Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1995. / Abstract precedes thesis as preliminary leaves. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2930. Includes bibliographical references (leaves 88-89).

Στην παρούσα εργασία διερευνώνται διάφορες πτυχές της δια-γενεακής κινητικότητας της εκπαίδευσης σε 14 χώρες-μέλη της Ευρωπαϊκής Ένωσης (ΕΕ-14). Για το σκοπό αυτό χρησιμοποιούνται ατομικά στοιχεία από την βάση δεδομένων European Social Survey (ESS) και ιδιαίτερη έμφαση αποδίδεται στο επίπεδο της εκπαίδευσης που έχει ολοκληρωθεί τόσο από τα άτομα που αποτελούν την μονάδα ανάλυσης όσο και για τους γονείς τους ανεξάρτητα από το εάν οι τελευταίοι καταγράφονται ή όχι στην χρησιμοποιούμενη βάση δεδομένων. Με βάση τα αποτελέσματα της ανάλυσης ο μηχανισμός μεταφοράς του εκπαιδευτικού επιπέδου από την μια γενιά στην επόμενη διαφέρει μεταξύ των εξεταζόμενων οικονομιών. Αυτές οι διαφορές συντελούν στη διεύρυνση των εκπαιδευτικών ανισοτήτων μεταξύ χωρών της ΕΕ-14 και στην υποβάθμιση της πρόσβασης σε ίσες ευκαιρίες για τους κατοίκους χωρών με χαμηλή κινητικότητα. Επίσης, λαμβάνοντας υπόψη τις συνθήκες που επικρατούσαν στο νοικοκυριό όταν το άτομο βρισκόταν στην παιδική ηλικία, βρέθηκε ότι η συσχέτιση της εκπαίδευσης μεταξύ γενεών είναι μικρότερη. Τέλος, η εφαρμογή ανάλυσης με βάση την χρονική περίοδο γέννησης του ατόμου κατά χώρα μας έδωσε τη δυνατότητα να προσδιορίζουμε την κατεύθυνση της τάσης που διαμορφώνεται ως προς την διαχρονική εξέλιξη της δια-γενεακής κινητικότητας στην ΕΕ-14. Τα αποτελέσματα με σαφήνεια υποδεικνύον την ύπαρξη σημαντικής κινητικότητας κατά την περίοδο 1950-2007 γεγονός το όποιο φαίνεται να ακολουθεί τη γενικότερη οικονομική ανάπτυξη που παρατηρήθηκε στις χώρες της ΕΕ-14 τη συγκεκριμένη περίοδο. / In the present work are investigated various aspects of intergenerational mobility of education in 14 countries of European Union. For this aim are used individual elements from the base of data European Social Survey (ESS) and particular accent are attributed in the level of education that has been completed so much by the individuals that constitute the unit of analysis what for their parents independent from whether the last ones are recorded or no in the used base of data. With base the results of analysis the mechanism of transport of educational level from a generation in next differs between the examined economies. These differences contribute in the enlargement of educational inequalities between countries of OJ-14 and in the devalorisation of access in equal occasions for the residents of countries with low mobility. Also, taking into consideration the conditions that prevailed in the household when the individual found itself in the children's age, he was found that the cross-correlation of education between generations is smaller. Finally, the application of analysis with base the time period of birth of individual at country us gave the possibility of determining the direction of tendency that is shaped as for the diachronic development of intergenerational mobility. The results with clarity show the existence of important mobility at period 1950-2007 make that appears to follow the more general economic growth that was observed in the countries of European Union the particular period.

Intergenerational programs that bring together young people and older adults have been the subject of investigation in recent years. However, there is little research on the topic of intergenerational education programs, and virtually no research on collaborative, intergenerational music education programs in public school settings. This study sought to capture senior citizens' reflections on their experience as co-participants with adolescents in an Ontario Ministry of Education fully-funded daytime instrumental band program. This program has been running continuously and successfully at a high school since 1994. The site is a rich source of information about the ways in which seniors interact musically, socially and educationally with their own age cohort and with adolescents in this co-learning environment. Qualitative data were gathered using tools of ethnography including participant observation, interview and document analysis, while quantitative data regarding demographic and other information about participants' backgrounds, experience, practice habits and so forth were gathered by means of a questionnaire. An instrumental case study approach was used to investigate the associations of young and old both in social and learning contexts in a broad sense, so that the findings would not be limited to the specific interactive associations that occurred in a music learning and performance environment, but could be applied to other intergenerational associative situations. The study reports on the personal, social and intellectual benefits that senior participants divulged as they reflected on their participation in an intergenerational instrumental music program. The study concluded that an active daytime high school music program that included senior citizens as registered music students, which supported the interaction of young and old as equals in music learning activities, resulted in a greater understanding, acceptance, care, respect and appreciation of one age group for another. Recommendations for social policy regarding support for intergenerational, collaborative, publicly funded educational programs are offered.

Note: / lntergenerational programs that bring together young people and older adults have been the subject of investigation in recent years. However, there is little research on the topic of intergenerational education programs, and virtually no research on collaborative, intergenerational music education programs in public school settings. This study sought to capture senior citizens’ reflections on their experience as co-participants with adolescents in an Ontario Ministry of Education fully-funded daytime instrumental band program. This program has been running continuously and successfully at a high school since 1994. The site is a rich source of information about the ways in which seniors interact musically, socially and educationally with their own age cohort and with adolescents in this co-learning environment. Qualitative data were gathered using tools of ethnography including participant observation, interview and document analysis, while quantitative data regarding demographic and other information about participants’ backgrounds, experience, practice habits and so forth were gathered by means of a questionnaire.[...] / Les programmes intergénérationnels qui réunissent jeunes et aînés ont été l’objet d’études au cours des années récentes. Cependant, il existe peu d’études sur les programmes d’éducation intergénérationnelle et pratiquement pas de recherche sur les programmes en collaboration intergénérationnels d’éducation musicale dans des écoles publiques. La présente étude avait pour objectif d’obtenir les réflexions d’aînés concernant leur expérience de participation, en collaboration avec des adolescents, à un programme de jour d’ensemble instrumental entièrement subventionné par le Ministère de l’Éducation de l’Ontario. Il s’agit d’un programme offert sans interruption dans une école secondaire depuis 1994 et ayant connu beaucoup de succès. Le site constitue une source précieuse de renseignements sur la façon dont les aînés réagissent tant sur le plan musical que social et éducatif avec la cohorte de leur propre âge et avec des adolescents dans un environnement d’apprentissage en commun. Les données qualificatives ont été recueillies au moyen d’outils d’ethnographie y compris l’observation.[...]

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The Internment of Japanese Canadians during the Second World War was a blatant act of racial-based injustice in Canadian history. In this study, the term "Internment" encompasses all the events that resulted from the abrogation of Japanese Canadian rights of citizenship--mass uprooting from their homes and communities in British Columbia (BC), dispossession, forced relocation to internment camps in interior BC, road camps, and sugar beet farms, followed by forced exile from BC to Japan, or forced migration and assimilation across Canada. The twelve participants in this study are Canadians of Japanese heritage who were born after the Internment and whose parent(s) or grandparent(s) experienced a form of Internment. Using a hermeneutic phenomenological approach, we explored intergenerational communication of the Internment experience and the lived experience of growing up in the aftermath of the Internment. The findings revealed alternative responses and outcomes to historical trauma theory. Threaded throughout these stories and responses were prevailing themes reflecting values of gaman and enryo, in addition to resilience and empowerment.

This research focuses on working with fifteen local youths, one elder, and two teachers in the town of Churchill, Manitoba to document intergenerational knowledge transfer. According to Tsuji (1996) there has been a significant loss of traditional ecological knowledge in First Nation communities between generations for both males and females. Traditional knowledge is important because it relies on an individual’s own knowledge, beliefs, and attitudes towards certain issues that he or she has experienced in the past. Through conducting interviews with Elders, youths, and teachers along with observation and participant observation, this research shows knowledge from the Indigenous elder is being transferred to the younger generation through stories, presentations, and education. There is a moderate level of intergenerational knowledge transfer from youth to elders and elders to youth, as well as a high level of interest in incorporating traditional and local knowledge in education.

Teens around the world manifest with dysfunctional behaviour and according to statistics there was an increase of 75% in addictions, suicidal attempts and promiscuity among the youth in the past ten years. This study attempts to establish whether unresolved hurt and damaged emotions of the parents and even grandparents contribute to this affect amongst teens. The basic-theoretical chapter shows that dysfunctional families had already existed in the Bible. An example of this is the family of Abraham, Isaac and Jacob. Through the history of these Biblical families it is shown that certain patterns repeat themselves in generation after generation. The exegetical analysis of suitable Scriptures give Biblical guidelines with which damaged emotions, caused by intergenerational trauma, can be healed when assisted with the guidance of pastoral caregivers. The next chapter deals with contributions by various pastoral authors in connection with the theme of intergenerational trauma. According to their view there is a definite connection between the unresolved trauma of previous generations and the wounds of some of the current generation of teens. God based family structure on perfect harmony, but this relationship was broken because of the fall. It subsequently led to the inheritance of fractured relationships by mankind and the only way to repair this relationship is for man to repair his relationship with God. Only thereafter man would be able to repair his earthly relationships. According to empirical theory the research done on the children of Holocaust survivors was the first of its kind to be undertaken on secondary traumatization, which by its nature is connected to intergenerational distress. Although current literature gives some recognition to the problem of intergenerational distress, the total impact of secondary trauma on the next generation is still being ignored. Empirical researchers came to the overwhelming conclusion that trauma is "contagious". They furthermore concluded that there is a hiatus with regard to theological reflection in connection with the spiritual as well as the pastoral implications of this theme. Empirical research concluded that intergenerational distress can have a devastating and traumatic effect on the next generation. Unresolved trauma experienced by previous generations have the ability to wound the next generation, particularly the teenagers, on the physical, psychological, emotional and most of all on the spiritual level. Empirical research found that these wounds need a multidimensional approach and that Pastoral input is of utmost importance. The practical-theoretical theory reconciles the conclusions drawn from the auxiliary science as well as the results from the empirical research with Biblical principals drawn from the basic-theoretical chapter. This guidelines together with pastoral care, can guide the teenager suffering from the negative affects of intergenerational trauma towards emotional healing. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2008.

I argue that William Wells Brown’s narrative, Clotel, is informed by the white racism inherent in Thomas Jefferson’s Notes on the State of Virginia and reveals evidence of the trauma it has fostered transgenerationally. By examining Toni Morrison’s Beloved, I assert that the trauma of slavery is transmitted transgenerationally in the black female body. I develop my argument using trauma theory, postulated through the work of Cathy Caruth, Dori Laub, Diana Miles, Abraham and Maria Torok, and William Cross. My purpose is to reveal the relevance and lasting significance of the legacy of slavery in contemporary American society. Thomas Jefferson’s white supremacist ideas, along with the system of slavery which nurtured them, continue to plague contemporary American thought and continue to shape African American female identity.

Parenthood is generally marked as a joyous event, though some research indicates that the birth of a child can possibly involve a difficult and complicated adjustment period for new parents (Ceballo, Lansford, Abbey, & Stewart, 2004). Questions regarding heritage and biological ties typically occur after developmental milestones, for example, births, marriages, and deaths, for adult adoptees. Horowitz (2011) offered that in order to understand the uniqueness of adoptees’ experiences and the specific needs they may have during childhood, it is vital to study the entire adoptee trajectory into adulthood, in order for adoptive parents and society to prepare successfully and launch adoptees into adulthood. This study explored how adult adoptees view parenthood through the lens of their own upbringing in Canada. There are gaps of information in the literature on how adoptees undertake parenting and how they approach becoming parents. In addition, how adoptees recognize themselves in their own children whether their children are adopted or not and how adoptees bond with their children. This study is an effort to address this gap offering recommendations for future research. Using an attachment theory framework while employing a mixed methods approach through an exploratory-sequential design, highlighted results include: adult adoptees struggle with identity issues and their adoption experiences do impacted the way they become parents and how they view themselves as parents.