MOTIVATION Two main groups in American society today are floundering: adolescent children of low income families and the elderly. Between the hours of 3:00 and 6:00 p.m., one in five children are unsupervised. Left to their own devices, many become involved in negative behaviors such as drug and alcohol abuse, sexual activity or in the worse cases, delinquency (Afterschool Alliance, 2016). It is proven that when children are alone after school, they not only miss out on valuable learning opportunities, but also their parents are affected as well by having to lose as many as eight work days annually to resolve behavioral issues. In this negative cycle, businesses experience losses of up to $300 billion a year (Afterschool Alliance, 2018). The other demographic group that is struggling is the elderly. Due to advanced medical care and better education, people are living longer (Singh, A., & Misra, N. 2009). After they retire from the work force, many find themselves with an unstructured routine. Friendships often fade. Connection with family may become less frequent, and it is difficult to form new relationships. These changes in their lives often result in feelings of isolation, loneliness, depression and even death (Singh, A., & Misra, N. (2009). A solution to these two problems is creating an intergenerational program. Intergenerational programs bring different age groups together to participate in activities and cultural exchanges. Bringing adolescents and the elderly together enriches the quality of life for each. The elderly can bond with youths through tutoring, mentoring, and sharing their life experiences, while gaining social interaction they would otherwise lack. The children can receive individual attention academically and emotionally, broaden their social skills, and benefit from their elders’ life knowledge and experience (Bethesda Health, 2014). PROBLEM For every dollar spent, three dollars are saved by increasing kids’ learning potential, improving kids’ performance at school and reducing crime and juvenile delinquency (Afterschool Alliance, 2017). However, under the current administration, funding is going to be cut nationwide by 100% in the 2019 fiscal year. (Afterschool Alliance, 2018). Therefore, it is essential to design a space that is conducive to relationship building, low maintenance and sustainable to reduce overhead and maximize funds for the participants. METHODS Methods of research will include peer reviewed literature and case studies. For example, I will study a program founded in Columbia, MD that helps disadvantaged children with at least one incarcerated parent achieve their dreams. I will also study local and regional afterschool programs. I also intend to create a survey for both adolescents and elderly to collect data on attitudes and expectations of intergenerational programming. PRELIMINARY RESULTS Intergenerational programs are beneficial to everyone in a community. By participating in such programs, both populations can help each other by understanding and accepting each other’s similarities and differences and learning from one another (Bethesda Health, 2015). They create a safer and more productive society and encourages upward mobility in economically depressed neighborhoods. For a relatively low investment, the return is tremendous. The major challenge of intergenerational programs is funding. CONCLUSION The research methods described above will support the design of an intergenerational clubhouse for the immediate community. The space will provide academic, social and values enrichment through supportive mentoring and the use of technology. And equally important, a safe place, security, comfort, trust, respect, and pride.

Fysisk beröring i idrottskontexter har tidigare setts som något självklart och naturligt men ses idag som ett riskabelt beteende. Forskning visar att fysisk beröring är bra för barn och ungas inlärning, men trots detta finns det en rädsla hos lärare inför att använda fysisk beröring i undervisningen. Forskning visar alltså att fysisk beröring mellan lärare och elev är komplext, för att förstå denna komplexitet ytterligare tar studien sin utgångspunkt i hur fysisk beröring kan förstås ur ett intersektionellt perspektiv. Syftet är således att undersöka vilka maktrelationer som skapas genom fysisk beröring mellan lärare och elev genom att göra en intersektionell läsning av forskning om fysisk beröring. Studien har tagit inspiration från Eriksson Barajas, Forsberg och Wengströms (2013) metod systematisk litteratursökning. Vi har systematiskt sökt litteratur, valt ut artiklar som vi granskat genom en intersektionell läsning och fokuserat på att identifiera de intersektionella faktorerna kön, ålder, etnicitet, sexualitet, klass och funktionsvariation. Studiens huvudsakliga resultat visar att fysisk beröring mellan lärare och elev påverkas av de intersektionella faktorerna kön, kultur och ålder. Resultatet visar även att sexualiseringen av kroppen är en viktig del i att förstå hur faktorerna påverkar fysisk beröring mellan lärare och elev. Studiens slutsats är således att flera olika maktdimensioner mellan lärare och elever spelar stor roll för att förstå relationen mellan fysisk beröring och undervisning. Det behövs således fler intersektionella empiriska studier för att förstå den fysiska beröringens hela komplexitet då det tar sig till uttryck på olika vis för olika människor.

Fifteen women and five men participated in a study aimed at devising strategies to reduce the use of physical punishment in New Zealand. The potential problems with the use of physical punishment, the extent of its use in New Zealand, and the likelihood of intergenerational transmission are discussed to justify the aim of the study. The participants were all parents who had been smacked themselves, but who had decided not to smack their own children. Their ages ranged from 28 to 57, and only three had less than some tertiary education. They were from various ethnic backgrounds; fourteen had an occupation other than parenting, and nine were single parents. The participants had broken the intergenerational cycle of physical punishment: they had been smacked themselves but did not smack their own children. All participated in an individual, semi-structured interview, in which their childhood physical punishment, their decision not to smack, the maintenance of that decision, and their use of alternative disciplinary techniques were discussed. Four participated in a focus group, in which the strategies suggested in the interviews were discussed and refined to produce a final list of recommendations. The parents made a conscious decision against smacking, which involved a particular experience that prompted them to consider their disciplinary practices. Negative views of smacking (ineffective, modelling violence, and potential to escalate) were also helpful in making the decision. While maintaining their decision was usually easy, alternative techniques were sometimes hard to use, though effective in the long term. Some had to deal with the effects of deviating from a childrearing norm, particularly in regard to other family members. While many were satisfied that their own children were free from physical punishment, some had actively tried to convince other parents not to use it as well. They recommended strategies aimed at achieving the goals of parent education, raising awareness, reducing strain, and increasing support for parents. They also suggested practical steps that individual parents who were interested in breaking the cycle of physical punishment could take. The limitations and strengths of the study are discussed, as well as the implications for further research. The study demonstrates that parenting without physical punishment is effective, desirable, and achievable, even by parents who were smacked themselves. It presents a number of possible strategies and intermediate goals, for interventions at a national, community, or individual level, which aim to reduce the use of physical punishment.

<p>This study examines the effect on school achievement of a policy such as hostels, aimed at</p><p>giving children from a poor socioeconomic background an opportunity to receive education.</p><p>Data is collected from two different schools in a district in Andhra Pradesh, India, in which</p><p>both hostel students and day-scholar students, having a similar background, are studying.</p><p>Exam scores for three different subjects are used as dependent variables in the analysis. The</p><p>results indicate that private hostels do have a positive effect on achievement in all subjects,</p><p>thereby contributing to reducing the large gap in school achievement between different</p><p>socioeconomic groups</p>

Families stay connected over time through the intergenerational transmission of legacies. Legacies help family members to articulate family identity, learn more about family history, and provide succeeding generations with information about family culture and ethnicity. This qualitative study examines how older mothers transmit family meanings, history, and culture to family members through legacies and how ethnic histories influenced this process. Thirty older Armenian American mothers residing in California were interviewed. A life course perspective provides the overarching framework for analysis. Participants described the legacies they received and those they planned to pass on to family members. Emphasis was given to those legacies that symbolized connection to family, underscored family cohesion, and accentuated Armenian cultural roots. Individual age, larger historical events, and the gendered construction of family life influenced both the receipt of legacies and those that were passed on to family members. During the late 19th and early 20th centuries, Armenian families were forced to leave their native homeland. Because of these events, Armenian families passed few physical legacies on to family members. Legacies took on other forms such as stories, rituals, family gatherings, religious participation, cooking, and service to others. Women viewed their legacies within the context of motherhood and worked to ensure that certain legacies would be valued and remembered by future generations. Shaped by age, generational position, and ethnic identity, women expressed variation in types of legacies and the ways they planned to share them with family members. Women reported tension when certain legacies lacked meaning for their children (in-law) and grandchildren due to the influences of assimilation, intermarriage, changes in family and paid work patterns, and the characteristics and interests of adult children. A focus on legacies provides a useful lens for understanding how families transmit family identity, culture, and ethnicity to succeeding generations. / Graduation date: 2002

This study examines the effect on school achievement of a policy such as hostels, aimed at giving children from a poor socioeconomic background an opportunity to receive education. Data is collected from two different schools in a district in Andhra Pradesh, India, in which both hostel students and day-scholar students, having a similar background, are studying. Exam scores for three different subjects are used as dependent variables in the analysis. The results indicate that private hostels do have a positive effect on achievement in all subjects, thereby contributing to reducing the large gap in school achievement between different socioeconomic groups

Having experienced climatic warming before, First Nations people of the Albany River basin in sub-arctic, Canada, have already shown the ability to be adaptable to external influences. However, societal changes and the current accelerated rate of environmental change have reduced First Nations people ability to adapt. In addition, young people are no longer going out on the land as much. Fort Albany First Nation community members have commented on the lack of connection that some youth have with the land. A disconnect with the environment by youth can threaten the adaptive capacity of sub-arctic First Nations. As identified by Fort Albany First Nation community members, one potential tool that could influence the youth to become more aware of their land, is the collaborative geomatics tool. The collaborative geomatics tool is based on the WIDE (Web Informatics Development Environment) software toolkit. The toolkit was developed by The Computer Systems Group of the University of Waterloo to construct, design, deploy and maintain complex web-based systems. The collaborative geomatics tool supports a common reference map, based on high-resolution imagery. Three environmental outreach camps were held from 2011-2012, programming utilized place-based education as the platform to engage youth in their environment and community and begin using the associated mapping technology. All camps utilized the newly developed collaborative-geomatics tool and a camera ready handheld Global Positioning System (GPS) while participating in various activities that engaged them in their community and environment. The outreach program worked well in connecting youth with knowledgeable community members allowing for the direct transfer of traditional knowledge in a culturally appropriate manner, that is, learning through observation and doing, as well as other culturally-appropriate educational strategies. In addition, the informatics tool supported the archiving of this knowledge through the uploading of geospatially tagged pictures taken by the youth.

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.

This thesis describes the process in which a Two-Generation model and N-Generation model can determine the optimal levels of investment in sustainability without applying a discount rate to the benefits to future generations. These models constrain utility so that utility for each generation is equivalent; these models do not dilute the benefits to future generations, which promotes equity between generations and reflects the fact that Generation 2 will have to pay off the remaining balance on the sustainability investment. The models demonstrated that as the Generation 2’s expected value of a resource increases, the level of utility of both generations and total level of optimal investment should increase. In addition, while altruism can increase the utility of each generation, Generation 1’s level of altruism does not have an impact on the optimal level of total investment. Finally the Two-Generation model indicates that subsidizing interest rates for sustainability can be an effective way to increase investment levels. The N-Generation model demonstrates that thinking long-term will have a negative impact on the utility of the current generation; utility will decrease as the number of generations accounted for increases because of the competition among generations for scarce resources. While one generation may have to sacrifice, this model determines the level of investment in sustainability that maximizes utility across the generations and can help ensure that the trend of increasing utility continues.

Post-recession, middle-aged parents may provide various types of support to their grown children and parents. In the current study, parents age 40 to 60 (N =92) reported on a survey the support and affection they exchange with each child over age 18 (N =169) and each parent (N=185). The middle-aged generation (G2) differentiated among children (G3) and parents (G1) within families, and provided emotional, financial, and practical help on average to their children. The more dependent the child (G3), the more support was exchanged. Dependence was measured on normative status like education, employment, disability, and crisis as well as the emotional support and the overall affection. Parents (G1) received as a function of their dependence upon their children. Findings support contingency theory; downstream flow is more common in both physical and emotional support. Furthermore, the motivation the phenomenon is explained based on developmental stake theory and developmental schism to assure support later in life and progeny success. Finally, additional analysis of the upstream support found that a function of the existing relationship and individual factors based on caregiver burden, filial maturity, and appraisal impact the support exchange.