This important book builds on recent publications in lifelong learning which focus on learning and education in later life. This work breaks new ground in international understandings of what constitutes later life learning across diverse cultures in manifold countries or regions across the world. Containing 42 separate country/regional analyses of later life learning, the overall significance resides in insiders’ conceptualisations and critique of this emerging sub-field of lifelong learning and adult education. International perspectives on older adult education provides new appreciation of what is happening in countries from Europe (14), Africa (10), the Americas (7), Asia (9) and Australasia (2), as authored by adult educators and/or social gerontologists in respective geographical areas. These analyses are contextualised by a thorough introduction and critical appraisal where trends and fresh insights are revealed. The outcome of this book is a never-before available critique of what it means to be an older learner in specific nations, and the accompanying opportunities and barriers for learning and education. The sub-title of research, policy and practice conveys the territory that authors traverse in which rhetoric and reality are interrogated. Coverage in chapters includes conceptual analysis, historical patterns of provision, policy developments, theoretical perspectives, research studies, challenges faced by countries and “success stories” of later life learning. The resultant effect is a vivid portrayal of a vast array of learning that occurs in later life across the globe. Brian Findsen is Professor of Education and Postgraduate Leader for Te Whiringa School of Educational Leadership and Policy, Faculty of Education, University of Waikato, Hamilton, New Zealand. Marvin Formosa is Head of the Department of Gerontology, Faculty for Social Wellbeing, University of Malta, and Director of the International Institute on Ageing (United Nations - Malta).

This first truly comprehensive interdisciplinary, international critique of theory and practice in lifelong learning as it relates to later life is an absolute tour de force. Alexandra Withnall, Universities of Warwick and Leicester, UK. This is a book that needed to be written: it provides a most thorough and skilful analysis of a comprehensive range of contemporary literature about learning in later life from many localities and countries of the world. Peter Jarvis, Professor Emeritus, University of Surrey Impressive in its scope this handbook seeks to describe older learning critically within the lifelong learning literature at the same time that it makes a strong and persuasive case for taking older learning seriously in our postmodern world. Kenneth Wain, University of Malta Lifelong learning in later life is an essential handbook for a wide range of people who work alongside older adults in varied contexts. This handbook brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe. Issues discussed include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life learning, education of marginalised groups within older communities, inter-generational learning, volunteering and ‘active ageing’, the political economy of older adulthood, learning for better health and well-being, and the place of seniors in a learning society. Brian Findsen is a professor of adult education, Faculty of Education, University of Waikato, Hamilton, New Zealand. His writings are usually constructed within a social justice framework such as The Fourth Sector: Adult and Community Education in Aotearoa New Zealand (edited with John Benseman and Miriama Scott in 1996) and Learning later (2005). Marvin Formosa is a lecturer in the European Centre for Gerontology, University of Malta, Msida, Malta. In addition to various articles focusing on critical educational gerontology, recent and forthcoming books include Social Class Dynamics in Later Life (2009) and Social Class in Later Life: Power, Identity and Lifestyle (with Paul Higgs, 2012).

This comparative resource charts the interface between the University of the Third Age (U3A) movement and active ageing, and in doing so, offers a comprehensive and thorough understanding of what U3A means in different geographical and sociocultural contexts. After first providing introductory chapters to introduce the U3A movement and active ageing in global perspective and tracing the origins of U3As in France, the book sets off charting the international development of U3As in both European and Asian-Pacific contexts. Deliberately, the book moves away from the dominant Anglo-centric US- and UK-rooted analyses of U3As to account for contexts of different political ideology, sociocultural values, geography, and degrees of urbanisation and industrialisation. Lastly, it thematises foreseeable issues, concerns, and predicaments that the global U3A movement faces while meeting the challenges and seizing the opportunities presented by active ageing. The chapters’ comparative perspectives encompass: Origins and development: The Francophone model of U3As The development and characteristics of U3As in European and Asian-Pacific geographies From social welfare to educational gerontology: U3As in China, Russia, Taiwan, Malaysia and South Korea U3As in Italy, Spain and Sweden: A dynamic, flexible, and accessible learning model Late-life learning for social inclusion: U3As in Poland, Iceland, United Kingdom, and Malta The U3A movement in Australia: From statewide networking to community engagement Cross-cultural perspectives on U3As: The case of Thailand The University of the Third Age and Active Ageing boasts welcome contributions to the scholarship on the different histories, structures, and challenges posed by national U3As. Readers from a variety of backgrounds and research interests including gerontology, geriatrics, active ageing, older adult learning, comparative education and educational technology will find this a necessary and valuable resource in better understanding a globalised U3A world. "The University of the Third Age and Active Ageing: European and Asian-Pacific Perspectives contributes to the deep well of histories, experiences, structures, accomplishments and problems of national U3As. It emerges as a tapestry of extraordinary research that offers to guide the U3A movement as it soon enters its fiftieth year of existence." - Prof. Stephen Katz. Trent University

Completely revised with new chapters and sections covering everything the health-care provider needs to know when working with the older adult either at home or in nursing and long-term care facilities. Chapters cover factors affecting nutrition, nutrition and disease, nutritional assessment, dining challenges and regulatory compliance. This scientifically sound and practical resource for new and experienced nutrition professionals includes new forms, resources, the food guide pyramid for older adults and an index of tales.

This open access book provides a comprehensive perspective on the concept of ageism, its origins, the manifestation and consequences of ageism, as well as ways to respond to and research ageism. The book represents a collaborative effort of researchers from over 20 countries and a variety of disciplines, including, psychology, sociology, gerontology, geriatrics, pharmacology, law, geography, design, engineering, policy and media studies. The contributors have collaborated to produce a truly stimulating and educating book on ageism which brings a clear overview of the state of the art in the field. The book serves as a catalyst to generate research, policy and public interest in the field of ageism and to reconstruct the image of old age and will be of interest to researchers and students in gerontology and geriatrics.

The United States is among the wealthiest nations in the world, but it is far from the healthiest. Although life expectancy and survival rates in the United States have improved dramatically over the past century, Americans live shorter lives and experience more injuries and illnesses than people in other high-income countries. The U.S. health disadvantage cannot be attributed solely to the adverse health status of racial or ethnic minorities or poor people: even highly advantaged Americans are in worse health than their counterparts in other, "peer" countries. In light of the new and growing evidence about the U.S. health disadvantage, the National Institutes of Health asked the National Research Council (NRC) and the Institute of Medicine (IOM) to convene a panel of experts to study the issue. The Panel on Understanding Cross-National Health Differences Among High-Income Countries examined whether the U.S. health disadvantage exists across the life span, considered potential explanations, and assessed the larger implications of the findings. U.S. Health in International Perspective presents detailed evidence on the issue, explores the possible explanations for the shorter and less healthy lives of Americans than those of people in comparable countries, and recommends actions by both government and nongovernment agencies and organizations to address the U.S. health disadvantage.

Whether it is earning a GED, a particular skill, or technical topic for a career, taking classes of interest, or even returning to begin a degree program or completing it, adult learning encompasses those beyond the traditional university age seeking out education. This type of education could be considered non-traditional as it goes beyond the typical educational path and develops learners that are self-initiated and focused on personal development in the form of gaining some sort of education. Essentially, it is a voluntary choice of learning throughout life for personal and professional development. While there is often a large focus towards K-12 and higher education, it is important that research also focuses on the developing trends, technologies, and techniques for providing adult education along with understanding lifelong learners’ choices, developments, and needs. The Research Anthology on Adult Education and the Development of Lifelong Learners focuses specifically on adult education and the best practices, services, and educational environments and methods for both the teaching and learning of adults. This spans further into the understanding of what it means to be a lifelong learner and how to develop adults who want to voluntarily contribute to their own development by enhancing their education level or knowledge of certain topics. This book is essential for teachers and professors, course instructors, business professionals, school administrators, practitioners, researchers, academicians, and students interested in the latest advancements in adult education and lifelong learning.