Using a Quasi-Experimental Study to Examine Program Participation and Outcomes for Older Adult Intergenerational Technology Program Participants

To extend the literature on participation in intergenerational technology programs, we conducted a quasi-experimental study consisting of senior center participants, half who took part in the University of Rhode Island Engaging Generations Cyber-Seniors (URI eGen Cyber-Seniors) Program and half who did not. Findings showed that both groups were similar on most variables; however participants did have higher education levels and more positive attitudes toward younger people. We also examined if older adult program participants improved scores on social and technological measures compared to the control group, and we found participants improved on technology use, digital competence, loneliness, and doing unpaid community service measures but not the non-participants

Reducing Ageism: Changes in Students’ Attitudes after Participation in an Intergenerational Reverse Mentoring Program

Ageism is a societal concern that greatly affects the social, emotional, physical, and mental health of older adults. One way to decrease ageist attitudes and improve the treatment of older adults is to address and improve age stereotypes among young adults. Using data from students participating in an intergenerational digital-learning program, the present study investigated change in students’ stereotypes of older adults and aging. We examined change from pre- and post-scores in student attitudes toward older adults and the type of adjectives used to describe older adults. We also analyzed responses to open-ended questions about changes in perception of older adults and aging and interest in working with older adults. Findings showed that: (1) Students’ attitudes improved following participation in the program; (2) students used fewer negative words to describe older adults following participation; (3) answers to open-ended questions demonstrated that many students improved their perceptions of older adults; and (4) many students showed increased interest in working with older adults in their future careers. Programs that reduce age stereotypes should be promoted in order to reduce young people’s harmful ageist stereotypes, ensure respectful treatment of older adults in all workplace and social situations, and increase interest in aging-related fields

Acceptance and perception of digital health for managing nutrition in people with Parkinson\u27s disease and their caregivers and their digital competence in the United States: A mixed-methods study

Background and aims: This mixed-methods study examined participants\u27 acceptance and perception of using digital health for managing nutrition and participants\u27 digital competence. The results will be formative for making digital nutrition education more effective and acceptable for people with Parkinson\u27s disease (PwPD) and their informal caregivers. Methods: Qualitative data were collected through in-person semi-structured, dyadic interviews, and questionnaires from 20 dyads (20 PwPD and their caregivers) in the Northeastern United States and analyzed throughout the 2018 to 2019 academic year. Interview transcripts were deductively coded using the framework analysis method. Phrases related to acceptance of digital health were sub-coded into accept, neutral, or reject and those related to perceptions of digital health were sub-coded into perceived usefulness, perceived ease of use, and awareness of digital health. Quantitative data were analyzed using independent samples t tests and Fisher\u27s exact tests. Qualitative codes were transformed into variables and compared to digital competence scores to integrate the data. An average acceptance rate for digital health was calculated through examining the mean percent of phrases coded as accept from interview transcripts. Results: Twenty-five of 40 (62.5%) participants used the internet for at least 5 health-related purposes and the average acceptance rate was 54.4%. Dyads rejected digital health devices if they did not see the added benefit. The majority of participants reported digital health to be useful, but hard to use, and about half felt they needed education about existing digital health platforms. There was no difference in digital competence scores between PwPD and their caregivers (28.6 ± 12.6). Conclusion: Findings suggest that dyads accept and use technology but not to its full potential as technology can be perceived as hard to use. This finding, combined with digital competence scores, revealed that education is warranted prior to providing a digital nutrition intervention

Structural defects induced by Fe-ion implantation in TiO2

X-ray photoelectron spectroscopy (XPS) and resonant x-ray emission spectroscopy (RXES) measurements of pellet and thin film forms of TiO$_2$ with implanted Fe ions are presented and discussed. The findings indicate that Fe-implantation in a TiO$_2$ pellet sample induces heterovalent cation substitution (Fe$^{2+}\rightarrow$ Ti$^{4+}$) beneath the surface region. But in thin film samples, the clustering of Fe atoms is primarily detected. In addition to this, significant amounts of secondary phases of Fe$^{3+}$ are detected on the surface of all doped samples due to oxygen exposure. These experimental findings are compared with density functional theory (DFT) calculations of formation energies for different configurations of structural defects in the implanted TiO$_2$:Fe system. According to our calculations, the clustering of Fe-atoms in TiO$_2$:Fe thin films can be attributed to the formation of combined substitutional and interstitial defects. Further, the differences due to Fe doping in pellet and thin film samples can ultimately be attributed to different surface to volume ratios.Comment: 7+ pages, 3 Figure, to appear in J. Appl. Phy

Implementing an Interdisciplinary Intergenerational Program Using the Cyber Seniors ® Reverse Mentoring Model Within Higher Education

Intergenerational service-learning in higher education positively affects older adults and students, but little is known about the effectiveness of interdisciplinary, reverse mentoring programs that use technology as the medium of bringing generations together. This study describes an intergenerational service-learning program that utilizes reverse mentoring within higher education, the Engaging Generations Program, at a midsized public university in New England where students help older adults learn about technology, and students gain communication and teaching skills. In this article, we outline how the program was implemented, present quantitative data on participation outcomes for students and older adults and qualitative data from older adults, and discuss best practices. Analysis of pre/post surveys found that students\u27 attitudes toward aging improved (p \u3c 0.01) and older adults interest in technology improved (p \u3c 0.05) after program participation. Best practices identified included: multiple meetings with the same pair to deepen friendships, in-person training for student leaders, student responsibility for scheduling, tailoring sessions to each participant, student documentation of meetings, and active involvement by community partners

Acceptance and perception of digital health for managing nutrition in people with Parkinson\u27s disease and their caregivers and their digital competence in the United States: A mixed-methods study

Background and aims: This mixed-methods study examined participants\u27 acceptance and perception of using digital health for managing nutrition and participants\u27 digital competence. The results will be formative for making digital nutrition education more effective and acceptable for people with Parkinson\u27s disease (PwPD) and their informal caregivers. Methods: Qualitative data were collected through in-person semi-structured, dyadic interviews, and questionnaires from 20 dyads (20 PwPD and their caregivers) in the Northeastern United States and analyzed throughout the 2018 to 2019 academic year. Interview transcripts were deductively coded using the framework analysis method. Phrases related to acceptance of digital health were sub-coded into accept, neutral, or reject and those related to perceptions of digital health were sub-coded into perceived usefulness, perceived ease of use, and awareness of digital health. Quantitative data were analyzed using independent samples t tests and Fisher\u27s exact tests. Qualitative codes were transformed into variables and compared to digital competence scores to integrate the data. An average acceptance rate for digital health was calculated through examining the mean percent of phrases coded as accept from interview transcripts. Results: Twenty-five of 40 (62.5%) participants used the internet for at least 5 health-related purposes and the average acceptance rate was 54.4%. Dyads rejected digital health devices if they did not see the added benefit. The majority of participants reported digital health to be useful, but hard to use, and about half felt they needed education about existing digital health platforms. There was no difference in digital competence scores between PwPD and their caregivers (28.6 ± 12.6). Conclusion: Findings suggest that dyads accept and use technology but not to its full potential as technology can be perceived as hard to use. This finding, combined with digital competence scores, revealed that education is warranted prior to providing a digital nutrition intervention

Becoming and Being an Age-Friendly University: Strategic Considerations and Practical Implications

Becoming and being an Age-Friendly University (AFU) require developing a strategic plan for enlisting support across campus for the AFU principles and embarking on an ongoing process for continuing to promote them as an academic community. Throughout this process, the use of a conceptual framework for change in academic settings can be helpful. The University of Rhode Island (URI) recently became an AFU after a campus-wide process of identifying activities that already supported AFU principles and enlisting key sources of support for embracing them. In particular, an emerging emphasis within URI on developing lifelong-learning and intergenerational programs provided a firm foundation upon which to build the case. This paper proposes a conceptual framework for developing a strategy for change in an academic setting, and then illustrates how URI has utilized it to move forward with becoming more “aging friendly.” Implications for continuing development consistent with the AFU principles will be discussed

Improving Technology Use, Digital Competence, and Access to Community Resources Among Older Participants in the University of Rhode Island Engaging Generations Cyber-Seniors digiAGE Pilot Study

This pilot study aimed to bridge the digital divide between older and younger adults. The goal was for older people in the state to become digitally literate by engaging them in a program that provides digital devices (i.e., Apple iPads), internet connectivity (i.e., through HotSpots), and training from supervised university student mentors. This project, funded as a key policy initiative through the state’s unit on aging, specifically promoted social and economic equity by targeting participants from lower-income communities and areas hit hardest by the COVID-19 pandemic. Our university partnered with senior/community centers to recruit and support English- and Spanish-speaking adults 50 years of age and older (age range: 55-100, M=72.3, SD=8.5). For this paper, we examined changes in technology use and digital competence from the pre- to the post-survey (collected over the phone) from older participants (N=145), and we examined how the program contributed to new ways for participants to connect to community resources. Based on statistical analyses, participants improved in digital competence (pre=2.06, post=2.74), technology use (pre=1.99, post=2.70), tablet use (pre=1.53, post=4.08), and the number of purposes in which participants used technology (pre=4.09, post=5.55; p’

Fundamental crystal field excitations in magnetic semiconductor SnO2: Mn, Fe, Co, Ni

Directly measuring elementary electronic excitations in dopant 3d metals is essential to understanding how they function as part of their host material. Through calculated crystal field splittings of the 3d electron band it is shown how transition metals Mn, Fe, Co, and Ni are incorporated into SnO2. The crystal field splittings are compared to resonant inelastic X-ray scattering (RIXS) experiments, which measure precisely these elementary dd excitations. The origin of spectral features can be determined and identified via this comparison, leading to an increased understanding of how such dopant metals situate themselves in, and modify the host's electronic and magnetic properties; and also how each element differs when incorporated into other semiconducting materials. We found that oxygen vacancy formation must not occur at nearest neighbour sites to metal atoms, but instead must reside at least two coordination spheres beyond. The coordination of the dopants within the host can then be explicitly related to the d-electron configurations and energies. This approach facilitates an understanding of the essential link between local crystal coordination and electronic/magnetic properties. © 2019 the Owner Societies