Focusing on understanding the varied learning experiences of older people across the life course, this groundbreaking new book analyzes the role and significance of learning in older people’s lives today.
Focusing on understanding the varied learning experiences of older people across the life course, this groundbreaking new book analyzes the role and significance of learning in older people’s lives today.
The risk of athletes sustaining concussion while participating in professional team sports raises two serious concerns both nationally and internationally. First, concussion in sport carries a public health risk, given that injured athletes may have to deal with significant long-term medical complications, with some of the worst cases resulting in Chronic Traumatic Encephalopathy (CTE). Secondly, sports governing bodies are now exposed to the risk of financial and reputational damage as a consequence of legal proceedings being filed against them. A good example of this, among many other recent examples, is the case of the United States of America’s National Football League (NFL), the governing body for American football, which, in 2015, committed to pay US$ 1 billion to settle the class action filed by its former professional players. This book examines how to most efficiently reduce these public health and legal risks, and proposes a harmonised solution across sports and legal systems.
A study explored what numerical skills older adults most commonly used in everyday life and pointed at which new numerical skills older people need to acquire. it also ascertained whether any areas were causing difficulties and explored coping strategies. An analysis of approaches to defining numerical skills in everyday life and to assessing adults' abilities demonstrated that a range of different assumptions underlay these approaches. The first phase involved a content analysis based on a range of publicity and information leaflets aimed at older people and a series of semistructured interviews with 16 key informants. In the second phase, a discussion with six older people generated some qualitative information about their experiences in using numerical concepts and the contexts in which they did so. Then, six different older people in a different location each kept a personal diary on a particular day of the week noting how often they made use of numerical skills and the contexts and situations in which this occurred. The main fieldwork consisted of semistructured interviews with 30 older people in 3 locations. Results were as follows: (1) numerical skills used by older adults could be classified as financial, consumer, domestic, technological, leisure, for volunteering, for citizenship, and for keeping mental notes; (2) changes in life circumstances necessitate learning new numerical skills; and (3) difficulties with particular skills and coping strategies differed by individual. Recommendations were made for informing older people about new developments, encouraging intergenerational contact, and encouraging greater participation in learning. (Contains 28 references.) (YLB)
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