What Does "Successful Aging" Mean to you? - Systematic Review and Cross-Cultural Comparison of Lay Perspectives of Older Adults in 13 Countries, 2010-2020.

Successful aging is a concept that has gained popularity and relevance internationally among gerontologists in recent decades. Examining lay older adults' perspectives on successful aging can enhance our understanding of what successful aging means. We conducted a systematic review of peer reviewed studies from multiple countries published in 2010-2020 that contained qualitative responses of lay older adults to open-ended questions such as "What does successful aging mean to you?" We identified 23 studies conducted in 13 countries across North America, Western Europe, the Middle East, Asia, and Oceania. We identified no studies meeting our criteria in Africa, South America, Eastern Europe, North Asia, or Pacific Islands. Across all regions represented in our review, older adults most commonly referred to themes of social engagement and positive attitude in their own lay definitions of successful aging. Older adults also commonly identified themes of independence and physical health. Least mentioned were themes of cognitive health and spirituality. Lay definitions of successful aging varied by country and culture. Our findings suggest that gerontology professionals in fields including healthcare, health psychology, and public health may best serve older adults by providing services that align with older adults' priority of maintaining strong social engagement as they age. Lay perspectives on successful aging acknowledge the importance of positive attitude, independence, and spirituality, in addition to physical and cognitive functioning.

Associations Between School Characteristics and Classroom Radon Concentrations in Utah's Public Schools: A Project Completed by University Environmental Health Students.

Radon (²²²Rn), a radioactive gas, is the second leading cause of lung cancer deaths in the U.S. Classroom radon concentrations in public schools in our target area had never been measured or had not been measured in many years. We had university students, primarily enrolled in environmental health courses, measure radon concentrations in 2289 classrooms in 66 of Utah's public schools and identify school characteristics associated with classroom radon concentrations. The geometric mean (GM) classroom radon concentration was 31.39 (95% confidence interval (CI): 27.16, 36.28) Bq/m3 (GM: 0.85; 95% CI: 0.72, 0.98 pCi/L). Thirty-seven (2%) classrooms in 13 (20%) schools had radon concentrations at or above the U.S. Environmental Protection Agency's (EPA) recommended action level of 148 Bq/m3 (4.0 pCi/L). Number of classrooms had a u-shaped association with classroom radon concentrations. The year the heating, ventilation, and air conditioning (HVAC) system was installed was inversely associated with having classroom radon concentrations at or above the EPA's recommended action level. Number of classrooms and number of students had u-shaped associations with having classroom radon concentrations at or above the EPA's recommended action level. Classroom radon concentrations decreased when schools' HVAC systems were on. Replacing HVAC systems and turning/keeping them on may be effective radon mitigation strategies to prevent radon-associated lung cancer, especially for small and large schools.