Europe's Ageing Population - Should We Be Worried?

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The aim of the course is broadening of the students’ knowledge related with the progress of ageing process in different countries, with the special focus on proposals for solutions that could be implemented in different sectors of social life, education, social education or other areas of life.

The aim of the course is broadening of the students’ knowledge related with the progress of ageing process in different countries, with the special focus on proposals for solutions that could be implemented in different sectors of social life, education, social education or other areas of life.

Type of course: optional

Semester: winter

Number of hours: 15

Type of classes: a combination of lecture and workshops

Score: 3 ECTS

1. M. Skinner, Geographies of ageing: Progress and possibilities after two decades of change, Progress in Human Geography, 2015, Vol. 39(6), s. 776–799.

2. G. Moriello, The Effect of Implicit Stereotypes on the Physical

Performance of Older Adults, Educational Gerontology, 2013, 39: 599–612.

3. A. Leszczyńska-Rejchert, Człowiek starszy i jego wspomaganie – w stronę pedagogiki starości, Olsztyn: Wydawnictwo Uniwersytetu Warmińsko-Mazurskiego 2005.

4. B. Szatur-Jaworska, P. Błędowski, M. Dzięgielewska, Podstawy gerontologii społecznej, Warszawa: Wydawnictwo ASPRA-JR 2006.

5. A. Zych, Przekraczając smugę cienia. Szkice z gerontologii i tanatologii, Katowice 2009, s. 85-100.

6. A. Hulewska, Stereotypowe przekonania na temat kobiet i mężczyzn w okresie późnej dorosłości, [w:] A. Brzezińska, K. Ober-Łopatka, R. Stec, K. Ziółkowska (red.), Zagrożenia rozwoju w okresie późnej dorosłości, Poznań: Wydawnictwo Fundacji Humaniora 2007, s. 185-196.

7. K. Wiśniewska-Roszkowska, Nowe życie po sześćdziesiątce, Warszawa: Instytut Wydawniczy Związków Zawodowych 1986, s. 49-54.

8. R.H. Adams, The determinants of international remittances in developing countries, World Development, Vol. 37 (1), 2009, p. 93-103.

9. L. Baldassar, Transnational families and aged care: The mobility of care and the migrance of ageing, Journal of Ethnic and Migration Studies, Vol. 33 (2), 2007, p. 275-297.

10. J. Knodel, J. Kespichaywattana, Ch. Saengtienchai, S. Wiwatwanich, How left behind are rural parents of migrant children? Evidence from Thailand, Ageing and Society, Vol. 30 (05), 2010, p. 811-841.

11. R. Uribe, Migrants Support their Older Parents from a Distance, Migraciones Internacionales, vol. 7 (1), 2013, p. 267-276.

12. J. Hendricks, The Elderly in Society: Beyond Modernization Social Science History ,Vol. 6, No. 3 (Summer, 2002), pp. 321-345

13. E. Ockleford, Y. Barnes-Holmes, R. Morichelli, A.Morjaria, F. Scocchera, F. Furniss, Claudio Sdogati and DermotBarnes-Holmes, Mistreatment of Older Women in Three European Countries: Estimated Prevalence and Service Responses, „Violence against Women”, No. 9, 2003, p. 1453-1464.

14. G. J. Anetzberger(2008), ElderAbuse. Encyclopedia of Interpersonal Violence. SAGE Publications, 3 March 2009. Dostępne na: /http://sageereference.com/violence/Article_n157.html [Data dostępu: 12.10.2009]

15. J. B. Bond, R. L.Penner, PYellen. Perceived Effectiveness of Legislation Concerning Abuse of the Elderly: A Survey of Professionals in Canada and the United States, “Canadian Journal on Ageing”, Vol. 14, sup. 2, 1995, p.118-135.

16. R. J. Bonnie, R. B. Wallace [eds.], Elder Mistreatment, Abuse, Neglect and Exploitation in Ageing America, National Academic Press, Washington D. C.2003

17. M. Rysst, ‘‘Healthism’’ and looking good: Body ideals and body

practices in Norway, Scandinavian Journal of Public Health, 2010; 38(Suppl 5): 71–80.

18. V. C. Giampapa, A. Fuente del Campo, O. M. Ramirez, Anti-Aging Medicine and the Aesthetic Surgeon: A New Perspective for Our Specialty, Aesthetic Plastic Surgery, 2004, 27:493–501.

Learning outcomes:

Student:

1. knows and understands the definitions of the most important sociological terms, can identify specific problems undertaken by sociology (KP6_WG1)

2. is able to identify social problems of a selected community / social group and analyse, evaluate and propose solutions (KP6_UW8)

3. is determined to improve his/her social skills (KP6_KO1)

4. is open to work in a group, being able to assume various roles in it, sees the need for managing teams creatively (KP6_KO2)

Method of evaluation: Oral exam

During the exam the student will have 3 questions – two from the course and one to individual preparation - at the last class students will get a topic connected with the course to individual preparation for exam; each question will give for student 10 points; in order to pass exam student should get 51% (16 pkt) of all points

Student could leave one class in order to get a positive mark from the subject.