Selected elements of the lifestyle of Silesian seniors, taking into account their participation in the activities of the Third Age Universities.

Introduction: UTA can provide older adult people with the satisfaction of needs and creates the opportunity to pursue youthful interests and passions. The aim of the study was to assess selected elements of the lifestyle of Silesian seniors, taking into account their participation in the activities of Universities of the Third Age. Methods: The study involved 631 (100%) senior residents of the Silesian agglomeration. The majority of the study group were women (475; 75.28%), and the average age of the participants was 70.28 ± 6.09 years. To conduct the study, an original survey questionnaire was used, complemented by PPS-10, PAQE and Yesavage Geriatric Depression Rating Scale. Results: Among the surveyed Silesian seniors who did not attend classes at the University of the Third Age, a statistically significantly higher score on the Yesavage's Geriatric Depression Rating Scale was found compared to those confirming their participation in the mentioned activity (p = 0.002). Almost 40% (107; 38.63%) of seniors who did not attend classes at the Universities of the Third Age showed a high level of stress, and every fourth (89; 25.14%) Silesian senior taking part in the above-mentioned activity had a low level of stress (p = 0.04). The median of points obtained on the physical activity assessment scale (PAQE) by seniors attending classes at Universities of the Third Age was statistically higher than seniors who denied participation in the mentioned activity (p = 0.017). Conclusion: Participation in the various activities at the Universities of the Third Age influenced positively well-being, reduced stress and raised physical activity of examined seniors. It is important to promote and start actions leading to seniors' better and easier inclusion to the society life. Future research should concentrate on reasons why many seniors do not attend activities in their leisure time - especially on accessibility of various activities and financial reasons, which in the future will play crucial role in the aging societies.

Third Agers in India: Empirical Evidence From Longitudinal Aging Study in India (LASI), 2017-2018.

Given that the ontological origins of the Third Age lie in the cultural logics of social class, consumer society and "habitus," a majority of its gerontological examination is qualitative in nature. We utilize the recently released Longitudinal Aging Study in India (2017-2018) and harness the time-use module to offer an empirical portrait of Third Agers in India. Considering that the aging scholarship in India has been often articulated in the empirical language of dependency, care regimes, and (economic) insecurity, we believe this examination allows us to shift the gerontological gaze from a risk perspective to one that is positive and affirmative. Following an exploratory factor analysis and nested linear regression, we corroborate the emergence of a "silver market" where educated, urban, affluent, and professionally qualified older Indians are the ones who are more likely to engage in active leisure pursuits. Noteworthy is the combined effects of wealth and professional education in determining who is ultimately able to "purchase" leisure in a highly segmented emerging senior market. In all, we conclude by discussing how these findings upend our cultural imagination around growing old in contemporary India.

Social egg freezing as ambivalent materialities of aging.

This commentary explores how the material-nonmaterial transactions around reproduction among women raise paradoxical questions of reproductive autonomy and commercialization of reproduction. Drawing from medical anthropological studies on human reproduction, the technology around social egg freezing has been conceived to proffer ambivalent possibilities of hope, despair, and repair as mature women recalibrate their reproductive identities, especially in pronatalist contexts. Building on the material-discursive critique of the 'material turn', I ask if social egg freezing offers an empowering biological reprieve for women who have 'chosen' a non-normative (i.e., a departure from heterosexual conjugality) life-course. Subsequently, how does one "do age" when material entanglements (here, reproductive technologies) disrupt the symbolic performance of the life-course? Or, does this reproductive autonomy actualized through social egg freezing align well with the neoliberal prerogatives of "successful aging," thereby intensifying the specter of the "Third Age"? Overall, through an analysis of (reproductive) technologies, as well as the question of choice and social bodies, I argue how new materialities and anxieties of growing old can undergird the material-cultural link in gerontology.

The evolution of universities of the third age around the world: A historical review.

Universities of the Third Age (U3A), lifelong learning institutes, and "senior universities" are terms used to describe organizations that provide education for older adults, specifically for those who are retired or in the "third age" of life. The purpose of this article is to provide a comprehensive, historical overview of the evolution of these organizations across global settings. This article highlights the importance of older adult education while discussing U3A's structure and models. The article explores the origins and historical development of the U3A model and its influence on recent initiatives like the Age-Friendly Universities movement. It then focuses on the impact of French and British Models of U3A on providing older adult education. There is a general discussion of the expansion of these organizations in several countries and a comparison of each's curricular structure and approach. The article concludes with suggested future directions and potential areas of improvement (e.g. technology access, accessibility, and inclusion of older adult learners; diverse needs and interests) and ways these models can remain relevant to the ever-changing older adult learner population. Through this analysis, the article contributes to the understanding of U3A organizations and their role in promoting lifelong learning for older adults.

Successful ageing and the spectre of the fourth age in the Netflix TV series Grace and Frankie.

With its potential to engage a large audience and mark emerging social tendencies and with the rich narrative space that the seriality can bring, TV series can be a valuable cultural site through which to explore ageing as an experience in time. The Netflix's longest-running TV series Grace and Frankie (2015-2022) exhibits such potential, bringing together ageing and friendship into the popular cultural domain. Set in the contemporary US, the show closely follows two over-70, newly divorced, female protagonists and friends, Grace (Jane Fonda) and Frankie (Lily Tomlin). Depicting the new opportunities and experiences they gain and drawing on the star persona of Fonda and Tomlin, the show presents an optimistic narrative of ageing into old age. This optimism, however, is more ambivalent about ageing than it appears, as it emerges from the context of the neoliberalization of ageing in the US and other Western societies. Considering friendship, entrepreneurship, the ageing woman's body and sexuality, and care in the show, we demonstrate how the show's optimism is premised on the construction of the neoliberal, successfully ageing subject in the two protagonists and on the othering of the fourth age, "'black hole' of ageing," as a time and space marked by the failing of the body, vulnerability and dependency (Higgs & Gilleard, 2015, 16). While the show's explicit engagement with the bodily ageing in some ways makes it more relevant to older audience, its evocation of the fourth age reflects and reinforces the broader cultural anxiety around it. Ultimately, the show brings in the fourth age only to reiterate the two protagonists' credentials as successful agers.

Communication of the Elderly During the COVID-19 Pandemic.

Background: Restrictive measures implemented by governments around the world to control the coronavirus have an impact on communication, especially the communication of the elderly. Objective: The aim for the article is to determine the attitudes of the elderly towards the ways of communication during the COVID 19 pandemic, and to present the challenges faced by the elderly when using digital ways of communication. The goal is also to point out the importance of providing adequate social support to the elderly. Methods: The sample consisted of 71 respondents from Bosnia and Herzegovina, aged over 60 years, divided into two groups. The questionnaire was used to gather information from respondents on their demographic characteristics as well as to examine participants' attitudes and confidence regarding the manner and risk of communication associated with COVID-19. Results and Discussion: The results of this research showed that the elderly are actively using digital technologies, but that they are largely dissatisfied with their skills in using digital technologies. Most of the information during the COVID 19 pandemic is given to elderly people via television and telephone (video) conversations with family members and friends. 57.7% of the elderly stated that they greatly lacked direct communication, and it turned out that people living in elderly homes were in a slightly more favorable position. As many as 4/5 of the respondents reported feelings of anxiety, fear, loneliness, and depression. Conclusion: The older part of the population (those over 60 years old), especially in developing countries, including Bosnia and Herzegovina, is facing the challenge of "digitization of communication". In the context of the COVID-19 pandemic, the elderly are "calling" for special support and the provision of training and access to technological resources in order to reduce negative psychological consequences and go one step further in creating an "elder-friendly" society.

Online language learning in the third-age: concrete recommendations to improve seniors' learning experiences.

Online activities have spiked due to the COVID-19 pandemic, including language learning activities. As the world is aging, this affects senior citizens too. Yet, few studies have been conducted studying online (language) learning in this age-group. Moreover, no concrete pointers exist on how to go about such an online language learning course. This paper examines what should be considered when designing and implementing online language learning courses for seniors. To that end we present data from 73 senior language learners from two independent language learning contexts: the Netherlands and Scotland. The data were collected between May 2020 and August 2021. Data includes spoken and written samples from lessons, focus groups, interviews and questionnaires. Given the qualitative nature of the data and the aim of identifying patterns of meaning across the respective datasets, a reflexive thematic analysis (TA) approach was adopted. We employed an inductive approach to coding, using both semantic (explicit or overt) and latent (implicit, underlying) coding frameworks, in order to inform two overarching themes: "Navigating the digital highway" and "Camera ready for new friends." We discuss these themes and their sub-themes and arrive at concrete recommendations for the third-age language learning classroom.

From invisibility to inclusion: Opening the doors for older men at the University of the Third Age in Malta.

Older men are highly under-represented in late-life learning programmes. In reaction, the University of the Third Age in Malta (U3A) planned and implemented an 'Older Men Learning in the Community' project that (i) employed advertising strategies targeting specifically older men; (ii) organized preliminary meetings with older men to elicit 'generative themes' for possible subject content; and (iii), prompted facilitators to employ novel teaching styles such as peer and situated learning approaches. Data demonstrated that older men were highly inclined to participate in learning activities that intrigued their interest, were deemed practical to their lives, and resonated with their occupational careers and generational habitus. Moreover, the U3A presented older men with a possibility to address perceived challenges to their masculinity following their retirement from work and physical aging. However, the study also emphasized that U3As must not let such an interest on older men serve to reinforce patriarchal and masculine hegemony. Rather than a late-life learning programme be designed to address older men's inclinations to learn about subjects that are not of interest to older women, it is certainly also valuable for future learning projects to organize learning programmes that enable older men to overcome misogynistic notions.

Healthy Aging-Relevant Goals: The Role of Person-Context Co-construction.

OBJECTIVES: This article considers how individuals' motivation for healthy aging manifests within the myriad of different contexts that older adults are embedded in as they move through later life. METHODS: Drawing on the concept of co-construction, we argue that persons and contexts both contribute to the emergence, maintenance, and disengagement from healthy aging relevant goals in adulthood and old age. RESULTS: To promote the understanding of such co-constructive dynamics, we propose four conceptual refinements of previous healthy aging models. First, we outline various different, often multidirectional, ways in which persons and contexts conjointly contribute to how people set, pursue, and disengage from health goals. Second, we promote consideration of context as involving unique, shared, and interactive effects of socio-economic, social, physical, care/service, and technology dimensions. Third, we highlight how the relevance, utility, and nature of these context dimensions and their role in co-constructing health goals change as individuals move through the Third Age, the Fourth Age, and a terminal stages of life. Finally, we suggest that these conceptual refinements be linked to established (motivational) theories of lifespan development and aging. DISCUSSIONS: In closing, we outline a set of research questions that promise to advance our understanding of the mechanisms by which contexts and aging persons co-construct healthy aging relevant goals and elaborate on the applied significance of this approach for common public health practices.

Communication officers in local authorities meeting social media: On the production of social media photos of older adults.

European local authorities increasingly use social media to present services and activities organized for citizens living in the particular area. Previous studies found that authority-managed social media visually depicted older adults as being active, sociable, happy, and physically capable, reflecting the normative "third age" representation. Yet few studies to date have examined how local authorities produce the photos of older adults for social media posting. Drawing on semi-structured interviews with communication officers in a Swedish municipality, the purpose of this study is to investigate the production process for social media photos of older adults within local authorities from an institutional logics perspective. The analysis illustrates that communication officers strive to create a good image of the municipality and its services, follow municipal policy and EU law on data protection, seek photos through particular sources, adjust to and develop photographic standards of good photos, and endeavor to promote social media engagement in the photos. These motives and work practices of communication officers contribute to the visual representations of older adults as engaging in municipal services, being socially active, and staying physically capable. The analysis also indicates that both social media and bureaucratic logics encourage officers to produce photos of older adults that highlight the bright side of later life. The findings contribute to previous studies on online representations of older adults generated by local authorities, by showing how the third age representation may come about in practice, and which logics may influence officers to generate such representation. Furthermore, the knowledge provided could be used as a basis for assessment and improvement on authorities' production for social media photos of older adults, which in turn contributes to more diverse and thoughtful representations of older adults and later life in authority-managed social media.

EXPERIÊNCIAS DE ENVELHECIMENTO MASCULINO / MALE AGING EXPERIENCES / EXPERIENCIAS DE ENVEJECIMIENTO MASCULINO

O presente estudo analisou os sentidos que homens participantes do programa Universidade Aberta à Terceira Idade (UNATI) da Universidade Estadual Paulista (UNESP), campus de Assis-SP, atribuem ao envelhecimento. O objetivo principal foi compreender as transformações vividas no processo de envelhecer e as contribuições da UNATI em possíveis mudanças e ressignificações da velhice. Para tanto, foram realizadas 11 entrevistas individuais e semiestruturadas com participantes entre 59 e 79 anos. Através da Análise de Conteúdo foi possível compreender a importância que esses homens despendem ao cuidado com a saúde do corpo, da mente e em se manterem inseridos socialmente. Além disso, aspectos da masculinidade e da aposentadoria apareceram como influenciadores nas vivências da velhice.

The present study details the meanings that seniors' men, which participate of "Open University to Third Age" (UNATI), promoted by Universidade Estadual Paulista (UNESP), located at Assis, state of São Paulo, give to the aging process. The main objective was to understand the experiences of aging transformations and the contributions of UNATI at the possible changings and reframing the meanings caused by aging. For this purpose, were made eleven individual interviews, semi-structured, with 59 to 79 old men. From the Content Analysis, it is possible to understand the importance that such kind of men gives to the care of the body and the mind, to be recognized and valuable by society, as well keeping their masculinity behavior and retirement, which influences their seniority life's experiences.

El presente estudio analizó los significados que los hombres participantes del proyecto Universidad Abierta de la Tercera Edad (UNATI), de la Universidad Estadual Paulista (UNESP), campus de Assis-SP, atribuyen al envejecimiento. El objetivo principal fue comprender las transformaciones vividas. En el proceso de envejecer y las contribuciones del proyecto UNATI en posibles cambios y reinterpretaciones de la vejez. Para eso, fueron realizadas 11 entrevistas individuales y semi-estructuradas con participantes del proyecto entre 59 y 79 años. Por medio del análisis de contenido fue posible comprender la importancia que estos hombres dan al cuidado con la salud del cuerpo de la mente y del permanecerse socialmente insertado, bien como aspectos de masculinidad y de la jubilación que influyen en las experiencias de la vejez.

The role of the University of the Third Age in meeting the needs of older adult learners in Poland.

The increasing number of older adults in society is becoming a major social focus. The article discusses demographic changes in Polish society in the context of the role played by the educational institution known as the University of the Third Age. Although implementing the idea of lifelong learning, such institutions constitute an important space allowing participants to experience life more fully by improving its quality. The information in this article can be used by other countries to organize education for older adults.

Visão dos docentes de uma universidade aberta à terceira idade quanto ao processo de ensino e aprendizagem de idosos / An open university of the third age professors view about the teaching and learning process of the elderly

Esta pesquisa tem por objetivo compreender a visão dos docentes em um projeto de educação para adultos e idosos, oferecido no formato de Universidade Aberta à Terceira Idade (UATI), quanto ao processo ensino-aprendizagem de idosos. Trata-se de pesquisa qualitativa, na qual participaram de uma entrevista semiestruturada treze professores que ministraram aulas entre 2013 e 2016. O procedimento de análise de conteúdo permitiu conhecer a forma de ingresso, os aspectos didáticos empregados e a percepção dos docentes quanto aos alcances e às limitações da proposta. Os dados indicaram que a maioria dos docentes são provenientes da própria instituição de ensino, privilegiam aulas expositivas e dialogadas e centralidade na relação professor/aluno e menos na relação entre idosos. Conclui-se que há necessidade de preparação do docente para atuar com idosos e o conteúdo ministrado deve estar relacionado às necessidades e às motivações de aprendizagem dos alunos, a fim de favorecer o processo de aprendizagens cognitivas e emocionais.(AU)

This research aims to understand the professors' view in an adult and elderly education project, offered in the format of Open University of the Third Age (OUTA), about the learning and teaching process of the elderly. This qualitative research was carried out with thirteen professors who taught between 2013 and 2016 and participated in a semi-structured interview. The content analysis procedure allowed us to know the form of entry, didactic aspects employed, and the professors' perception of the scope and limitations of the proposal. The data indicated that the professors' majority came from the institution itself, they favor dialogic lectures classes, the centrality in the professor/student relationship, and less in the relationship between the elders. It is concluded that there is a need to prepare professors to work with elderlies and the content taught must be related to students' learning needs and motivations to favor the process of cognitive and emotional learning.(AU)

O papel do gerontólogo nas universidades da terceira idade durante a pandemia de covid-19: estudo de caso / Gerontologist's role in the universities of the third age during covid-19 pandemic: case study

As Universidades da Terceira Idade (U3As) geralmente visam promover o envelhecimento saudável com atividades educacionais e sociais, mas desde 2020, o isolamento social da pandemia de Covid-19 tem exigido uma reorganização desses programas. Este artigo discute as possibilidades de intervenções e praxes em uma U3A para o enfrentamento das estratégias de mitigação da pandemia, na perspectiva de estagiários de Gerontologia que atuam em uma U3A, comparando os momentos antes e durante a pandemia. Para tanto, este relato de experiência descreve dois estudos de caso, sendo um relacionado ao estágio profissional anterior e outro durante a pandemia de Covid-19. Os dados foram coletados por meio de diagnóstico organizacional observacional e análise de documentos. Para a interpretação do material, foram realizadas análises documentais e de conteúdo, efetuando a comparação e discussão dos dados. Este projeto foi aprovado pelo Comitê de Ética em Pesquisa (CEP) e seguiu todos os preceitos éticos. Os resultados demonstram que o cenário de atuação do gerontólogo é amplo, mas o letramento digital, as informações sobre políticas de inclusão digital, profissionais capacitados para trabalhar com esse público e o fortalecimento de vínculos tornaram-se mais urgentes na pandemia de Covid-19.(AU)

Universities of the Third Age (U3As) generally aim to promote healthy ageing through educational and social activities, but since 2020, the social isolation of the Covid-19 pandemic has required a reorganization of these programs. This article discusses the possibilities of interventions and practices in a U3A to face the new reality of pandemic mitigation strategies, from the perspective of Gerontology interns who work in a U3A, comparing the moments before and during the pandemic. To this end, this experience report describes two case studies, being one related to internship before and the other during the Covid-19 pandemic. Data were collected through observational organizational diagnosis and document analysis. For the interpretation of the material, documentary and content analyzes were performed, making the comparison and discussion of the data. The Research Ethics Committee (CEP) approved this study. The results demonstrate that the gerontologist's role is broad, but digital literacy, information on digital inclusion policies, professionals trained to work with this audience, and strengthening professional bonds are more urgent in the Covid-19 pandemic.(AU)

The Role of Self-Esteem in the Relationship Between Loneliness and Life Satisfaction in Late Adulthood: Evidence from Poland.

BACKGROUND: The life satisfaction of elderly persons has been extensively investigated and discussed. However, a literature review shows that relatively few studies have focused on the effect of loneliness on the life satisfaction of older adults. Some researchers have acknowledged that the character of the relationship between loneliness and life satisfaction is still unclear, and this association is much more complex that it appears to be. Therefore, the main purpose of the current study was to understand how loneliness is associated with satisfaction, and whether self-esteem and educational involvement in the University of the Third Age (U3A) courses can affect this relationship among elderly people. METHODS: The research was conducted on a group of 179 elderly adults (65% women). We measured loneliness, satisfaction, and self-esteem. The data were collected via the paper-and-pencil format through convenience sampling, just before the COVID-19 pandemic began. RESULTS: The results obtained show that loneliness correlated negatively with self-esteem and life satisfaction. Self-esteem was associated positively with life satisfaction. Self-esteem acted as a suppressor between loneliness and life satisfaction. The participation of older adults in U3A moderated the strength of the relationship between loneliness and life satisfaction (direct effect) and between loneliness and life satisfaction mediated by self-esteem (indirect effect). CONCLUSION: The mediatory role of self-esteem and the moderating role of educational activities in the relationship between loneliness and life satisfaction in late adulthood have important developmental and social implications. It appears that although feelings of loneliness and social isolation have a negative association on the life satisfaction of older adults, this relationship may be altered by empowering seniors' self-esteem through their involvement in lifelong learning. Such a solution supports the functioning of older people also at the social level.

Advanced old age as a developmental dilemma: An in-depth comparison of established fourth age conceptualizations.

Distinguishing the Fourth Age (FoA) from the Third Age (ThA) has become a common practice in aging research. In this theoretical paper, we focus on four established conceptualizations of the ThA-FoA distinction, i.e., (1) Neugarten's work on the young-old vs. the old-old; (2) Laslett's concept of the innovative life period of the ThA; (3) Erikson's 9th life stage approach; and (4) Baltes' approach considering the FoA as the most radical incompleteness of the human condition. After a comparative descriptive analysis, we extract evaluative elements inherent in the four approaches according to six categories: (1) fundamental values; (2) positive evaluative elements; (3) negative evaluative elements; (4) the decline vs. growth view; (5) the continuity vs. discontinuity view; and (6) values related to practical issues. As an overarching result of our analysis, we conclude that all conceptions face - in different ways - dilemmas that seem difficult to solve. One option may be to give up all ambitions toward agency for the FoA and indeed qualify this phase as the "aging without agency" phase of life. Doing so, however, seems ethically questionable, because it would give up acknowledged values connected with a good human life such as human goal-directed autonomy and freedom. In conclusion, the ThA-FoA distinction, although arguably a needed and helpful roadmap for the recent decades of aging science, comes with enduring disadvantages and eventually even risks. Therefore, in future aging science, we recommend avoiding the ThA-FoA distinction or at least using it only in combination with a critical attitude.

The Sense of Coherence, Self-Perception of Aging and the Occurrence of Depression Among the Participants of the University of the Third Age Depending on Socio-Demographic Factors.

PURPOSE: The aim of the study was to assess the relationship between the sense of coherence and self-perception of aging and the risk of depression among attendees of the University of the Third Age (U3A). The influence of socio-demographic factors was studied. PARTICIPANTS AND METHODS: The study involved 315 attendees of the U3A aged on average 68.4 years, age range 60-82 years old. The overwhelming majority were women (91.7%). Cross-sectional research was conducted using standardized questionnaires - the SOC-29 scale, the Geriatric Depression Scale (GDS - brief version) and the author's own questionnaire regarding self-perception of aging. RESULTS: The study participants showed an average level of sense of coherence (130.7± 23.2). The highest number of people obtained average results of sense of coherence, both in terms of global SOC (75.2%) and its components. The highest scores on the SOC-29 scale were found for the sense of comprehensibility (41.3%). The mean value of the self-perception of aging was 69.0±16.0 and indicates the lower range of results for positive attitude. Nearly ¾ (72.1%) of the respondents had a positive self-perception of aging. The values of the scale of self-perception of aging showed a statistically significant relation to the global level of sense of coherence and its components (p<0.001). In people without depression, positive self-perception of aging was significantly more frequent than among participants with depression of increasing intensity. Education was significantly correlated with the results of the SOC-29 scale, the self-perception of aging scale and the GDS scale. CONCLUSION: From the U3A research group, better educated elderly people have a higher sense of coherence and show a more positive self-perception of aging. Moreover, these people are less likely to show signs of senile depression.

Healthy aging and the University of the Third Age - Health behavior and subjective health outcomes in older adults.

INTRODUCTION: By participating in the University of the Third Age (U3A), retirees are offered the opportunity for activation and development in the later years of life. However, little is known how certain aspects of healthy aging, such as health-related behavior and subjective health outcomes, differ between U3A students and other older adults not taking part in any form of education. To address this, the aim of the present study was to compare selected aspects of healthy aging in a group of U3A members with older adults not taking part in any form of lifelong learning. The study also establishes relationships between the tested variables and predictors of health behavior. MATERIALS AND METHODS: 277 older adults (130 U3A members and 147 non-members) aged 60-92 (M = 68.84, SD = 5.32) completed measures of health behavior, self-rated physical health, self-rated sense of own health responsibility and satisfaction with life. RESULTS: The U3A attendees presented significantly higher scores for general health behavior and some of its components, and declared higher self-rated health than their peers not affiliated to any educational organization. Self-rated health, responsibility for health and satisfaction with life were positively correlated with general health behavior and most of their categories. but the correlation coefficients differed between both groups. A hierarchical regression model demonstrated the predictive roles of attendance in U3A, sociodemographic and subjective factors in health behavior undertaking. CONCLUSIONS: The study results may help to identify older adults who should be targeted in interventions aimed at supporting healthy aging.

A Longitudinal Study of Retirement Transition and Advance Directive Completion.

BACKGROUND AND OBJECTIVES: Advance directives (AD) help to ensure patients' wishes are honored and contribute to improved end-of-life care. According to normative life course theory, retirement is a significant role change that signals a transition into the third age and its socially prescribed activities. This study tested whether transitioning from work to retirement prompted AD completion. RESEARCH DESIGN AND METHODS: The sample included Health and Retirement Study participants who, in 2012, had no ADs and were not completely retired (N = 919). Three waves of data were analyzed using multinomial logistic regression to test associations between retirement transition and advance directive completion. RESULTS: By 2014, 21% had completed ADs and another 17% completed them by 2016. Those who completely retired between 2012 and 2014 were almost twice as likely to complete ADs between 2014 and 2016. Graduated increase in level of retirement between 2012 and 2014 was associated with higher odds of new AD possession in 2016, but did not reach statistical significance at p < .05. DISCUSSION AND IMPLICATIONS: The period following retirement may be an optimal time to encourage patients and clients who have not already done so to complete advance directives.

Enhancing older adult access to lifelong learning institutes through technology-based instruction: A brief report.

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.