suggest a mixture of positive feelings of affect and either stereotypic or negative attitudes about the physical aspects of age. It was determined that children's concepts of age increase in accuracy as they increase in age. Educational implications include providing accurate information about the elderly and actual contact with older people, enabling children to assess their perceptions of the aging process and how aging affects them, and exposing children to an unbiased look at the attributes, behaviors, and characteristics of the elderly in a wide variety of roles in order to avoid or extinguish the formation of stereotypic, negative attitudes.     

CLOTHING PREFERENCES OF OLDER WOMEN: IMPLICATIONS FOR GERONTOLOGY AND THE AMERICAN CLOTHING INDUSTRY

This paper reports the findings of a study investigating the clothing preferences and problems of older women. The sample consisted of thirty women age 65 years and over who were members of two clubs in Tallahassee, Florida. Personal interviews were conducted by the researcher in the home of each respondent.

Style features discovered to be preferred were A‐line skirts; princess, A‐line, and shift dresses; V‐necklines; convertible collars; long with cuff, three‐quarter length, and short sleeve styles. Color preferences revealed blue as the most popular color for clothing. Implications of the research for gerontologists in higher education and for the American clothing industry are cited and discussed.     

ATTITUDES TOWARD EDUCATIONAL MEDIA: IMPLICATIONS FOR EDUCATIONAL GERONTOLOGY

This study was conducted to determine if there is or is not a difference in attitudes toward educational media between older adults and younger adults. Attitudinal information was gathered from the two groups utilizing an instrument entitled “Controversy in Academia” a 39‐item Likert‐type questionnaire. The questions from the instrument were divided into six groups, and six operational hypotheses were generated to effect testing. The results indicated that there were no basic differences between the attitudes toward educational media expressed by older adults and those expressed by younger adults.     

“十五”期间继续教育课程方案(征求意见稿)

按有关文件精神 ,以大连市中学教师教育教学现状的调查研究结果为基础 ,提出大连市“十五”期间中学教师继续教育培训课程方案。     

EDUCATION IN LATER LIFE: THE CASE OF OLDER WOMEN

Although education is considered to positively affect the quality of life in old age and to be instrumental in helping older adults successfully negotiate later‐life transitions, educational programming has not addressed the particular challenges facing older women as they age. Women's economic, social, and personal resources are more vulnerable in old age due to gender‐related limitations experienced across their entire life span. The predominantly leisure‐oriented perspective that governs educational opportunities for the older adult does not significantly impact on the well‐being of the aging woman in acknowledging this imbalance in resources. By grounding educational objectives in a resource development paradigm, efforts can be made to enhance individual resources as well as to promote changes in the social relations of power, privileges, and opportunities upon which current access and allocation of resources are based.     

BEYOND SURVIVAL: CURRICULUM MODELS FOR SENIOR ADULT EDUCATION

This article presents a model curriculum in human development for home companions caring for older adult clients in the home care setting. This curriculum is designed to connect cognitive and affective learning by relating stage developmental tasks, as discovered by the home companions through the curriculum, to those experienced throughout life by their clients. Techniques that promote growth and development of both companion and client are explored with a focus on psychosocial dilemmas and constraints imposed by the aging process. The key concepts of life review, long‐term memory within a reminiscence framework, locus of control, autonomy, and relational aspects are addressed from a developmental perspective.     

ROLE OF THE UNIVERSITY IN THE PROMOTION OF ADULT EDUCATION

The Group of Experts on Training and Retraining of Adult Educators was set up in 1972 by the Council of Europe's Council for Cultural Co‐operation (CCC). In the conclusions reached by this group, it was reaffirmed that one of the most important functions of higher education institutions in the implementation of the concept of lifelong education is, in fact, the training and retraining of personnel for adult education.

Extracts From the report prepared by the Group of Experts are presented below.     

在学科建设中发展研究生教育——兼论中南大学学科发展战略

研究生教育不仅要适应经济、政治、文化这些外部因素的发展需要，也要适应学科发展的需要，并遵循学科建设的规律。中南大学发展研究生教育的思路是：以学科建设为基石，以学科的历史积淀为前提，以学科创新为方向。     

THE ENHANCED BIOLOGY EDUCATION（EBE）PROGRAM AT DREXEL UNIVERSITY

This article introduced the Enhanced Biology Education(EBE)program which is a successful innovated program developed in the USA.The program incorporates hands-on experience with theoretical knowledge, focuses on the ability to apply what is learned and trains the students to work independently from the instructor.     

OLDER ADULT ART STUDENTS: DESCRIPTIVE DATA FOR COMMUNITY PROGRAM PLANNING

This study surveyed 94 noninstitutionalized adult art students aged 55 and older in Tucson, Arizona. A modified Hoffman questionnaire gathered data useful for visual arts programming by city and county agencies. Most older adult art students were found to be married women, in good health, with a higher than average level of education. They took classes to continue their art learning in anticipation of having new and enjoyable experiences, and they reported feelings of accomplishment. Although 72% attended classes composed primarily of elderly students, 83% of those surveyed preferred age‐mixed classes that included younger students.