Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 72-76).

Thesis (M.S.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 11, 2006) Vita. Includes bibliographical references.

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 151-156). Also available on the Internet.

Thesis (Th. M.)--Calvin Theological Seminary, 2005. / Abstract. "May 2005." Includes bibliographical references (leaves 113-115).

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on November 17, 2009). Thesis advisor: Dr. John Petrocik. Includes bibliographical references.

This research investigates how older adults experience sharing recipes with younger generations, and examines conditions that contribute to the expression of generativity within the context of intergenerational recipe sharing. In Study 1, semi-structured interviews centered on experiences with intergenerational recipe sharing will be conducted with 30 older adults (age 65+). Participants will complete a survey of generative concern before and after engaging in a basic recipe sharing task. In line with previous research on generative art activities, responses will highlight feelings of autonomy as well as desires to teach others and leave a legacy. It is also hypothesized that generative concern will increase as a consequence of the recipe sharing task. Following preliminary research, Study 2 will examine how recipe type (special occasion vs. everyday-style recipe), mode of sharing (oral vs. written), and identity of recipe recipient (relative vs. stranger) influence generative concern in 792 older adults. Participants will complete the same survey described in Study 1 before being randomly assigned to one of eight recipe sharing tasks. After three sharing sessions, participants will be re-tested for present and future-oriented generativity. While all groups will show an increase in generativity over time, participants who share recipes with a younger relative and those who share recipes orally will benefit more from the intervention than their counterparts. Results will suggest that generativity is dependent on factors of recipe type, mode of sharing, and recipe recipient when recipes are passed from one generation to another. Implications and further directions are discussed, including intergenerational learning, well-being, and ego integrity in late life.

One of the most important medical and public health issues of today is obesity, defined as abnormal and excess fat accumulation. Obesity is linked to many health problems including metabolic syndrome (MS), hypertension, type II diabetes mellitus (T2DM), and cardiovascular disease (CVD). Recently, the incidence of these conditions has surged to epidemic proportions, especially in Western societies. Research has also linked obesity to cancer and osteoarthritis. Preventing, diagnosing, and treating obesity is challenging. The diagnosis of obesity is often unclear when it is made with generalized criteria such as the Body Mass Index (BMI). Obesity interventions generally include the often difficult lifestyle change to healthy diets and adequate exercise, which depends heavily upon patient compliance and discipline. Today's society is pushing for the discovery of a shortcut or of a "magic pill" to cure obesity. Consequently, many studies aim to identify therapeutic targets. The majority of current obesity research is focused on discovering and revealing the underlying mechanisms and genetic risk factors. Certain stages of development, such as childhood, are especially susceptible times to be exposed to stressors that lead to obesity. A developing concept is the intergenerational transmission of risk of obesity through epigenetics. Epigenetics is the study of the heritable changes in gene regulation and expression not caused by mutations or changes in DNA sequence. A person's genes may increase or decrease his or her susceptibility to obesity. In addition to genetic inheritance, parents may pass non-genetic alterations to their children. Changes can be mediated through methylation of deoxyribonucleic acids (DNA) and modifications to histones. These epigenetic changes may alter gene expression patterns and "program" offspring towards developing chronic metabolic disease. Many models have begun to show the effects of environmental perturbations on individuals and on several generations of future descendants. This review will analyze the current literature on obesity and evaluate this rapidly evolving field. Current obesity preventions and treatments will be surveyed. In addition, the relative impact of different contributors to obesity risk will be examined. The crossover between obesity and epigenetics may provide a deeper understanding of disease risk and developmental origins. Future directions of study will be proposed such as large-scale prospective studies to further characterize intergenerational transmission of risk.

abstract: This dissertation examines U. S. American intergenerational witnesses to the Holocaust, particularly how addressees turned addressors maintain an ethical obligation to First Generation witnesses while creating an affective relation to this history for new generations. In response to revisionism and the incommunicability of the Holocaust, a focus on (accurate) First Generation testimony emerged that marginalizes that of intergenerational witnesses. The risk of such a position is that it paralyzes language, locking the addressee into a movement always into the past. Using examples of intergenerational witnesses (moving from close to more distant relationships), this project argues that there is a possibility for ethical intergenerational response. There are two major discussion arcs that the work follows: self-reflexivity and the use of the Banality of Evil as a theme. Self-reflexivity in intergenerational witnessing calls attention to the role of the author as transgenerational witness, an act that does not seek to appropriate the importance or position of the Holocaust survivor because it calls attention to a subjective site in relation to the survivor and the communities of memory created within the text. The other major discussion arc moves from traditional depictions of the Banality of Evil to ones that challenge the audience to consider the way evil is conceptualized after the Holocaust and its implications in contemporary life. In these ways, intergenerational witnesses move from addressee to addressors, continuing to stress the importance of this history through the imperative to pass Holocaust testimony onward into the future. / Dissertation/Thesis / Ph.D. English 2012

The interaction patterns of 4 parent readers and 4 senior readers were investigated using grounded theory methodology during an intergenerational shared book reading activity with 16, 5 and 6 year olds. Parent and senior volunteers were observed during one on one reading with two different children who were divided up by gender using stratified random assignment to read with either a parent aged reader or a senior reader. To capture authentic interactions between the volunteer readers and children no preliminary training took place. Data were collected during pilot, pre-program, program, and post-program conditions. Open coding using a constant comparison method was used to establish patterns across conditions in the early phases of data collection. During open coding provisional categories were identified. Data from video observations, parent journals and interviews were then interpreted using axial coding methods to analyze the context, conditions and action/interaction strategies that were present and to determine connections between categories. From this information, broad categories were recombined based on trends and the observed antecedent and situational features. Selective coding was then used to test the provisional phenomenon. This was done using coding to identify any changes that took place between volunteer readers and each of the two children that he or she read with. The central phenomenon of scaffolding was identified across intervening conditions. The phenomenon of scaffolding was defined as a query and response pattern initiated by the adult, and used to direct the child's focus of attention during the literacy act. This took place as part of a transactional process where the elements of (a) the book being read, (b) the child and (c) the volunteer reader mutually conditioned and were conditioned by the other elements. The qualities that the reader brought to the transaction tended to differ when comparing senior and parent readers. The main differences observed occurred in three clusters of (a) Timing, Responsiveness, and Pace, (b) Use of Expression, Colloquialisms, Articulation and (c) Gestures, Feedback Methods and Range of Strategies. The pace of the senior readers was found to be slower than that of the parent aged readers. The senior readers also tended to make use of distinct pronunciation and did not use colloquialisms. They were also more inclined to use a wider range of supportive strategies. Both the senior readers and the parent readers were unaware of most of the strategies that they used to support the children. Further research on the question of the transactional process and the qualities brought to the shared reading experience by senior volunteer readers is required. Replication of the present study is suggested across a variety of conditions with different types volunteer readers and children. / Graduate

ABSTRACT INTERGENERATIONAL DISCIPLESHIP FOR LEADERSHIP DEVELOPMENT: A MIXED-METHODS STUDY Scott Michael Douglas, Ed.D. The Southern Baptist Theological Seminary, 2013 Chair: Dr. Brian C. Richardson The purpose of this study was to examine the leadership development of Millennial associate pastors in the Southern Baptist Convention by exploring the discipling relationship the associate has with the lead pastor. A sequential, mixed-methods line of inquiry was used in this study. The quantitative part utilized an online survey for the lead pastor and associate pastor. The online survey contained demographic questions, a thirty-item questionnaire about the associate pastor's leadership development along the Five Exemplary Practices of Kouzes and Posner, and a fifty-item questionnaire on necessary pastoral competencies. Following the quantitative analysis, five interviews were conducted with churches that displayed a high level of perceived leadership development. A significant sample size was not reached in this study, with n = 99 participating church ministry teams in the study. Despite this, several conclusions were reached. Most notably, Millennial associate pastors and Generation-X lead pastors had a significant relationship with regard to the associate pastor's perceived leadership development, but that Millennial associate pastors and Baby Boomer lead pastors shared more in common in terms of necessary pastoral competencies. The follow-up interviews explored four lines of inquiry: the competency development of the associate pastor, the dynamics of the discipling relationship, the balance between personal and professional aspects, and the generational differences on the church staff. One interview that was conducted was an anomaly, but the other four interviews shared many similar qualities. The lead pastor and associate pastors shared a strong friendship, they were committed to not only ministry success but also to the pursuit of Christlikeness, there was an intentionality on the part of the lead pastor to allow the associate opportunities to serve outside their specific ministry area, and the informality of the relationship did not diminish the intentionality the lead pastor had for the growth of his associate pastor.