Selecting a Good Subject for a Descriptive Essay Topic

<h1>Selecting a Good Subject for a Descriptive Essay Topic</h1><p>There are various clear article points for college understudies. It truly relies upon what the understudy's school or division is searching for and whether they can compose the paper dependent on their insight into the topic. For instance, if the point is general like, 'The following stages towards superior instruction' that may be sufficient for somebody who knows practically nothing about schools, yet would not be useful for somebody who is attempting to get a temporary job in this area.</p><p></p><p>One of the most widely recognized unmistakable article themes for college understudies is about a character, individual, idea, or occasion from history. For instance, a theoretical study of the U.S. history is an extraordinary theme for the school senior. The understudy can investigate on the theme by perusing different course readings regarding this matter and exploring on the w eb. This allows the understudy to discuss any single occasion that is a piece of the foundation of the U.S. The person can peruse other understudy's reactions to the inquiry and pose to different inquiries regarding the occasion, including how much time or cash was spent on it, and what the response was to the occasion from the individuals involved.</p><p></p><p>Students get the opportunity to expound on true situations also. Expounding on true circumstances, for example, the Fall of the Roman Empire is significant. This is on the grounds that this timeframe is pertinent to the time of study.</p><p></p><p>If the understudy wishes to accomplish something other than talk about oneself then they ought to invest energy finding out about the history and the individuals and things that improved the world a spot. This would incorporate talking about significant points like American servitude, Native Americans, the social equality development, and others.</p><p></p><p>One of the best sorts of spellbinding article subjects for college understudies is where they examine things like tunes and writers. A few schools give the understudy a rundown of books to browse and even have a short poll to finish asking them to goon a web index and locate the most fitting tunes or writers. This allows the understudy to have a variety of thoughts to impart to their cohorts. This assists with the point determination since certain thoughts may be unreasonably dark for the normal person.</p><p></p><p>It may not generally be applicable to the course being taken at the school, however it might be intriguing to perceive what else is out there on the planet. One genuine model is the field of PCs. Understudies who need to remain side by side of innovation might need to attempt to compose an article about an ongoing item dispatch or framework they have used.</p><p></p><p>The o pportunities for topic, point, and composing styles are boundless. Everything relies upon the understudy's degree of intrigue, their ability to compose, and obviously, the school or office the individual is applying to. This will permit the understudy to discover a point that will engage the professor.</p>

Essay Writing Techniques: Analysis Writing Techniques

<h1>Essay Writing Techniques: Analysis Writing Techniques</h1><p>In request to compose an exposition you need a couple of fundamental components, and for some understudies these incorporate learning examination composing strategies. These strategies are not hard to learn, yet they are to a greater extent an unquestionable requirement for undergrads and secondary school graduates. To effectively make and pass your examination article, you have to have built up the aptitudes important to ensure your exposition streams well.</p><p></p><p>The initial phase in dissecting a book is to build up a fundamental handle of what a sentence is. Recorded as a hard copy, sentences are frequently separated into parts or provisions, and these parts would then be able to be analyzed so as to locate the key part, which is the real trick or focal point of the content. A decent comprehension of this idea will prompt an effective investigation of your text.</p&g t;<p></p><p>Understanding the progression of a book is basic in that you should have the option to guarantee that your paper streams well from start to finish. For instance, you need to abstain from having the progression of your article put on a show of being disconnected, and you ought to guarantee that it is deliberately developed. It is essential to see how various styles of composing generally move through to perceive how they can be utilized to build a paper successfully.</p><p></p><p>Your style of composing will decide how you structure your examination article. Various styles will require various sorts of research and will permit various arrangements. Remember that paper composing is considerably more than simply utilizing various sorts of sentences, yet in addition building up an unmistakable bearing in your writing.</p><p></p><p>The most basic type of composing is known as the AP style, or American style, wh ich stresses lucidity over association. Since it is simpler to follow and peruse if the paper streams with a specific goal in mind, it is imperative to build up the aptitude to develop a successful exposition. A few people incline toward the structure of an account, while others favor that the peruser follows a structure like an outline.</p><p></p><p>Organization recorded as a hard copy is another part of arranging that decides the structure of an exposition. The association for the most part incorporates sub-headings, captions, fundamental thoughts, and the primary body of the article itself. For understudies, the subject of the paper will figure out which organizing is best for their style of writing.</p><p></p><p>When creating an exposition, consistently be steady and follow the arrangement of the article. Your tone and peculiarities ought to stay predictable all through your paper, and your sentence structure ought not change over the span of the exposition. As your punctuation aptitudes improve, your capacity to follow a coherent example of thought should increment as well.</p><p></p><p>With a ton of data, it is basic for an article to have basic clarifications. To make an extremely engaging paper, ensure that the data gave to the peruser is exceptionally brief. You would prefer not to leave the peruser hanging, yet you likewise would prefer not to be too point by point either.</p>

The Intergenerational Observation Scale - Free Essay Example

Abstract Innovative intergenerational programs continue to grow in number and scope. The development of standardized evaluation instruments, however, lags behind, leaving many researchers and practitioners without tools to effectively assess their programs. Evaluation data often focus on outcomes without attention to the nature of the interactions between generations. Understanding the process of intergenerational contact is central to understanding its outcomes. We developed the Intergenerational Observation Scale to assess the social interactions and affect of young and old participants during intergenerational activities. Our 3-step observer training process demonstrated good scale reliability. We present the process of developing the scale, achieving observer reliability, and next steps to continue exploring the scales utility across intergenerational populations and settings. KEY WORDS: evaluation, instrument development, intergenerational, programming Development of a standardized tool for intergenerational programming: The Intergenerational Observation Scale Providing opportunities for meaningful engagement to persons with dementia challenges family and professional caregivers alike. While some practitioners and researchers seek innovative means to support client well-being (e.g., Allen-Burge, Burgio, Bourgeois, Sims, Nunnikhoven, 2001; Orsulic-Jeras, Judge, Camp, 2000), many dementia care programs are characterized by extreme levels of inactivity (Ice, 2002), which may result from infantilization (Salari Rich, 2001) and can lead to agitation and depression and detract from well-being (Teri et al., 2003; Voelkl, 1986). Kitwood and Bredin (1992) emphasized caregivers responsibility for supporting the personhood of individuals with diminished capacity to do so for themselves. Personhood, or the dignity and respect owed to each individual, encompasses an individuals experiences, preferences and values. For many people, their social history involves significant time spent interacting with and c aring for children. Recently, care professionals have turned to intergenerational programming (IGP) as one therapeutic method to support personhood and well-being of persons with dementia (e.g., Camp et al., 1997; Jarrott Bruno, 2001). Though contact between young and old generations remains an integral part of most families (Eggebeen Davey, 1998), non-familial IGP remains a relatively new treatment milieu in elder care. IGP as a whole varies widely, depending on the populations involved, program objectives, and available resources. Interventions targeting children at risk for drug use (Taylor, LoSciuto, Fox, Hilbert, Sonkowsky, 1999), older adults needing employment (Larkin Newman, 2001), and foster care families needing community support (Eheart Hopping, 2001) have utilized intergenerational strategies to achieve program goals. Programs have employed IGP to promote positive affect and engagement of older adults (Xaverius Matthews, 2003), improved attitudes about aging among children (Middlecamp Gross, 2002), and greater sense of community among staff (Jarrott, Morris, Kemp, Stremmel, 2004). Despite the significant cognitive impairment of many elder care clients, practitioners have found elders experiences interacting with and caring for children so ingrained that they remain able to interact appropriately and positively with children until late in the progress of a dementing illness (Camp et al., 1997). The means of assessing IGP vary as much as the programs themselves. Researchers have utilized interviews (Jarrott Bruno, 2007), observational scales (Marx, Pannell, Papura-Gill, Cohen-Mansfield, 2004; Xaverius Matthews, 2003), attitudinal surveys (Jantz, Seefeldt, Galper, Serlock, 1977; Kocarnik Ponzetti, 1986), drawings (Lichtenstein, et al., 2001), and cognitive assessments (Newman, Karip, Faux, 1995) to evaluate the impact of IGP on one or more groups of participants. While the range of scales utilized is not inherently problema tic, the current state of intergenerational research tools requires significant improvement for several reasons. First, scales are often created for a single study without any report of psychometric properties (Kuehne, 2004). Consequently, researchers reinvent the wheel rather than use valid, reliable scales. Second, most scales assess the experiences of a single generation (e.g., Camp et al., 1997; Underwood Dorfman, 2006) although IGP should, by definition (Newman Smith, 1999), provide mutual benefit for young and old participants. Third, the developmental and disease characteristics of a large portion of IGP participants, pre-school age children and frail elders (e.g., Epstein Boisvert, 2006; Middlecamp Gross, 2002; Salari, 2002), limit the opportunity for valid self-report measures. Consequently, researchers often rely on proxy report and direct observation to tap participants experiences with IGP. A critical limitation of much IGP research lies in the black box that conceals the process of bringing young and old together. That is, assessments targeting the impact of IGP often neglect what actually transpired during the IGP. Useful process data will vary from project to project; it might detail the level of activity, the type of interpersonal interactions, the physical environment, facilitators behaviors, or the activitys age appropriateness. For example, Xaverius and Matthews (2003) assessed the impact of IGP involving fourth graders and senior center participants who met for six intergenerational activities. The authors described the theme and setting of activities where elderly participants engagement was coded. Data were not gathered regarding the nature of the activities or what happened when participants were engaged in the intergenerational activity (i.e., if they engaged with the activity materials, with an age peer, or with an intergenerational partner). In contrast, Taylor and colleagues (1999) reported on a senior mentoring pro gram targeting attitudes towards aging, drug use, and civic engagement of participating at-risk youth. The treatment group as a whole demonstrated improved attitudes towards school, civic engagement, aging, and resisting drug use compared to a control group. The authors also tapped into important process data by rating seniors intensity of involvement as a mentor. The researchers found a greater degree of attitudinal improvement among children whose senior mentors were more intensely involved with their student partners. Such studies exemplify the importance of capturing process as well as outcome data. The variety of populations and settings that avail themselves of IGP supports the study of multiple paths leading to positive outcomes. Most would agree that a one-size-fits-all model of IGP is impossible and inappropriate; however, identification of practices and processes that optimize outcomes improves the overall quality of IGP and enhances understanding of how IGP uniquel y meets individuals needs across the lifecourse. In turn, greater understanding of the processes by which positive IGP outcomes are achieved informs development of theory pertaining to intergenerational relationships. For example, while the contact theory (Allport, 1954) provides necessary conditions for achieving positive intergroup contact, Allport did not describe the processes by which these outcomes would be achieved (Pettigrew, 1998). The limitations of IGP and related research stem from the relative infancy of IGP research. Researchers have been studying IGP for only the last 30 years (e.g., Jantz, et al., 1977), yet they are trying to raise the field to match those of child and adult development. Practitioners are anxious to know how IGP affects the physical, cognitive, and mental health of participants, yet the more basic question about whether and how children and elders interact with each other during proscribed IGP remains largely unanswered. Before we can reliabl y draw conclusions about the effects of IGP on children and elderly participants, we must determine the nature of their time spent together. Kuehnes (2003) state of our art report on intergenerational research implored researchers to tap the experiences of young and old participants and to develop and disseminate standardized measures relevant to IGP. By addressing these points, researchers can better inform practitioners efforts and build a cohesive body of research. The scale described in the current paper addresses each of these recommendations. We sought to address the challenge of measuring the experiences of young and old IGP participants, focusing on frail elders and pre-school age children because they constitute a large portion of participants involved in IGP (Goyer Zuses, 1998). We conducted a three-phase study to develop an observational scale tapping the social behavior and affect of both young and old IGP participants. We turned to the child development literatu re, with its long history of observational research, for inspiration. Partens (1933) categories of childrens play behaviors appealed to us; they encompassed categories reflecting a continuum of social behaviors ranging from non-engagement to cooperative engagement. Rubin (2001) developed the Play Observation Scale, drawing on Partens work and childrens cognitive development research. The broad social behaviors of unoccupied, watching, solitary, parallel, and cooperative captured by the Play Observation Scale reflect behaviors of interest to practitioners working to support meaningful engagement among elders and children. For example, a code for unoccupied behavior is salient given the high rates of inactivity found at elder care programs (Ice, 2002) and the goal of utilizing intergenerational strategies to promote positive social engagement. Furthermore, our experiences with IGP (e.g., Gigliotti, Morris, Smock, Jarrott, Graham, 2005; Jarrott Bruno, 2003; Jarrott Bruno, 200 7; Jarrott, Gigliotti, Smock, 2006; Jarrott, Gladwell, Gigliotti, Papero 2004; Jarrott et al., 2004; Weintraub Killian, 2007) highlighted interaction as the central mechanism for achieving mutual benefit during IGP. Thus, a code for solitary behavior is relevant as it reflects engagement in a presented activity without social interaction. The first author used the original Play Observation Scale to observe elders during structured IGP (Gladwell Jarrott, 2003), determining that older adults engagement was greater during IGP than non-IGP. However, Gladwell and Jarrott found the scale cumbersome as they gathered salient data as well as information of little contemporary significance to IGP. Furthermore, they violated some of the scales specifications by utilizing the Play Observation Scale in a structured activity setting. We made several adaptations to Rubins Play Observation Scale for use with structured IGP (see Table 1 for descriptions of the scale categories).   First , Rubins social behavior categories included sub-categories indicative of cognitive development; however, given our emphasis on interactions irrespective of developmental abilities, we eliminated cognitive behaviors from our scale. Second, the Play Observation Scale was designed to be used during free play sessions where children self-initiate behaviors. However, intergenerational researchers have repeatedly emphasized the need for structure to optimize IGP (e.g., Camp et al., 1997; Jarrott, 2006; Xaverius Matthews, 2003), and so we developed the scale with planned IGP in mind. Finally, we expanded the IOS to distinguish between social behaviors with age peers and intergenerational partners (i.e., interactive peer versus interactive intergenerational). The first phase of the study involved qualitative observations of IGP conducted at a shared site intergenerational program serving frail elders and pre-school age children. The observations were then used to modify Rubins Play Observation Scale for use in a structured intergenerational setting. Phase two involved piloting the scale with two observers coding video of IGP and working with the second author to reach consensus and create a master coding scheme for the video sessions. In phase three, the scale was further modified and tested with a larger group of four observers coding video and live IGP. The current paper describes the three phases of the development and initial validation of the Intergenerational Observation Scale (IOS). While the IOS captures both behavior and affect of targeted child and elderly participants, the current paper focuses on social behaviors, which comprise the more complex sub-scale of the instrument. Method Participants Virginia Techs Neighbors Growing Together, is a shared site intergenerational program designed to improve the lives of people across the lifespan through intergenerational collaboration involving teaching, research, and outreach. Neighbors Growing Together includes two co-located programs: Adult Day Services and the Child Development Center for Learning and Research. Adult Day Services provides activities, care, and supervision daily to approximately 15 adults (50+ years old) with cognitive and/or physical impairments. The Child Development Center provides year-round, full-day care for 41 children ages 15 months to 5 years. Through daily programming designed to nurture development, enhance competencies, and facilitate positive social interactions between the generations, Neighbors Growing Together provides high quality services to children, older adults, and their families. Children from each of three classrooms have one to two weekly opportunities to join their elderly â€Å"neig hbors† for IGP, which typically involves three children and three older adults in a variety of activities, such as gardening, art, or sensory projects. Children and adults work together in a group facilitated by staff and students from the Child Development Center and Adult Day Services. Staff partners plan and implement activities that support an overarching goal of positive interactions. Activities further target developmental goals for both generations, such as fine motor skills or cooperation. Children and adults meet in a shared space adjoining the two programs. Child- and adult-sized chairs designed to put all participants at eye level and developmentally appropriate books and art materials are provided. Procedures Phase 1: Scale development In fall 2005, four research students gathered qualitative observations of IGP involving Adult Day Services participants and Child Development Center children. Observers attended different intergenerational sessions. Each week, observers had a distinct focus, starting with holistic observation to orient the observers to the setting and proceeding to target the environment, the participants, and the facilitators. Following their weekly observations, the observers and the first and second authors discussed the observational data, focusing on the interactions between participating children and elders and factors that influenced those interactions. After observing 3-5 intergenerational sessions apiece, observers read and reviewed the IOS scale and codebook developed by Gladwell and Jarrott (2003) and closely mirroring the Play Observation Scale developed by Rubin (2001). They discussed how well the categories applied to the intergenerational context they observed and how to modify the s cale to reflect the social behaviors critical to intergenerational interactions in planned activities. Through an iterative process, the first two authors used observers notes and conversations to modify the Play Observation Scale to capture data reflecting the interactive process of IGP. Based on the observations from Phase 1, we further developed and refined the IOS (see Table 1). The scale builds on earlier observational research (Rubin, 2001) by coding participants behavior and affect and the affect of intergenerational partners with whom a target participant interacts.   The IOS was developed for live coding. It captures observations for the duration of an intergenerational activity, which tends to last 15-30 minutes. Each observer identifies 4-5 participants for observation and watches them for 1-2 minutes to become familiar with the participants behaviors before beginning to record data. He or she codes a participant for one 15-second interval, then codes the next pa rticipant for 15 seconds, followed by the third participant, etc. After the last participant is coded, the observer cycles back to begin observing participant one again. All observers in a session start coding when the facilitators begin the activity and end when the activity completes. When coding, if a behavior occurs for the majority of the coding interval, it is coded as the predominant behavior. When multiple behaviors are observed for equal intervals during a 15-second coding episode, we use the following hierarchy to code the predominant behavior most indicative of intergenerational interactions: Interactive Intergenerational, Parallel Intergenerational, Interactive Peer, Parallel Peer, Staff, Watching, Solitary, and Unoccupied. Phase 2: Establishment of reliability Video coding of the observations was introduced during Phase 2 of scale development because learning the IOS through the use of video has several advantages. When first learning the scale, observers watched a 15-second interval repeatedly to better understand the IOS behavioral scoring. The video coding procedure allowed observers to review their coding with the second author, who is experienced in observational coding. Weekly meetings were held during which observers coding was reviewed and discussed until observers reached a consensus on what behaviors constituted the IOS categories. Weekly review helped observers achieve acceptable reliability in assigning predominant codes to participants social behaviors. The video procedure enabled us to refine the IOS manual. The video coding process began with two observers who both had experience with live coding during IGP. After studying the manual, observers filmed three weekly sessions of planned IGP between the elders and each of the three classrooms of children (one session per classroom per week). The procedure for using video to establish acceptable reliability was completed in three steps. First, observers independently coded sessions in 15-second intervals and re-watched these as many times as necessary to determine the predominant social behavior. In the second step, observers more closely approximated live coding by watching the 15-second intervals on video only once to code the predominant social behavior.   In the third step, observers coded live sessions (scoring participant behaviors individually but observing the same participants at the same intervals) and filmed the activities, which allowed observers to review their coding at the weekly meetings and resolve discrepancies. Based on the consensus between the two coders and the expert coder, master coding sheets were developed indicating agreement on the predominant behavior for each 15-second interval of the coded sessions. Before ob servers could proceed to the next step in the training process, they had to achieve acceptable inter-rater reliability measured by Cohens kappa. A kappa score of .60 or higher was considered acceptable (Cohen, 1960). The kappa scores for the two observers in Phase 2 were .67 for the first step, .85 for the second step, and .81 for the live coding in the third step. Replication of reliability In Phase 3, we used the IOS video coding procedure to train four new observers. In addition to establishing that the video coding procedure would work with observers new to the IOS, we wanted to determine the amount of training necessary to achieve acceptable reliability with our 3-step process. The observers started with an introductory period where they read the manual and watched live IGP to observe the range of behaviors common to IGP. Observers attended weekly meetings where they watched IGP videos and received instruction on using the IOS. The introductory period lasted approximately 3 weeks or until observers felt comfortable with the coding, which was an additional 2 weeks for one of the observers. After the introductory period, the observers started on step 1 in the video coding procedure. Each step lasted approximately 4 weeks. At the weekly coding meetings, observers reviewed any discrepancies between their coding and the master codes determined in Phase 2. Once t he observers achieved acceptable reliability in step 1, they moved on to step 2. Coding pairs were formed, and they coded live IGP during step 3, achieving acceptable kappas of .92, .69, and .75. Discussion In the current paper, we discuss the development of the IOS, a scale designed to measure young and old participants social interaction and affect during IGP.   In developing the IOS, we began with qualitative observations of IGP to refine a well-established child development observational scale (Rubin, 2001). We modified the scale for observations of elder and child participants in a typical range of intergenerational programs.   Based on two groups of observers, we present a system for training individuals to use the scale and establish inter-rater reliability.   Currently, the use of standardized measure within the field of IGP research is extremely limited, and our goal is to develop a scale to address this need. The IOS addresses several of Kuehnes (2003) recommendations for advancing   intergenerational research and evaluation.   First, the IOS is grounded in theory that shaped our view of positive IGP outcomes. Personhood theory (Kitwood Bredin, 1992) leads us to intergenerational relationships as a once common source of positive social interaction for many elders that can continue to support their well-being in late life. Contact theory (Allport, 1954; Pettigrew Tropp, 2000) elucidates necessary conditions for positive intergroup exchange, such as that between youth and elders. The conditions of cooperation and shared goals inform our expectation that the central mechanism of effective IGP is positive intergenerational interactions. The IOS captures the level of interactive behaviors between generations, thus reflecting the presence or absence of cooperation and shared goals of participants. Second, we draw from standardized measures of social interaction, namely the work of Parten (1933) and Rubin (2001).   Working from their concepts, we qualitatively looked at the behaviors seen during IGP.   We then refined the social behaviors described within Rubins scale to fit an intergenerational population and to capture levels o f social engagement or interaction during IGP.   Third, we steer away from the over-reliance on attitudinal measures, moving instead to behavioral and affective outcomes of IGP. Fourth, by taking steps to develop a standardized scale, we contribute to the research tools available to IGP researchers, which increases the capacity to compare outcomes across studies, thus advancing the collective understanding of IGP. Our results establish the IOS as a replicable measure of social interactions during IGP.   The three-step process we used to achieve acceptable inter-rater reliability proved effective with two groups of observers. The process allows observers to develop a thorough understanding of the social behaviors in the IOS. Observers coding is checked against the master coding scheme to insure observers accuracy coding observed behaviors.   The master coding scheme allows for faster, more accurate training on the use of the IOS. Now that we have developed a successful p rocess for training observers to use the IOS and achieve acceptable inter-rater, observers could be trained relatively quickly, most likely within four to eight weeks. A reliable, quick training method will allow data collection to begin at an earlier date and will allow more researchers to use the scale with confidence. An important strength of the IOS is its utility with both generations of IGP participants. Most research on individual outcomes of IGP participation focuses on one generation or the other (e.g., Middlecamp Gross 2002), neglecting the experiences of the other generation. When researchers do evaluate both age groups, they typically use non-parallel measures because parallel scales for disparate age groups rarely exist.   Not only will the IOS allow for standardized data collection across sites; it enables standardized data collection across generations. We expect the IOS to yield valuable process and outcome data for practitioners and researchers. Con sidering first the IOS as a source of outcome data, a program introducing or modifying an IGP could, for example, use IOS data to determine the affect and social behavior of participants during IGP with a goal of achieving high levels of positive affect, increasing intergenerational interaction, and reducing inactivity. In regards to process data, the IOS can be used in conjunction with salient outcome measures (e.g., depression or attitudes towards aging) to help interpret the effects of IGP (another recommendation by Kuehne, 2003). In asserting that IGP positively affects (or does not affect) targeted outcomes, researchers analyses would be strengthened by including data on the level of intergenerational interaction and affect that transpired among participants. For example, Seefeldt (1987) reported that children who participated in regular intergenerational visits to a nursing home had worse attitudes about aging than children who did not.   These findings would have been more easily interpreted if they incorporated process data such as the affect and level of interaction between children and elders.   Because these data were not included in the analyses, readers are left to speculate whether all IGP involving nursing home residents would negatively affect childrens attitudes or if the nature of the IGP in that study contributed to the negative outcomes. Seefeldt described IGP that yielded little support for intergenerational interaction (i.e., children performing in the center of the room, surrounded by the elders). She also indicated that elders were largely non-responsive to the children, suggesting that the negative outcomes may have been due to the nature of the IGP. While IGP professionals advocate standards of IGP practice (Epstein Boisvert, 2006; Rosebrook Larkin, 2003), significant variability on dimensions of IGP likely affects targeted outcomes and should be assessed. By capturing data that reflect the process of connecting generations, the IOS promotes understanding of why IGP succeeds or fails. As outlined above, the IOS provides many benefits for IGP research and evaluation. Our next step in establishing the scales value and utility to the intergenerational field entails establishing the reliability for coding occurrence of behaviors and predominance and occurrence of affect. Second, we plan to use a variety of means to establish validity, including video training to address substantive validity, expert panels to assess content validity, and statistical modeling of IOS data and related measures to determine convergent or divergent validity. Third, the scale was developed within the Neighbors Growing Together shared site intergenerational program, which involves structured programming between preschoolers and frail older adults. Generalizability is a critical indicator of validity and depends on the scales utility across intergenerational sites, populations, and programmatic approaches. Fourth, the behavior c ategory codes are developmentally salient for pre-school age children and frail elders; we need to determine if the categories will be equally informative when applied to older children and well elders. Finally, the scale should be tested across cultures to support Kuehnes (2003) recommendation to take a more global view of IGP innovation. Initial indicators reveal that the IOS could become a useful tool to researchers and practitioners alike. As they seek to develop, improve, and sustain IGP while linking programming data to instrumental outcomes of interest to practitioners and funders, the availability of a standardized scale appropriate for use with young and old will prove invaluable. At a time characterized by tremendous creative energy and innovation in the intergenerational field, the IOS can capture the essence of IGP as practitioners support meaningful outcomes through intergenerational relationships. References Allen-Burge, R., Burgio, L. D., Bourgeois, M. S., Sims, R., Nunnikhoven, J. (2001). Increasing communication among nursing home residents.   Journal of Clinical Geropsychology, 7, 213-230. Allport, G. W. (1954). The nature of prejudice. Reading, MA: Addison-Wesley Camp, C. J., Judge, K. S., Bye, C. A., Fox, K. M., Bowden, J., Bell, M., et al.. (1997). An intergenerational program for persons with dementia using Montessori methods. The Gerontologist, 37, 688-692. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37-46. Eggebeen, D. J., Davey, A. (1998). Do safety nets work? The role of anticipated help in times of need. Journal of Marriage and the Family, 60, 939-950. Eheart, B. K., Hopping, D. (2001). Generations of hope. Children and Youth Services Review, 23, 675-682 Epstein, A. S., Boisvert, C. (2006). Lets do something together: Identifying effective components of intergenerational programs. J ournal of Intergenerational Relationships, 4(3), 87-109. Gigliotti, C. M., Morris, M., Smock, S., Jarrott, S. E., Graham, B. (2005). Supporting community through an intergenerational summer program involving persons with dementia and pre-school children. Educational Gerontology, 31, 425-441. Gladwell, M. S., Jarrott, S. E. (2003, November). An observational assessment of elders with dementia during intergenerational activities. Poster presented at the meetings of the Gerontological Society of America, San Diego, CA. Goyer, A., Zuses, R. (1998). Intergenerational Shared Site Project, A Study of Co-located Programs and Services for Children, Youth, and Older Adults: Final Report. Washington, DC: AARP. Ice, G. H. (2002). Daily life in a nursing home: Has it changed in 25 years?   Journal of Aging Studies, 16, 345-359. Jantz, R. K., Seefeldt, C., Galper, A., Serlock, K. (1977). Childrens attitudes toward the elderly. Social Education, 41, 518-523. Jarrott, S. E. (2006). Tried and true: A guide to successful intergenerational activities at shared site programs. Washington, DC: Generations United. [Electronic version available at www.gu.org] Jarrott, S. E., Bruno, K. A. (2003). Intergenerational Activities Involving Persons with Dementia: An Observational Assessment. American Journal of Alzheimers and Related Diseases, 18, 31-38. Jarrott, S. E., Bruno, K. (2007). Shared site intergenerational programs: A case study. Journal of Applied Gerontology, 26, 239-257. Jarrott, S. E. Gigliotti, C. M., Smock, S. A.,   (2006). Where do we stand? Testing the foundation of a shared site intergenerational program. Journal of Intergenerational Relationships, 4. Jarrott, S. E., Gladwell, M. S., Gigliotti, C. M., Papero, A. L. (2004). Fostering intergenerational community between child adult care programs: A Results Management approach. Canadian Children, 29(2), 4-13. Jarrott, S. E., Morris, M., Kemp, A. J., Stremmel, A. (2004, November ). Intergenerational cross-training partners: Collaboration at a shared site community. Paper presented at the meetings of the Gerontological Society of America, Washington, D.C. Kitwood, T. Bredin, K. (1992). Towards a theory of dementia care: Personhood and well-being. Aging and Society, 12, 269-287. Kocarnik, R. A., Ponzetti, J. J. (1986). The influence of intergenerational contact on child care participants attitudes toward the elderly. Child Care Quarterly 15(4), 244-250. Kuehne, V.S. (2003). The state of our art: Intergenerational program research and evaluation: Part one. Journal of intergenerational Relationships, 1(1), 145-161. Larkin, E., Newman, S. (2001). Benefits of intergenerational staffing in preschools.   Educational Gerontology, 27, 373-385. Lichtenstein, M. J., Pruski, L. A., Marshall, C. E., Blalock, C. L., Murphy, D. L., Plaetke, R., et al. (2001). The Positively Aging  ® teaching materials improve middle school students images of older peo ple. The Gerontologist, 41, 322-332. Marx, M. S., Pannell, A. R., Parpura-Gill, A., Cohen-Mansfield, J. (2004). Direct observations of children at risk for academic failure: Benefits of an intergenerational visiting program. Educational Gerontology, 30, 663-675. Meshel, D. S., McGlynn, R. P. (2004). Intergenerational contact, attitudes, and stereotypes of adolescents and older people. Educational Gerontology, 30, 457-479. Middlecamp, M., Gross, D. (2002). Intergenerational daycare and preschoolers attitudes about aging. Educational Gerontology, 28, 271-288. Newman, S., Smith, T. B. (1999). Developmental theories as the basis for intergenerational programs. In S. Newman, C. R. Ward, T. B. Smith, J. O. Wilson J. M. McCrea (Eds.), Intergenerational programs: Past, present, and future (pp. 3-19). Washington, D.C.: Taylor Francis. Newman, S., Karip, E., Faux, R. B. (1995). Everyday memory function of older adults: The impact of intergenerational school volunteer pro grams. Educational Gerontology, 21, 569-580. Orsulic-Jeras, S., Judge, K. S., Camp, C. J. (2000). Montessori-based activities for long-term care residents with advanced dementia: Effects on engagement and affect. The Gerontologist, 40, 107-111. Parten, M. (1933). Social play among preschool children. Journal of Abnormal and Social Psychology, 28, 136-147. Pettigrew, T. F. (1998). Intergroup contact theory. Annual Review of Psychology, 49, 65-85. Pettigrew, T. F., Tropp, L. (2000). Does intergroup contact reduce prejudice? Recent meta-analytic findings. In Oskamp, S. (Ed.), Reducing prejudice and discrimination: Social psychological perspectives. 93-114. Mahwah, NJ: Erlbaum. Rosebrook, V. Larkin, E. (2003). Introducing standards and guidelines: A rationale for defining the knowledge, skills, and dispositions of intergenerational practice. Journal of Intergenerational Relationships, 1, 133-144. Rubin, K. H. (2001). The Play Observation Scale. University of Marylan d, College Park, MD. Salari, S. (2002). Intergenerational partnerships in adult day centers: Importance of age-appropriate environments and behaviors. The Gerontologist, 42, 321-333. Salari, S., Rich, M.   (2001).   Social and environmental infantilization of aged persons: Observations in two adult day care centers.   International Journal of Aging and Human Development, 52, 115-134. Seefeldt, C. (1987). The effects of preschoolers visits to a nursing home. The Gerontologist, 27, 228-232. Taylor, A. S., LoSciuto, L., Fox, M., Hilbert, S. M., Sonkowsky, M. (1999). The mentoring factor: Evaluation of the Across Ages intergenerational approach to drug abuse prevention. Child Youth Services, 20, 77-99. Teri, L., Gibbons, L. E., McCurry, S. M., Logsdon, R. G., Buchner, D. M., Barlow, W. E., et al., (2003). Exercise plus behavioral management in patients with Alzheimers disease: A randomized controlled trial. JAMA, 290, 2015-2022. Underwood, H. L., Dorfman, L. T. (2006). A view from the other side: Elders reactions to intergenerational Service-Learning. Journal of Intergenerational Learning, 4(2), 43-60. Voelkl, J. E. (1986). Effects of institutionalization upon residents of extended care facilities. Activities, Adaptation, and Aging, 8, 37-46. Weintraub, A.P.C., Killian, T. S.,(2007). Intergenerational programming: Older persons perceptions of its impact. Journal of Applied Gerontology, 26, 370-384 Xaverius, P. K., Matthews, R. M. (2003). Evaluating the impact of intergenerational activities on elders engagement and expressiveness levels in two settings. Journal of Intergenerational Relationships, 1(4), 53-70. Table 1 Description of categories in the Intergenerational Observation Scale (IOS) Behavior Description Interactive Intergenerational To interact with a member of the other generation of participants, usually with a common goal or purpose. Parallel Intergenerational To engage in a similar activity beside (but not with) IG others, while acknowledging intergenerational partner(s). Interactive Peer To interact with a participant from the targets program, usually with a common goal or purpose. Parallel Peer To engage in a similar activity beside (but not with) program peers, while acknowledging peers. Staff Interactive or parallel behavior with a staff member from either program w/o peer or intergenerational behavior. Watching To watch (or listen to) the activities of others. Solitary To engage in an activity alone without acknowledgment of or interaction with others. Unoccupied Lack of goal or focus, includes repetitive, self-stimulating behavior.

New Step by Step Roadmap for Health and Fitness Topics Essay

<h1> New Step by Step Roadmap for Health and Fitness Topics Essay </h1> <p>With our exposition composing specialists, you're ensured of a paper which helps you to discover progressively about the gadgets and their advantages in the present society. References and concentrates from arranged sources must be designed appropriately. Pugnacious works is a specific kind of a paper. </p> <p>Building a moderate promoting and publicizing program is something our tutors may help you with. An incredible hand crafted creating suppliers are a mix of unmistakable necessities. A mentor will give you heading in anything you are required to consolidate as a component of your preparation. Our team of expert journalists with the basic experience and composing abilities is constantly arranged to satisfy your requests and surpass your desires. </p> <p>In the end, you are going to require an end for your exposition. Now and again the best and the sole way to do yo ur exposition is to arrange it. In case you're relegated to compose a pugnacious article, you should be set up to protect a particular perspective. Pugnacious article is a kind of scholarly paper that requests significant comprehension of investigated issue and an enormous assortment of genuine beliefs and realities. </p> <h2> Health and Fitness Topics Essay at a Glance</h2> <p>The point must be intriguing, the theme must be fundamental lastly the subject must be educational. On the off chance that you accept that you'll barely succeed causing your own subject, to think about attempting to discover smart thoughts on the web, at assets offering valuable rules on successful article composing systems. On the off chance that you can't find a disputable subject on the rundown that is reasonable for your enthusiasm, there are bunches of various assets out there. The best factious paper themes are the least difficult ones. </p> <p>The top of the line factious article thoughts are separated into different classes. To have the option to create a noteworthy exposition, you should choose an excellent subject. In this way, the subject should be disputable! Dubious points work pleasantly for discourses and expositions, since they ordinarily bring out solid sentiments on either side. </p> <h2> The New Fuss About Health and Fitness Topics Essay</h2> <p>Maybe you right now have a summed up thought of what things to write in your psyche, and the accompanying will let you focus on some particular idea or maybe change your decision. Somebody's condition of wellbeing will frequently affect their outlook in addition to bunches of various things that happen in her or his regular daily existence. You ought to have your reasons, and our essential concern is that you end up getting an extraordinary evaluation. F. Bacon The fundamental objective of the capital isn't to get however much cash as co uld reasonably be expected, yet to make sure that cash causes a superior life. </p> <p>Health issues are amazingly genuine and should be gone to truly to bring down the scope of infections and passings inside our networks causing a wellbeing network. Needle therapy might be certifiable solution for headaches. Things investigated for release arranging incorporate yet aren't confined to treatments, medicine prerequisites, living game plans and ID of specific targets. Attendants should be proficient about their subject or they could end up giving the off base treatment. </p> <h2> Health and Fitness Topics Essay Can Be Fun for Everyone </h2> <p>Your story must be done in any case. be that as it may, it must let someone wish to understand more. Because of that, you're make the temperament you request. On the off chance that you've finished precisely the same, it will be incredible to address that somebody again at the end of the story. The end of the p aper will assist with amending the whole story. </p> <p>A assortment of doable paper's subjects permits understudies picking the best ones utilizing individual shrewdness and number of various clarifications. The absolute initial step is the place countless understudies become stuck. Each understudy who might want to execute an extraordinary scholarly paper can utilize referenced subjects and model contentious article to accomplish an awesome work. In this way, the two understudies of medicinal services programs notwithstanding understudies of some other claim to fame may have an errand to create an article on wellbeing theme. </p> <p>The business is known as a trustworthy and high-caliber. To delineate, it's conceivable to really focus on an errand you'll have delighted in performing inside your framework. Our client assistance will happily disclose to you whether there are any extraordinary proposals right now, notwithstanding ensure you are getting the abs olute best help our organization may convey. A Real Estate organization not at all like some other focused on the mission of building a system of vocation disapproved of aces who endeavor to develop their undertaking and their future. </p> <h2> What Health and Fitness Topics Essay Is - and What it Is Not</h2> <p>What is picking Shopping for Producing Samples Nevertheless In the occasion you great and direct procedure exposition subjects figured why you ought to commit your money to secure a model from the undertaking you need to record (regardless of whether it is an ease a solitary), we're fulfilled to illuminate. Shopping on the web isn't secure or secure. It isn't difficult to view and find different thoughts on the web. It isn't hard to find various phenomenal thoughts on the web. </p> <h2>Things You Won't Like About Health and Fitness Topics Essay and Things You Will </h2> <p>The cost of social insurance is only one of the most es sential difficulties. It is a vital part of life. Additionally, more noteworthy protection inclusion will most likely prompt the higher medicinal services costs in the concise run. Concerning the organization circle, loads of organizations may think that its considerably increasingly advantageous and gainful to allow their laborers purchasing their own clinical protection designs in return for taking care of the punishments identified with the medicinal services change. </p>