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A - - . - k - ”2““ Q: :4: .4 V— ‘ A "fit-2!}: W. _ fi 1:1 THESIS Date June This is to certify that the thesis entitled RESEARCHING PROBLEMS IN AGING: THREE DOCUMENTARIES FOR CLASSROOM USE presented by Andra Lynn Scott has been accepted towards fulfillment of the requirements for .MQSIEL'S—degree in __Ielecommunicat1'on Zm’éwafie Major professor 10, 1983 0-7639 IVISSI.} RETURNING MATERIALS: P1ace in book drop to LIBRARIES remove this checkout from “ your record. FINES will be charged if book is returned after the date stamped below. ii 1'7 ‘33 a: Q C”! ”a": I; . :11, l." V 9 h} .r" 13-. RESEARCHING PROBLEMS IN AGING: THREE DOCUMENTARIES FOR CLASSROOM USE By Andra Lynn Scott A THESIS Submitted to Michigan State University in partia] fulfiliment of the requirements for the degree of Master of Arts Department of Telecommunication 1983 Accepted by the faculty of the Department of Tele- communication, College of Communication Arts and Sciences, Michigan State University, in partial fulfillment of the requirements for the Master of Arts degree. :I-ZJLN’ 3M Director of Thesis [‘01- 9109 ABSTRACT RESEARCHING PROBLEMS IN AGING: THREE DOCUMENTARIES FOR CLASSROOM USE By Andra Lynn Scott This thesis consists of two major components: first, three one-half hour, videotaped documentaries, each one dealing with a distinct problem of older Americans, and second, this written and bound text containing information on and rationale for the grant under which the programs were produced, an explana- tion of the intended use of the tapes, a discussion of the issue addressed and problems and procedures encountered in the produc- tion process, a statement of evaluation of the quality and viability of the tapes along with a listing of individuals and agencies who have leased or purchased any or all of the programs. A script for each show is included, as well as a bibliography of the sources used in the researching of the three program topics. The videotaped programs are on file and available through the Department of Telecommunication, Communication Arts Building, Michigan State University. TABLE OF CONTENTS ACKNOWLEDGMENTS ....................... vi Chapter I. INTRODUCTION ...................... 1 The Grant ........................ 3 Intended Audience .................... 4 The Medium ....................... 7 The Format . ....... . ................ 8 II. THE FIRST PROGRAM: "EDUCATION FOR LIFE!" ........ 11 The Problem Addressed .................. 11 Matters of Production .................. 15 On-Camera Interviews: The Experts ---------- 15 On-Camera Interviews: The Older Learners ....... 18 Production Problems .................. 22 Shooting Time Narration Editing III. THE SECOND PROGRAM: "WHERE CAN I GO WHEN I CAN'T GO HOME?" ................ 29 The Problem Addressed .................. 29 Matters of Production .................. 38 On-Camera Interviews: The Experts .......... 38 On-Camera Interviews: The Older People ........ 40 Production Problems .................. 44 Scripting Technical Time Narration iv IV. THE THIRD PROGRAM: "ALTERNATIVE TO RETIREMENT: LIFELONG LIVING" ............ - 49 The Problem Addressed ................. 49 Matters of Production ................. 57 On-Camera Interviews: The Experts . . . . . . . . . . 57. On-Camera Interviews: The Retirees ......... 59 Production Problems ................. 61 Technical Time Scripting Editing V. EVALUATION OF THE PRODUCTION .............. 64 APPENDICES A. Script for the First Program, "EDUCATION FOR LIFE!" ............. 67 B. Script for the Second Program, "WHERE CAN I GO NHEN I CAN'T GO HOME?" ...... 96 C. Script for the Third Program, "ALTERNATIVE TO RETIREMENT: LIFELONG LIVING" 123 D. Statements of Evaluation and Listing of Users 152 SELECTED BIBLIOGRAPHY ............... '. . . . 162 ACKNOWLEDGMENTS I gratefully acknowledge several individuals for their help in regard to my Masters work and this thesis: First, my family and my friends, for their constant faith in me and their unqualified support in this and in all endeavors; Ellen Sullivan and Irene Kazieczko and the staff at the Center for Aging Education, Lansing Community College, for their help in the grant project itself and in this thesis which grew from it; The people whom I work for and with in the Instructional Media Department at Lansing Community College, particularly Chairman Dale Dunham, Media Technology Program Director Dr. Lee Thornton, and faculty member James Greene, for their friendship and willingness to advise me and make Department facilities and their expertise available for this project and thesis; Professor Arthur Held, Department of Telecommunication, Michigan State University, now retired, who began with me on this thesis as my advisor. Most of all I want to thank Dr. Robert Schlater in the Depart- ment of Telecommunication at Michigan State University_for his help and direction and encouragement in acting as my final advisor and thesis director, without whom this project could never have become a thesis. CHAPTER I INTRODUCTION In the past, interest in human growth and development has been focused on the earlier stages of life, on youth. In general we have been lead, either directly or tacitly, to believe that old age is something to be dreaded and feared, a time of uselessness. idleness, mental and physical deterioration, and illness. As a collective whole and as individuals, the elderly have been made the brunt of mindless jokes and have been subjected to traditional stereotypes and myths surrounding old age. Or, worse yet, they have been ignored altogether.1 But things are changing. The sheer number of elderly people in America is forcing attention to be focused on their problems and needs. Increased life expectancies stemming from medical advances and modern health care practices are affecting the make-up of the population of the United States. The elderly 2 Predictions are now the fastest growing group in this country. based on this population explosion vary, but we're told that the proportion of people in the U. S. over 65 years of age could 1Barbara Silverstone and Helen Kandel Hyman, You and Your Aging Parent (New York: Pantheon Books, l976), pp. 6-8. 2Robert N. Butler, M. 0., Why Survive? Being Old in America (New York: Harper & Row, l975), p. l6. represent as much as 33 percent of the total p0pulation by the year 2000.3 The size of this group, plus the fact that voting patterns consistently show turn-outs at the polls are higher for older voters than for younger ones, has not gone unnoticed by the politicians. Over the past 15 years major efforts have been made to improve the welfare of elderly Americans, starting with the first White House Conference on Aging in l961 and the estab- lishment . . . of the U. 5. Senate Committee on Aging. In 1965 came the passage of the Older Americans Act and the creation . . . (of) the Administration of Aging. Legislators are constantly considering new bills to benefit the elderly, . . . The rising interest in the elderly is not limited to legislative circles alone. Programs for the elderly are featured in the popular press. . . . TV and documentary films are beginning to show the many faces of old age and make the general public stop and think about the needs of the elderly. Professionals in public and private agencies are trying to meet these needs and provide more supportive services. Social planners are contemplating more comprehensive health services and second careers to make the retirement years more meaning- ful, less empty. Even the building and architectural fields are dreaming up new communities geared to the life of older people.4 Some inroads have been made for older Americans. But the pre- judices and biases persist, even among older people themselves, nurtured on ignorance of the potentials, realities, and needs of old age. A long- range and continuing effort has to be made in our society to increase understanding of the aged and their needs. Since most of the current, negative view of old age represents a basic lack of knowledge, some means of information dissemination must be established to educate the general population and older people themselves on the facts related to aging 3Richard Nelson Bolles, The Three Boxes of Life (Berkeley, California: Ten Speed Press, l9787, p. 357. 4Ibid., Silverstone, pp. 7-8. and the requirements of the elderly. The Grant It was with such a goal in mind, and prompted by the lack of appropriate materials on videotape or film, that a grant5 was applied for, and received, through the Michigan Department of Education by Ellen Sullivan, Director of the Center for Aging Education, Lansing Comnunity College, Lansing, Michigan. The grant proposal was developed in cooperation with two other Michigan institutions: C. S. Mott Community College in Flint, represented by Stephany R. Diana, Coor- dinator of Older Student Programs and Gerontology Curriculum; and Grand Rapids Junior College in Grand Rapids, represented by Dr. Robert Riekse, Professor of Political Science and Sociology. Along with these three individuals, Irene Kazieczko, Assistant Director of the Center for Aging Education at LCC, also acted as an advisor for the grant. The overall objective of the grant was to develop the founda- tions for a communication network of information on gerontological problems and issues. To accomplish this, several components were proposed:° workshops, information sharing meetings, a newsletter, a taskforce to set up the actual information sharing network among community colleges in Michigan (and perhaps elsewhere), and three one-half hour video programs dealing with three separate topics on aging. The Center for Aging Education approached the Instructional Media Department at Lansing Community College in regard to production 5"Foundations for a Statewide Model for Aging Education in Michigan," Title I-A, Higher Education Act grant. Ellen Sullivan, grant initiator, Program Director, Center for Aging Education, Lansing, Community College, Lansing, Michigan, April 24, 1978. of these programs, and through this Department I worked as writer and producer of all three. As producer I had sole responsibility for all research, scripting, and production planning and decision making and imple- mentation, including the choosing of on-camera interviewees and talent, dates and locations for shooting, music, graphics, program format and design, and all scheduling of crew and equipment, as well as directing all remote shooting and final editing of the programs. By the time the project was completed, I had also acted as floor manager, teleprompter operator, equipment carrier, driver, and general all around "gopher." Intended Audience Perhaps the first question I faced was in deciding exactly who would be the primary audience for the tapes and, therefore, to whom I would be primarily addressing the information. In general, the purpose of the tapes was to "raise community awareness"6 of particular needs and concerns of the aged. The grant itself stated that ". . . older adults are the primary target group for the pro- "7 But it also recognized that aging education posed programs. . . . is “. . . particularly pertinent for families of the elderly. . (as) families and especially children of the elderly . . . commonly seek out services and information for their aged parents. Therefore, children of older adults have interest in and need for information as do the elderly themselves."8 61bid., p. 5. 71bid., p. 2. 81bid., p. 3. Additionally, the purpose of the grant in general and the video portion in particular was to address ". . . the need for communication and information dissemination related to aging education. . . ."9 Aging education is defined as ". . . but not limited to: education for older adults; education and training of those persons who are working with or plan to be employed in serving older persons; and educational activities for a general population about the aging process. Information about aging issues is important to educational service providers as well as to older adults themselves."10 Obviously, there was a variety of people who for a variety of reasons at one time or another might view the tapes (older adults, their families and other interested parties; gerontological educators and service providers; and younger segments of the population who, of course, some day would move into place as senior citizens, hope- fully at least somewhat educated to the problems and solutions involved ’ in the aging process). Given this variety, it appeared the audience for the tapes might be simply termed "general viewing audience.“ In considering the uses to which the tapes would be put, a general viewing audience also seemed to be the group that I had to consider: First, the tapes were to be presented to local television stations as public service programming. Second, perhaps the most long lasting potential of the tapes lay in plans to use them as instructional aids in gerontological conferences, training seminars, informational workshops, and regular classes sponsored by Lansing 91bid., p. 3. loIbid. Community College, C. S. Mott, and Grand Rapids Jr. College. Third, the tapes were to be made available through purchase or lease to other educational institutions or interested public or private agencies.11 Despite an always varying audience with an unpredictable age range and a multiplicity of purposes and reasons and situations for viewing the tapes, I felt it imperative that they be created in such a way that the programs would present a strong identification factor for the older adult. The definition of the "older adult" varies, of course. Some will say that the youth culture in this country has made age 30 "over the hill." The U. S. Department of Labor classifies workers 45 years 12 and more likely, therefore, to suffer old and over as "older workers" age discrimination in the process of a job search. For years age 65 has been a rather official entrance level into"old age," a spillover from its being the retirement age on which social security is figured. (Actually it was arbitrarily chosen in.1889 by Otto von Bismarck when, as Chancellor of the German Empire, he set into motion the first on- record national "old age" pension program. America followed suit in 1935 when Roosevelt signed into law the Social Security Act, also adopting the age of 65.13) According to the Older Americans Act of 1965, individuals must be 55 and older to benefit from various programs set 11As outlined by Ellen Sullivan, Director, Center for Aging Education, Lansing Community College, Lansing, Michigan, during an informational meeting, November 27, 1978. 12Interview with Denis Gray, Director, Job Corps, Tri-County Office on Aging, Lansing, Michigan, September 13, 1979. 13"Retiring at 65: An Arbitrary Cut-off that Started with Three Men." Dun's Review, October 1977. up to aid the elderly.14 Ellen Sullivan's response as to who consti- "15 For tuted the older adult was those who are "about 50 and over. purposes of the three programs, I thought of my "identification factor" in terms of a viewer who would be around 60 years and older. In my mind, this meant that the pe0ple I put on camera, who would be imparting the information I felt relevant, should also be about that age. The Medium Before the finalization of the grant, a decision had to be reached, and for purposes of the grant had to be jUstified, as to what would be the most effective medium to present programs dealing with issues on aging. In a meeting with Ellen Sullivan and Irene Kazieczko from the Center of Aging Education and Dr. Lee Thornton, Program. Director for Television Operations, Instructional Media Department, Lansing Community College, it was made clear that film would be pro- 16 According to Dr. Thornton, film would also hibitively expensive. present problems in securing the needed equipment and crew, if the programs were to be produced through the Instructional Media Depart- ment. The project advisors for the grant were unanimously not in favor of a slide-tape presentation, feeling it to be too static and 14Oider Americans Act of 1965, As Amended, History and Related Acts, Administration on Aging, Office of Human Development Services, U. S. Department of Health, Education, and Welfare, Washington, D. C. 15Interview with Ellen Sullivan, Director, and Irene Kazieczko, Assistant Director, Center for Aging Education, Lansing Community College. Lansing, Michigan, November 29, l978. 16A figure of $l,OOO per minute for film was quoted, that figure obtained from a member of the cinematography faculty at Lansing Community College. limited in its appeal and potential. Video tape, then, seemed to be the obvious answer from the points of view of desirability, cost, and facility availability. Considering the way in which the programs were to be used, video also seemed to be the likely medium. As stated in the grant: One effective and cost-efficient means for reaching older adults, especially those not already tied to the service system, is by broadcast TV or cable TV. A well-produced and effectively-advertised television program disseminated from strategic points across the state has the potential to impact on nearly every home in the state of Michigan. Programs designed for older adults could serve not only to highlight training opportunities and identify state services, but also to create a general public awareness of aging 17 problems and the resources available to meet those problems. The Format I planned the same basic format for all three shows: a documentary style, straightforward presentation, using a combination of three major sources of information: First, edited statements from on-camera interviews with older people who had themselves faced the issues and who had experienced the problems with which the programs dealt; Second, edited statements from on-camera interviews with "experts" in the particular field or subject matter being discussed; Third, a narrator to be used both on camera and as audio voice- over to supply any vital information which might not show up in the interviews and to act as a "bridge" in moving from one sequence to another. I viewed the use of the narrator as a security factor for 17Ibid., "Foundations for a Statewide Model for Aging Education in Michigan," p. 2. me, the one element within each script over which I had complete control. To keep as much control, as well, over the on-camera interviews, I did all of the questioning myself. I preferred, however, not to appear in any of the shows. A common technique in television, one that certainly facilitates the editing of an on-camera interview, is for the cameraman, after the actual interview has been shot, to collect a few basic cut- aways which include the interviewer: establishing two-shots of the interviewer and the person being interviewed; shots of the interviewer alone, nodding, asking the questions over again which had been pre- sented during the shooting; and so forth. In editing, these shots 18 I opted are inserted where cuts have to be made in the interview. against this technique for at least two reasons: First, I felt I had pthree topics so laden with infbrmation it was going to be difficult as it was to cover each of them in the allotted one-half hour program. The appearance of an interviewer asking questions was, I felt, super- fluous and a waste of precious seconds. Second, as I mentioned, I wanted to control the on-camera interviews, but I did not choose to be the narrator of the series. I was uncomfortable with the thought of the narrator and the interviewer being two different people. How would I explain who that interviewer was? where did she come from? where did she go? how was she connected? All that was really vital and necessary to make the information 18This is a basic technique commonly used in local and national news reporting and in programs such as CBS' 60 Minutes or in other magazine format shows. IO flow was the comments made by those who would be interviewed and by the narrator. I did not feel the need to specify the questions that had to be asked in order to elicit those comments. CHAPTER II THE FIRST PROGRAM: "EDUCATION FOR LIFE!" The Topic: Education for the older learner, the necessity and benefits of education for aged Americans. The Goal: The issue of education for older adults is laced with problems and misconceptions and aging myths. The overall goal of this first program was to present a new definition of education as a life- long learning process and thereby to debunk the old definition which saw education as something just for the young, as primarily a training ground for a specific field of work or a parti- cular job, and to present some reasons for and advantages of the concept of lifelong learning. The Problem Addressed Richard N. Bolles has referred to the life activities of the average person in terms of three periods: "That's the way it goes in our culture: education, work, retirement -- the Three Boxes. First an "orgy of learning," then an "orgy of working," and finally an "orgy of leisure." The definition of education has traditionally been involved with the first "box" or period in a person's life. It has been some- thing for the young, a basic and general training ground at first, eventually zeroing in on areas of one's own choosing, Specific learn- ing for a specific job or career. For some, "completing" one's educa- tion has meant obtaining a high school diploma, perhaps some additional vocational training; for others it included a college degree. At any 191bid., Bolles, p. 335. 11 12 rate, at some point quite early on in one's life, "getting an educa- tion" ended, and the second period, "going to work," began. The first period was subservient to the second and represented a propor- tionately smaller part of one's total life span. Similarly, the third period, "retirement/leisure," was considered to be of a shorter duration than the second.20 Life altogether should not, of course, be segmented into these distinct periods of education, work, leisure. All three should run concurrently and continuously throughout as much of one's life as possible. This is not to say that education does not serve the traditional purpose of preparation and training for a job or career. But it does mean that education Can be and must be much more.21- Continuing education is considered among educators and gerontology experts to be a major community need and goal, a right of all_age groups, a way in particular for older people to achieve a full and meaningful life, a way for each of us to develop potential 22 Unfortunately, an unqualified acceptance all through our lives. of the right, legitimacy, and appropriateness of older people to engage in education meets with an array of barriers. The persistence of the traditional definition of education 20Ibid., Bolles, pp. 5-10. 21Interview with Dr. Howard Y. McClusky, Professor Emeritus, Office of Community Adult Education, University of Michigan, Ann Arbor, Michigan, January 23, 1979. 22Dr. Howard Y. McClusky, Education: Background Issues for the 1971 White House Conference on Aging (Washington, D. C., GPO, February, l97T). 13 is one of those barriers. As long as it is seen solely as the method by which one pursues employment, education cannot be regarded as a legitimate activity for someone who is about to leave or has already left the work world. Education has a significant and powerful role to play in helping older people deal with an entire range of problems and needs which are characteristic of one's later years: financial, health, activities and social contact, the need to feel useful, to achieve, to express oneself, to obtain certain skills, to learn to cope with the changes, traumas, and problems that appear later in life.23 Even if it is admitted that such needs might be met through education, there is another immediate barrier established in our society, and that is "ageism," prejudice against the elderly. We have established a set of myths about age which-are particularly difficult to overcome. In the youth culture of America, these myths are summed up in one old and popular (but inaccurate and self-defeating) axiom, which has been inflicted on us all: "You can't teach an old dog new tricks." It has become imperative to impress upon educational systems and institutions, service providers, older people themselves, and the general public that learning is not the prerogative of youth, that people can and must learn all through their lives, and that encouragement as well as opportunities must be provided. 231bid., McClusky, Education.... 14 Older people are often their own worst enemy. Having been brainwashed into believing that they lose their capacities as well as their need to continue learning, they become afraid even to try. They do not consider education as an option open to them.24 To make matters worse, very often an older person has been away from the educational setting for 30, 40, even 50 years, and still defines education as "readin', writin', and 'rithmetic." Many do not realize the variety of subjects available, particularly at a community college level. A good proportion of people over 65 never finished high school, some may have only an eighth grade educa- tion, some even less. They simply have never thought of themselves as being part of a higher education environment, much less doing well in it, even excelling in it.25 For this first program, I decided to focus in on two major themes: First, I felt I had to explain why education is necessary and vital for older people, why the lifelong learning concept is so important; and I would do this with the interviews with aging education experts. Second, I would state the problems involved in getting older people back into an educational setting; and I would accomplish this via firsthand accounts by older people who had experienced the fears and traumas and hesitations about re-entry into an educational situation. 24Ibid., interview with Sullivan and Kazieczko. 25David A. Peterson, "The Role of Gerontology in Adult Education," in Learning for Aging, edited by Grabowski and Mason (Washington, D. C.: Adult Education Association of the U.S.A., 1974), pp; 44-45. 15 Matters of Production On-Camera Interviews: The Experts By the time I was ready to shoot these interviews, I had a first rough script. It was made up simply of pages of paragraphs, each one containing some major point culled from the research which would have to be addressed by someone -- experts, older people, or the narrator -- in the final edited program. There were two obvious and excellent people to whom I turned _ as my on-camera experts: Since I had spoken with both of them at length, I felt I could almost anticipate what they would say on camera. With Ellen Sullivan I had an individual who was extremely articulate and knowledgeable in the overall field of aging education as well as someone who was a dedicated advocate of lifelong learning and rights for the aged. Perhaps the only strike against using her on camera was her age. I felt the need for a strong identification factor to run through all three programs. To me this translated to using older people on camera. I didn't want a viewer in his or her fifties or sixties, seventies or older to think, “How would she know what is good for someone my age" or "How could she understand how I feel," etc. Ellen's interview, however, was informationally so clear and concise that it minimized the disadvantage of her age. What disadvantage there was, if any, was balanced out by her appear- ance in tandem with the second expert, Dr. Howard Y. McClusky, Professor Emeritus at the University of Michigan. Dr. McClusky was over 70 years old and was a nationally recognized and highly regarded authority in the field of continuing 16 education and adult learning. In l97l he had written the background paper for the White Heuse Conference on Aging, a paper that subse- quently became a classic statement on the problems and needs involved in continuing education.26 Initially I set up an appointment simply to talk with Dr. McClusky about the concept of lifelong learning and to gain some insight on how to structure the program. He agreed during the course of that first talk to be interviewed on camera. We set a date for the remote crew to go down to his depart- mental offices at the University of Michigan. I explained to him that basically I wanted him to cover the same information he had given me during the course of our first talk. He asked for and I (mailed to him a copy of the specific questions which I would pose. I left the option open, of course, to follow any leads in his answers and pursue certain areas or ask questions that might come to mind during the interview. Supplying such a list ahead of time sometimes helps in a taping. It can aid a person in preparing crisp, concise answers that zero in on important areas and can prevent any great deviation from the points to be covered. It can even allow an interviewee to make suggestions for added questions that will elicit further pertin- ent facts and statements. What I had after talking with Dr. McClusky for an hour on camera was an interview longer than visualized, with much more informa- tion that I had anticipated. Had I taken more than four l5-minute 26Ioid., McClusky, Education.... 17 video tapes, the interview would not have been halted when it was. A large shooting ratio is normally a luxury. With Dr. McClusky's interview, it made scripting and editing difficult for me. What he said and the way he said it made nothing on the tapes trivial. The basic answers I needed seemed scattered in a flow of words spoken from his years of dedication to his field. [The basic barebone facts needed for a one-half hour program were difficult to extract from their context. No matter how I arranged them, the words I chose to use in the program didn't do justice to the interview itself, or the man who was doing the talking. If I had had more experience both with interviewing and the whole production process, I might have realized some of the structural problems of the interview, and I might have been more forceful and able in drawing out the answers and information I needed, asking questions a second time or probing for a shorter statement in places. I too often became a passive listener instead of an active interviewer. Despite the small amount of material I would be able to use in relation to what had been recorded, one important point remained: the validity of Dr. Howard McClusky's appearance on tape and his comments on the vital issues with which I was concerned.27 Because Ellen was more of a known quantity to me, and because she was so close at hand and available, I had purposively planned her taping for after Dr. McClusky's. Hopefully, her statements would supplement his. If I had left any gaps, she would be able to fill them in; if I needed any clarification or elaboration, she could supply it. 27Dr. McClusky died in 1982. In talking with Ellen Sullivan, I learned that Education for Life! may well be his only on-camera interview existing at this time. 18 On-Camera Interviews: The Older Learners On the Lansing Community College campus there is a club known as the "OWLS," an acronym for "Older, Wiser, Learning Studentsfi' a group of senior age, past and present LCC students, who hold their meeting once ii month at the college. When I began looking for older students with whom I could talk, both on and off camera, I asked Ellen Sullivan, who was the club's advisor, to arrange for me to visit one of the OWLS' meetings. I also asked her to have the students stand up one by one and introduce themselves and briefly tell the group how long they had been taking classes, why they had begun taking them, and which classes they had been enrolled in. With a usual attendance of 40 to 60 people at these meetings, such a rundown would give me a valuable introducion to a good number of people in a minimal amount of time, not having to find and meet with a large number of people individually. I would be able to get at least a cursory look at each of the people in the group, see how they acted, hear what they sounded like, as well as learn what they had to say about their educational experiences at LCC. I took fast, cryptic notes in shorthand as each person spoke, later transcribing the material on the typewriter. After the meeting, I met casually with several of the OWLS, getting some viewpoints about education, asking some of the same questions I had posed to my experts, always taking notes in shorthand which were later trans- cribed. A few days later I sat down with Ellen and Irene to go over the list of students from the OWLS meeting. As both of these women 19 work closely with many and most of these older students, they could offer valuable input and suggestions on the several whom I had chosen as seemingly strong possibilities for on-camera interviews. Eventually the list narrowed down to a more manageable number. I spoke with approximately 15 individuals. What I was searching fer was a few older students who could articulate their educational experiences, whose stories about re-entry into and being involved in an educational setting would include some of the classic fears and hesitations older people often have about seeking formal school- ing in later years. (Basically such reasons include a fear of being in a strange place; of literally getting lost; of being the oldest one in a classroom; not being able to do the work or not understanding what was being said; meeting with ridicule from friends or family members, etc.28) I felt it important to include at least one or two people who seemed at first glance to be "unlikely" college potential. Added to the list of criteria was also the simple fact of the availability of the person at the time and place I could schedule a crew. In the end I scheduled seven interviews, actually shot six, and used statements from only four of these older students. I also interviewed an LCC instructor who was teaching classes for the Center for Aging Education in convalescent homes in the area under an outreach program. Tom Northey was a former Lansing School System teacher. I knew when I first spoke with him that he would be excellent as an on-camera interviewee. And although he actually qualified as on "older student," being a firm believer in always enrolling in a class or two, I wanted to show him on camera in his 285. R. Diana, "Higher Education: A Viable Leisure Time Activity for Older Adults," C. S. Mott Community College, Flint, Michigan, April, 1976. (Mimeographed.) 20 role as teacher, working with people in wheelchairs and with canes, very old, some quite incapacitated, but still involved in a formal learning situation. For all of these interviews, I used the same basic list of questions, reasoning that by doing so I would gain a good editing latitude. I would be able to pick and choose among the answers, combining some, taking the best versions, and so forth. Because I had pre-interviewed each person before going on camera with them, I could also ask personal and more individualized questions of each. I believed that if these people had a chance to get to know me a little, we might both be more at ease once we were actually being taped. With some people, this seemed to be true. But the mere presence of camera and crew changed some of my older students. I learned that only up to a point can you insure a good interview. Someone who sits in their living room or in your office and converses easily and glibly can stiffen and freeze when put on camera, and stay stiff and frozen no matter how many tricks you use to loosen them up. One question came up for which I personally did not find a comfortable answer: If you interview someone on camera, are you obligated to use them in the final program? Professionally the answer is ”of course not." You always do what is good for the program. But from my own standpoint, I felt when I asked someone to be a part of the production, I had cost them time, effort, and probably gas money, and I was not at ease in excluding them in the end. Two interviews which had been shot were not used at all in the final edited program. One was excellent, but the tape suffered 21 a technical problem -- an audio buzz which had not been discernible during shooting. The other was simply too poor an interview to offer any sort of valuable segment. Both people were contacted, told about technical difficulties, apologized to, and thanked. Perhaps the most frustrating part of the interviews was the scheduling, which always became a somewhat artful juggling of a variety of schedules: mine, crew members', the equipment, and the interviewee (which sometimes meant an older person with transportation problems). On one occasion, having my interviewee come into the studio helped the scheduling problem, as at that point studio time was not so dear as was remote equipment availability. But seeing someone in an environ- ment of some sort, other than a limbo or cameo lit studio, was more interesting on the screen. Remote locations posed the usual questions: where? which way to point the camera? were there windows? were there curtains or shades at the windows that could be drawn? what time of day would it be - would the sun be streaming in? what was the power availability - how many outlets, how many circuits, was there a circuit breaker? would there be extraneous noise? would there be problems getting permission to be there? was there parking nearby? Having to wait in line for equipment and crews always put me under a time bind. Rather than setting up all individual inter- views, I arranged at one point for three of the older students to meet at the same place with slightly staggered arrival times. Shoot- ing in one of the lounges on the LCC campus, we had room enough to turn the camera in different directions and reset the lighting in order to achieve a different background for each of the three people. 22 I audio taped each interview with a small cassette recorder, transcribed it, and then timed it almost sentence by sentence. Once I began to develop my final script, I was able to estimate the length of almost any statement or portion or combination thereof. I also used the transcripts in logging the video tapes, noting tape location of the beginnings of answers and various midpoints, the video description for the shot (close-up, medium shot, long shot, zooms, etc.), and various notes to myself. The audio cassettes had an added advantage -- they forced me to listen to myself during the interviews, and they taught me the mistakes I was making. They gave me very pointed, poignant lessons in the art of interviewing. Production Problems There are always problems - some can be overcome, some you live with, right into the final edited copy of the program. In producing, one tends to envision a program one way before and during production, and it can be somewhat disconcerting, even disappointing, in the end to see it on a monitor looking quite different -- simplified, modified, and perhaps less professional -- from your mental picture of it. As producer, one may know all the reasons for the differences between the envisioned and the reality: problems with equipment, the lost cutaways, the interviews you could not get or that soured, the things you gave up because you ran out of time, all the compromises you had to make. Nevertheless, in the end, it is often difficult to realize you are at the end, the project is finished, and there is nothing more that you can do. 23 Shooting. We had only one color camera for shooting on this first program (an Hitachi FP 3030). When I began taping in January of 1979, it was bitter cold. The camera batteries simply could not withstand the weather and would die within two to ten minutes after rolling tape. I felt urgently in need of cutaway shots, but between Sparse equipment availability and the short life of the camera once it was in my possession, cover shots became very dear. I tried powering from my car battery, using a cable and connector designed to fit the cigarette lighter, but the video produced this way was noisy and unusable. I tried shooting through the car windows, but the shots were plagued with unsatisfactory tints and reflections. Problems with shooting cannot, of course, all be blamed on faulty equipment or the weather. Color-balance shifts, crooked or ill-composed shots, too little roll time for editing requirements, shots not long enough, too little head room, too much head room, distracting backgrounds, things growing out of heads and ears, over- exposed scenes, under-exposed scenes.... We are all capable of making mistakes. When the cameraman makes them, as producer you either accept the imperfections and live with the shots, or live without them because they are simply unacceptable; or if they are vital you reschedule and reshoot them because you have no choice. By the time I reached editing, I was still unhappy about the quantity, sometimes the quality, of cutaway material. I had more than enough interview material to present the particular points I felt had to be made. And from my edit script it was apparent that where I 24 needed a cover shot, I had one; and that where I might want to break up some long sections of interview, I sometimes had the shots to do so. Still, it seemed as if the "talking heads" were in control during a disproportionate amount of the thirty minutes. Whereas I might have one eight-to-twenty-second shot that would do the job, it would have been nice to have two or three or four shorter shots to add interest and pacing to the show. Time, At the LCC television facility, there was no such thing as a cameraman who had no other duties, and mine was not the only show being produced. With no appreciable experience either in producing in general or in working at the LCC channel, I initially overestimated vastly how quickly things could be done and underestimated the lead time I should have anticipated in setting shooting dates. Scheduling a crew and equipment was one thing; scheduling them on a day when my interviewees could be available was another. And the difference between these two could be as much as a month. I came out of shooting for the first program at a point on my calendar where I thought I would be .well started on my research for the second show. Narration. Shooting the narration proVed to be the most lingering and frustrating problem of all. Originally I had preferred having a man do the narration. The majority of people appearing throughout the program were women. (It is a normal majority in our society -- women as a whole outlive their male counterparts by about seven years. Since women also tend to marry men older than themselves, the likelihood of a wife surviving her husband becomes even greater.29) 29Ioid., Silverstone, p. 106. 25 I felt a male narrator would have a tendency to offset the number of women appearing. The script also required an older person to narrate, keeping in line with the point of view of a strong identification factor. Three people suggested to me a gentleman who was involved with the American Association of Retired Persons. I phoned him, explained the project, sent him a copy of the script (which he even read in part for me during another phone conversation), and felt very secure in my choice of him as narrator. In the studio, however, my choice became an obviously unfortunate one. The set was a simple affair: The narrator was seated in a high director's chair (we had no monies for props; I purchased it myself), semi-limbo lit. Some distance in back of him, also limbo lit, was the title of the show on a large graphic card which was suspended between two posts. The studio at that time, very frankly, did best when at its darkest, lights concentrated on as small a subject area as possible. There was no cyc, only unattractive flats, and an equally unattractive linoleum floor. One of the studio lights was scrimmed with a "cookie," spilling a mottled effect on the back flat. Camera One was used to begin on the title card, zoom out to draw the narrator into the shot as he began to speak, and cut back and forth with the second camera during the narration. Unfortuntely, the lights bothered the narrator's eyes to the point he literally could not adjust at all to them. He could not look at the camera and could 26 not read the teleprompter. We tried some readjusting, but it did not help him. In the end we pulled out and used two soft boxes, illuminating the whole area in flat, ugly light. Any effect the set might have had was completely wiped out with this new arrange- ment. It looked totally unacceptable, but it seemed to be the only solution for the moment. Even the less harsh arrangement of lights, however, did. not improve the narrator's performance or television presence. As easy-talking and articulate as he had been on the phone, and as willing as he was to help with the program, once on camera he was obviously reading the copy, and was reading it poorly to the point almost of comedy. Each section required take after take until we finally declared it "finished". But I knew that nothing I had on tape was usable. The department program director, Lee Thornton, agreed when he saw but a few seconds of it. At his suggestion, I contacted Jacqueline Partney in the 1 Public Relations Department of Lansing Community College. Jackie, I learned, had done professional televison advertising work in the past, and still did a good amount of radio announcing. She said she would enjoy being back in front of a camera again, came over to our offices that afternoon, expertly read through the copy, and returned the next day to put it on tape. Jackie's performance was almost flawless, but there were other problems. With the cameras we had available for studio use at that time (an Hitachi FP 3030 and a JVC Model CH-1800), it was 27 virtually impossible to execute a smooth zoom from the title card to Jackie. There was also a "ghosting effect" from Jackie's blonde hair against the dark limbo lit set. The narration, although audio excellent, was still visually unacceptable. At that point, however, it was the best that we could do. And the program was edited using this narration. Editing. I had allowed a week and a half for editing, and initiallly that seemed to be more than enough time. At that point the chief engineer for the television channel, Michael Winsky, was also the primary editor. Better than anyone else, he could work with the equipment -- making dim scenes seem brighter, overexposed scenes darker, cutting high contrasts to more tolerable levels, adjusting color phasing and saturation, adjusting system phase, checking each edit for technical quality, and so forth. Often we would be trying to edit and Mike would also be run- ning the channel and handling master control for a studio production in progress. As good as he was in handling all three jobs at one time, under such circumstances, editing a thirty-minute program came to seem like an interminable process. Therefore, we planned a "blitz“ session, beginning on Friday, March 2, 1979, and working straight through the following Monday. In August, when it came time to shoot the narration for the second show, the decision was made to reshoot the first narration also. I arranged two “sets" in my own living room. There we could take as much time as we liked, arrange anything we wanted to arrange, and have equipment and crew ready for both scripts. 28 The shooting was reasonably successful. It remained, of course, to re-edit the first show, and it was imperative to do so immediately. Between August 13 and 24, Mike Winsky and I once again worked through the script. I had a second, much improved version of Education For Life!, but one in which certain technical flaws and inferiorities were inherent. Short of reshooting, they were simply built in. The encouraging factor, on the other hand, was that Ellen Sullivan and the other project advisors had been using the tape (the first version) and had all along been very enthusiastic about the production of it.30’ Amid all the technical difficulties, the information was there, and the tape was serving its intended purpose as an instructional aid in classes and conferences and workshops. . (Eventually it would run, along with the second and third tapes, on all local television channels31 as public service programming.) 30Letter from Ellen Sullivan, Director, Center for Aging Education, Lansing Community College, and project advisor for the grant under which I produced the three programs concerned in this thesis, to Dr. Lee R. Thornton, Program Director, Television Opera- tions, Instructional Media Department, Lansing Community College. Lansing, Michigan, concerning evaluation of the project: 31waR-Tv, Channel 23; WILX-TV, Channel 10; WJIM-TV, Channel 6; LCC Cable Television Channels 33 (Lansing) and 21 (East Lansing). The Topic: The Goal: CHAPTER III THE SECOND PROGRAM: "WHERE CAN I GO WHEN I CAN'T GO HOME?" Housing options for older people, with some advan- tages and disadvantages of each option. Most older people prefer to stay in their homes, and many have the financial ability and physical and mental health to do so. But others for one reason or another must make a change in their living arrangement. The overall goal of this second program was to present a look at housing possibilities and the psychological effects of making a move. The Problem Addressed The issue of housing for the elderly can be looked at from the view of the effect of the present housing situation on an older person and also the effect a move will have on that person. Dr. Francis Carp in her extensive research on living conditions among the elderly found much dissatisfaction among older people and a feeling that their lives could be improved if they had a better place to live: it now appears that moving to a new environment can markedly improve satisfaction with housing and living arrange- ments over the long run as well as the short. . . . Provision of new living environments does seem to have a significant effect on other aspects of well—being, a means of improving the quality of life among older people.32 The elderly, however, often are not aware of this positive potential. In other surveys, not in agreement with Dr. Carp's 32Francis M. Carp, "Impact of Improved Housing on Morale and Life Satisfaction," The Gerontologist, December 1975, p. 515. 29 30 research, the findings show the elderly in general as having more 33 But in positive attitudes towards their living arrangements. interpreting such data it is noted that older people.seem to perceive other situations in their lives as the problem: Low income makes it impossible for them to relocate; therefore, low income is the culprit which makes them unhappy, not their housing situation. Or older people in poor health blame an ailment for their discomfort; but the ailment in fact might not be a real problem at all if that person had proper housing given his or her circumstances.34 In discussing the quality and quantity of housing, one neces- sarily must deal with an array of related issues: the need for and availability of support services, transportation needs, nutrition, psychological aspects of aging, the trauma involved in realizing a move is inevitable, financial status, need for companionship and activity for older people, need for independence, health aspects, family relationships, security considerations, and so forth. Any discussion of housing for the elderly requires also some discussion of such subjects. In order to address the overall issue of where one should live, the program also had to touch on a list of other aging issues. There is a misconception in many minds that if you live long enough, you will probably end up in a nursing home. But the fact is that less than 5 percent of the population over 65 live in nursing . 33Charles S. Harris, research coordinator, Fact Book on Aging (Washington, D. C.: The National Council on Aging, Inc., 1978), pp. 201-2. 34 Ibid., p. 202. 31 homes. The other 95 percent lives in some other, more independent, 35 Many are homeowners and are content to remain housing arrangement. where they are. But some of these older homeowners will have to face the decision of whether to sell their home and move to other quarters. The classic situation is the elderly couple, or widow or widower, who no longer are able to maintain or afford, and are no longer in need of, the big old rambling family homestead. It has become an inconvenient, even dangerous, place to live, with long, steep stair- ways, now unused rooms, and so forth.36 Even where the necessity and practicality of a move might be obvious, however, the familiar house and neighborhood, whatever shape they might be in, seem to afford a certain (though sometimes false) sense of familiarity and security. The home very often is a strong tie with the past, an identification with all that a person ever was, ever worked for, ever loved. To move is an amputation of 37 The admission that one should or must make a body from self. change can act as a psychologically negative signal. It is an admis- sion of aging, of losing vitality or control over one's circumstances, a failure to be able to maintain financially one's lifestyle.38 As a rule, situations don't change overnight for older people; 351bid., Butler, p. 3. 36Ibid., Butler, p. 103. 371bid. 38Interview with Norman Foley, Vice President, Real Estate Mortgage Department, Old Kent Bank and Trust, Grand Rapids, Michigan, March 19, 1979. 32 they change gradually. When a house was first purchased, it might have been part of a very nice neighborhood, which through the years may have deteriorated. Older people are easy, therefore common, victims of crime. Some become virtual prisoners in their own homes, afraid to go out even during the day. Economically, physically, and psychologically, the impact of crime against the elderly can be and often is more severe and devastating than it is for the younger population.39 Another reason for moving is often dictated by physical problems, of either oneself or of a spouse. The responsibilities very simply are too much to handle.40 A person's mental health is also sometimes at stake when a person tries to maintain the old house and way of life. Sometimes the price is extreme loneliness and lack of companionship, the likeli- hood of a deepening isolation, problems with depression, and lack of attention to basic nutritional needs.41 The choice of housing sometimes boils down to the matter of ownership. To many of the older population in our society, there is something nearly sacrosanct in the fact of ownership. Living in a rented home or apartment would be an untenable arrangement, regardless of any benefits involved.42 - 39Ibid., Butler, pp. 300-303. 40Interview with Henry Roestler, Manager, Luther Village, Grand Rapids, Michigan, March 19, 1979. 41Ibid. 42Ibid., Butler, p. 104. 33 Obviously, there is no one, universal housing solution for the older person, and there are many factors that dictate the need and the decision to move and where. For the second program I chose to present a listing and discussion of what I feund to be the basic housing options. In talking about them I wove in excerpts from interviews with older people, relating their life situations, the various reasons they made a move, and the adjustments they had faced, as well as excerpts from interviews with experts in the field of housing for the aged. The options I chose were the following: 1) Remaining in one's own home. It is important for each of us to remain as independent as possible for as long as possible. For those whose life situation permitted it, this option was obvious.43 The show was not aimed at this group. In the introductory narration fer the program, there is a passing remark about staying in one's own home. 2) The "Sun belt" retirement. Some people plan in advance to make a move and know exactly where they want to go. Again, the program was simply not geared to this group, and in the beginning there is a brief remark acknowledging this as a plan for which some people opt.44 3) Moving in with adult children. This is a controversial plan and, I felt, had to be discussed. As the narrator points out, this can be a viable option. But the majority of opinions I came across ran counter to the idea for a variety of reasons. At one time 43Minna Field, Aging with Honor and Dignity (Springfield, Illinois: Charles C. Thomas, 1968), pp. 100-101. 44Your Health and Your Home (New York: Grosset & Dunlap, 1977), p. 74. 34 the extended family might have been the norm. Now, it is not. Family responsibility for "its own" is caught up in a tangle of custom, law, and general attitude. From a very practical point of view, it is often difficult to deal with. The pure cost may be too exorbitant for a young family. With today's life spans, a family conceivably could have to care for four grandparents, or even great-grandparents. Young families are often very mobile; the older relative may not wish to relocate along with them. Family homes are now smaller and more compact than years ago. And there are many sociological-psychologica1 pressures.brought to bear on both the older person and the adult children and grandchildren: loss of independence and privacy, loss of family status, possible resentment, crowding, difference in value systems and lifestyles, feelings of uselessness by the older member of the family, and so on.45 4. Living in one's home with support services. Such services can include a visiting nurse, housekeeper, meal supplier, home repair or personal hygiene aide, a check-in phone call service, or transportation to and help with errands or appointments. But again the advantages of being able to stay in one's home with this sort of help has to be balanced against some definite disadvantages. In many areas there is a shortage of such help, or programs that are in place are linked to tenuous government grants. Some older people may actually not be comfortable with the idea of being dependent on 45Ibid., But1er, p. 406. 35 help from strangers. And there still remains the possibilities of loneliness and isolation, accidents, fearfulness, idleness.46 Again, I didn't want to spend a great deal of time on this option, but I felt it had to be at least mentioned. 5. Buying a smaller home. Factors such as cost and maintenance are the advantages in this option. But a person's basic situation might not change very dramatically. I felt it had to be mentioned, but it's value in the script was as a lead-in for the next option. 6. Buying a mobile home. If smaller, more convenient quarters provided an answer, then a mobile home was one possibility for low cost, efficient living, with the added feature of ownership, so important to so many people. A little more time was devoted to this option. As viable a choice as it seemed, there was a need to dispel the old images of ”trailers” and transient, flimsy living. I began going through the Yellow Pages listing of mobile home parks and talking with various managers about seniors living in their parks. There was one, Countryside Village, near Perry, Michigan, which very actively catered to older people in particular. I talked with several residents living there and to manager Sharon Britten. I also spoke with the director of the Mobile Home DiVision in the Commerce Department for the State of Michigan, Steven Zamiara. Eventually, I interviewed Sharon Britten on camera, and also three older residents of Countryside Village. 46Ibid., Butler, pp. 139-73. 36 7. Rentinggan apartment. Assuming everyone has an idea of what apartment living is all about, I simply let the narrator point out some things to consider in choosing a complex.47 8. Bgyingga condominium. This was the natural next step from a discussion about apartments, defined as something that was like an apartment but with the additibn of ownership. I didn't feel it required a great deal of explanation, but the concept was not so pervasive then as it has become since, and I allowed a small amount of time for it. 0. Living in federally funded public housing. Perhaps the most successful component of the federal housing program has been the housing for the elderly. Structures have been designed and built fer ease of living, safety, security, independent living, convenience, and so forth. According to the Department of Health, Education, and Welfare, this public housing has to meet certain standards, provide specific support and nutrition services and personal assistance for residents, and be available to anyone 62 years of age and older (as well as handicapped and temporarily disabled individuals) who met minimum income levels. All residents pay 25 percent of their 48 There are some major incomes, regardless what that income is. drawbacks to the option, the most serious being the lack of its availability. Construction has never kept up with the need and demand 47Joan Adler, The Retirement Book, A Complete Earlerlanning Guide to Finances, New Activities, and Where to Live (New York: William Morrow & Company, Inc., 1975), pp. 90-91. 48Ibid., Older Americans Act of 1965, As Amended, History and Related Acts. 37 of the elderly. It called for more time in the script as many people do not seem to be at all aware of public housing, or have a wrong impression of it as being inhabited by a "bad element." Time has shown that those complexes occupied by older people are well cared for and have suffered little deterioration.49 I spoke with several residents, some individually, some in groups, in two different complexes, and interviewed one of the managers (Tanja Graham, Oliver Towers, Lansing, Michigan). Eventually I did two on-camera inter- views, only one of which was used’in the final edited program. 10. Living in a retirement home. This last option received a lion's share of time, simply because since their appearance in the fifties and sixties, there has been a great deal of controversy surrounding them. Many people have misconceptions about retirement homes; others know nothing of them at all. Some of the early develop- ers were involved in exploitive and fraudulent schemes. Within gerontological circles there were, and are, many who feel strongly about mainstreaming older people, and they saw retirement homes as a sequestered world. To be sure, some people might not be happy in a retirement home. But for the many residents with whom I spoke, it was an ideal solution. Some who were less than enthusiastic about their new living arrangement when they first arrived found eventually that it was less important where they lived than how they lived. I inter- viewed several people at Luther Village, a retirement home in Grand Rapids, Michigan, and put several of them on camera. Likewise I spoke with and did an on-camera interview with the manager, Henry Roestler. The 49Ibid., Butler, pp. 115-16. 38 appearance of all these individuals was intended to describe life in a retirement home and to dispel the false notion many people have that "retirement home" and "nursing home" are identical entities.50 I very purposively avoided inclusion of nursing h0mes as one of the options. As a rule, institutionalization of that sort is not an "option," per se; it is a necessity. There were other options, also, that were mentioned in the research -- co-ops, special non- profit sponsored apartments, small-home communities -- but most of these were merely outgrowths of the basic options I had chosen. Matters of Production On-Camera Interviews: The Experts The housing "expert" among the grant project advisors was Dr. Robert Riekse, Professor of Political Science and Sociology at Grand Rapids Junior College. Dr. Riekse had developed and taught courses in gerontology for the College, as well as for numerous gerontological programs for community service agencies. Through his contacts with these programs and agencies, he had become concerned with the issue of housing for the aged. It was with an interview with Dr. Riekse that I began researching the second program. After giving me an overview of the problem and some of the possible solu- tions, he referred me to two other gentlemen. The first was Norman Foley. As Vice President of Real Estate at Old Kent Bank and Trust in Grand Rapids, he was not professionally involved with the field of gerontology. But he had come to be regarded 50Ibid., interview with Henry Roestler. 39 in the Grand Rapids area as a knowledgeable and articulate expert de facto on the subject of housing for the elderly. He had been injected into the arena on a personal level, having to deal with the problems of his own aging parents. Because of his background in real estate and housing, and with his active concern over the problems, and the information he had accumulated, he had taken part in various projects in the Grand Rapids area to develop programs dealing with subjects of interest to the elderly. In our initial interview51 Foley spoke easily about the problem, sharing with me what he had learned through his talking and reading and studying and also through his own family experiences. He agreed to be interviewed on camera, preferring to come to Lansing to our studio. That second interview was very much a twin to the one in his office. He expressed some very sensitive thoughts on aging and the trauma involved for many people in their making a move from an old home. He referred to the various housing alternatives available, noting advantages and disadvantages of each. I felt I would be able to use his comments almost all the way through the show if needed. The second person I contacted at Dr. Riekse's suggestion was Henry Roestler, the manager at Luther Village retirement home. As with Norman Foley, I knew the argument could be made that Mr. Roestler's professional credentials were not in gerontology and that there might be more suitable experts to discuss the elderly. I reasoned that I needed interviews on camera with people who had expertise and experience 51Ibid., interview with Norman Foley. 40 in and sensitivity toward the housing dilemma of the elderly. Both men easily met those qualifications. There was nothing I found in my research which I wanted in the script that these two men were not aware of and were not saying to me. I saw no reason to look beyond them for on camera interviews with experts. I set up the date for the studio for Norman Foley and made appointments with Henry Roestler to return on two occasions to Luther Village. I wanted to speak with him on camera, of course, but also with several of the residents, and I wanted to do some general exterior and interior shooting of the complex. On Camera Interviews: The Older People In the first show I had the OWLS Club at Lansing Community College as a resource to tap to find older learner interviewees. As. I began the second show, I didn't have any apparent similar single resource. In order to present the several housing options, I had to do separate research on each one and find people who could speak about each one. What I was able to accomplish in one meeting of the OWLS took several trips to various locations for this program on housing. My narrator and housing experts could give enough information on several of the options -- staying home, buying a smaller house, renting an apartment -- as I wanted to say little about some of them. But others I wanted discussed more thoroughly and through first-hand accounts. LutherVillage turned out to be fer the second show very much what the OWLS had been for the first. When I requested the names of a few residents who might be good for the on-camera interviews, 41 Henry Roestler and his staff put together a list of twelve people. I met with these people in a group interview,52 first to learn about their own personal stories -- why they had come to Luther Village, how'they felt about this lifestyle, what they perceived as advantages and disadvantages, and what their life there was like -- and second, to have an opportunity to make some assessment of each individual as to who might be good on camera. There were four people who said little if anything, and didn't seem to be eager to share their history with me or the group. The other eight were totally cooperative and very enthusiastic about helping in the project. I hadn't planned on shooting eight interviews, but I decided I would rather have too much material on tape than too little. As with the first show, I was aware of the limited cutaway shots I could have. If the show rare to be to a large degree a "talking head" proposition, I could at least vary the number of heads doing the talking. About three weeks after this initial meeting, I returned with crew and equipment to shoot the prearranged interviews. One of the people did not show up, five of them I shot in the same room, one at a time. I didn't worry about a staggered schedule this time, as I had when I arranged three interviews at the same location at basically the same time for the first program. Everyone wanted to stay through the entire shooting and watch as each took a turn on camera. I had some misgivings about having this kind of an "audience," but no one seemed at all inhibited by the arrangement and the interviews went well. I asked the same questions I had presented in the group discussion, and I could pretty much anticipate the answers I would get. SZInterview with residents of Luther Village, Grand Rapids, Michigan, April 12, 1979. 42 One of the eight residents I interviewed individually as he sat, palette in hand, by his latest oil painting, a hobby which after 25 years he had again picked up after moving to Luther Village. The interview was very honest and very useful. A second member of the original group I chose to interview alone, also. She was newer at the home, somewhat shy I thought with the others, and I felt it would be best to talk with her in her room. It would also give me a chance to get some shots of the living quarters. She had a wonderful story to tell, and her reflections on having to leave her home would have had valuable identification for many older people watching. But once on camera, she was just too shy. I did not use her interview in the final edited script for the second show. Concurrent with working on the retirement home Option, I was of course dealing also with the other housing choices. I did extensive calling and talking with people regarding mobile home living for the elderly. At Countryside Village I found a mobile home community especially geared to seniors. In addition to an on-camera interview with manager Sharon Britten, I spoke individually with three residents. Two of these were excellent interviews contentwise but because of an audio buzz unusable. The third person was.nervously talkative and verbose. In editing her transcript, I couldn't make her statements fit either into the content or the time frame. To present the informa- tion on mobile home living, I depended on the material I had on tape with Sharon Britten, and also comments made by Norman Foley. I also spoke with a number of people living at two public 43 housing complexes. Here more than anywhere else I ran into problems. The residents were simply not willing to talk about their past or about life at the complex. They were all very happy and very grateful to be living there (especially considering the long lists of people waiting to get irnxi public housing units). But they were reticent and uncomfortable with the idea of going on camera. Two of the people with whom I spoke finally agreed to be interviewed for the program (not, I think, because they particularly wanted to but because they realized I needed help). The first person on camera did not really give me information that I needed and could use. The second, however, was a very gracious lady who spoke to me openly about the advantages to her of public housing and gave me some observations about the other options, living with your children in particular. I learned once again how difficult it is to gauge who would be as glib while being interviewed on camera as off. I went over audio tapes of the interviews to evaluate my own performance as an interviewer and to see what I might have done differently to facilitate the exchange. Once again, I worked from a few basic questions that were posed to almost everyone: what had led them to where they now lived, why they had chosen a particular housing option, the advantages and disadvantages for them, and advice to anyone facing a move, etc. Once again, also, I faced what was always an uncomfortable situation for me -- interviewing someone on camera and finding no need for the material, or not being able to use it, in the program. 44 Many of the pe0p1e led comfortable but relatively uneventful lives. The prospect of being interviewed for a television production was of some importance to them, as was the feeling that their opinion was being sought. I was aware of the potential for disappointment. Scheduling the interviews for this program was complicated by the somewhat greater number of people to be interviewed and by the distances sometimes involved. Given the crew and equipment availability and the deadlines for the programs, plus my own schedule, the group interviewing helped to facilitate getting everything on tape I wanted and needed. As each shooting was completed, I transcribed what had been said, logging the tapes on the transcribed page and timing the interviews sentence by sentence. Production Problems ‘ Scripting. One of the first things that occurred to me as I began researching this program was the magnitude of material that I was accumulating and which, of course, could not be included in the program given its time frame. I had chosen ten options that would have to be at least mentioned in the script. A half-hour documentary could easily have been built on any one of them. I had to choose how much time to devote to each one, and that varied from one or two sentences by the narrator to several minutes of interview material and cutaways. During the research and writing it was necessary to remember that I needed to pick and choose only skeletal information on each option. The final program was primarily to be used to outline the 45 housing options and to introduce some of the problems inherent in the area of housing for the elderly. It would be used primarily in classes or group sessions as a discussion spur. It was not and could not be an encyclopedia in and of itself on the subject of housing options for older pe0ple. In my first draft of a final edited script, I had approxi- mately an hour long program. The cut, rewrite, re-time process went on page by page, sentence by sentence, until the program approached the 30-minute mark._ Technical. Numerous interviews had been lost to the vagaries of our equipment. In a small facility, and one that is part of an academic institution, there is no budget to allow for new equipment whenever one sees the need. The television program at Lansing Community College was growing steadily, but under its economic restraints never rapidly. Michael Winsky, the chief engineer, was also the primary editor, and also the head maintenance person, and also a part-time faculty member, and also a cameraman on occasion, and so on and so on. There simply was not enough time in his schedule to devote the level of maintenance required by aging equip- ment that was kept in constant use. In one of the Grand Rapids remotes, one of the crew members literally sat on the ground and held the cable connection together that linked the camera and deck, as a second crew member did the shooting. We did not have a monitor to take on remote. To check on material just shot, we would have to play it back through the camera. We were plagued by audio noise not detectable until 46 after we returned to the station and had the chance for a proper playback. Reviewing material after a shoot became a somewhat nervous ritual - would we have clean video? clear audio? proper color balance? lime, Scheduling the crew, equipment, and people wasn't classified in my mind as a "problem" any more as it was with the first program. It was simply what had to be dealt with, and the difficulties of getting everything together at all quickly were exacerbated by the fact the equipment and personnel in the Instructional Media Department were shared by the channel and studio, classes, students, and other departments on campus. The cooperation I had from everyone in the Department was. tremendous. I was new to IMO, and the nature of my position, working on a grant through the Center for Aging Education, necessarily made me somewhat of an outsider.~ This was, perhaps, the first time the Department had been involved in a project of this scope. Indeed, it had not previously been in a position technically to allow involvement in such a project. I think people wanted it to work, and as a result they were willing to try to do whatever was needed. Narration. Jackie Partney had agreed to narrate all three shows, and when the decision was made to reshoot narration for the first program, she unhesitatingly agreed. I began scouting possible locations, wanting to avoid the studio if possible. One excellent possibility was one of the old homes on the LCC campus. The beautiful hardwood paneling made 47 an excellent background. But at that time there was reconstruction going on that made shooting in the house impossible. I finally chose my own home, had Jackie bring an extra outfit, set up two areas which we could light, brought in crew and equipment, and shot both narrations in one afternoon. Editing. The change in the set for the narration meant a change in the introduction for each show. Originally I had planned to have the titles incorporated into the set in the studio. Now I had to have a graphic card prepared for each title so that it could be keyed over video at the beginning of each program. This caused some slight delay, but obviously the real situation that put us behind in editing the second program was the fact we had to re-edit the first with the newly re-shot narration. (For two weeks in August, Michael Winsky and I worked sporadi- cally on the first program, two hours here, an afternoon there, wherever our schedules would gel with each other and the equipment availability. Also adding to the delay was vacation periods and the fact that in November a new editing system would be in place and would be worth waiting for. The old system (a Convergence ECS-lB) was a basic simple event, back space editor and was tolerable, but it couldn't begin to compete with the features of the new set-up (a Z-6B by Video Master), a multi-event computer controlled editor. As we waited for the new piece of equipment to arrive, I continued the initial work and research on the third program. When the second program was finally finished, I again faced an evaluation meeting. The second show was viewed by Ellen Sullivan, 48 Irene Kazieczko, Dr. Robert Riekse, Dr. Lee Thornton, Jacqueline Partney, and myself. I was more worried about this program, knowing how much material I had cut from the script. For someone seeing it for the first time, would it be choppy and disconnected? Would there be missing information that I had simply read in? Had I included too much information or allowed too much time for one option and not enough fer others? The program met with enthusiastic approval. As with the first program, project advisors talked of being able to put it into use immediately. _ At Jackie Partney's suggestion, "Where Can I Go When I Can't Go Home?" was eventually submitted to the annual award competition of the Lansing Advertising Club. Judged by a panel of advertising professionals from around the Midwest, the program earned a meritorious "Addy Award" for public service broadcasting. CHAPTER IV THE THIRD PROGRAM: "ALTERNATIVE TO RETIREMENT: LIFELONG LIVING" The Topic: Issues of retirement - problems, the need for planning, the importance of activity. The Goal: Many problems connected to retirement are tied in with attitudes toward old age in general. Others are a product of the event itself and an individual's own life situation. The goal of this third program was to address the problem of negative myths and stereotypes of aging and of retirement, to compare old with new definitions of retirement, and to look at three major areas of retirement planning: financial, health, activity. In discussing the last area, activity, re-employment in retirement is singled out for dis- cussion as it has, for a variety of reasons, become a particularly important subject. The Problem Addressed Retirement is a multifaceted subject which can be approached from the point of view of individual problems or as a social pheno- menon. It is a relatively modern social pattern which has emerged as a product of industrialized society. Within such a society, certain conditions must be present: First, the life span of the people must be sufficiently long to include years after a certain retirement age, normally assumed to be 65. Second, the economy must be such that it can, on a regular basis, afford to lose the experi- ence and productivity of its older workers. Third, systems of social security, health insurance, and pensions for those older workers must 49 50 be in place to offer at least some minimum support in retirement.53 At one point the problems of retirement were thought to be purely economic issues, answered by the advances made in pensions, social security, and health insurance programs for the aged. But there is now more emphasis placed on the social-psychology of retirement, the adaptations which must be made upon retirement, the deleterious effects caused by disruption of the work role in one's life, even the physiological repurcussions of the change.54 For the third program, the definition of and attitude toward "retirement" seemed to be a basic and underlying issue in itself, and an obvious place to begin. To some people the concept is a positive one: a well-earned time of leisure, a respite from years of hard work, freedom finally to carry out a long-awaited plan. But for others, retirement is a painful, traumatic, wrenching away from one's life work, from purposeful living. For those to whom retirement is not particularly a welcomed event, there is the chance that retirement from the job also means retirement from life.55 For some individuals there is a sort of stigma attached to retirement. It is a chronological manifestation of and a synonym for "old age." And in America, old age is looked upon as somewhat of an inevitable tragedy. It “. . . reminds us of our own mortality. It demands our energy and resources, it frightens us with illness and deformity. It is an affront to a culture with a passion for youth and pro- 53Gordon F. Streib and Clement J. Schneider, Retirement in American Society (Ithaca, New York: Cornell University Press, 1971), pp. v-viii. 54Ibid. 55Ibid., Adler, p. vii. 51 ductive capacity. We are so preoccupied with defending ourselves from the reality of death that we ignore the fact Egat human beings are alive until they are actually dead. The term "sixty-five and over" has unmistakably borne a generally negative image in our society, and it isn't just the younger generations who are guilty of "ageism", ". . . the notion that people become inferior because they have lived a specified number of years."57 Many older people, having grown up with that ageism, are not only the victims but the perpetrators as well of the negative myths and stereotypes associated with old age.58 For some people the negative effects of and attitUdes towards old age are staved off by virtue of their job. As long as they are working, they are protected. One's worth is a product of one's work life. They are productive, creative, useful, functioning.... But upon retirement, that individual also is left prey to the myths and stereotypes: The Myth of Aging -- Everyone over 65 is pretty much the same. The Myth of Unproductivity -- Older people are not productive, active, creative. The Myth of disengagement -- Older people prefer to disengage in life, withdraw from all contacts, not care what is going on. 5516id., Butler, p. xi. 57Maggiejl_- 1:39.263}, 3:: g 5” g ‘3 o 0’45," , 10"” h: 0 7 ‘3 " £Ia°,'s.,;-_~g,,. 13°88 o c o O $96-09: afioo’) A g, 6- 094,,w1flflox ,4 A A A for aging education Video Tapes Lansing Community College Established in September 1975, the Center for Aging Education (CAE) at Lansing Community College is a coordinating center and clearinghouse in education for aging. During 1978 and 1979, Lansing Community College was involved in a consortium project with Grand Rapids Junior College and C.S. Mott Community College (Flint) to develop "Foundations for a Statewide Model for Aging Education in Michigan". A part of the project involved production of video programs on selected issues of later life. The tapes described in this brochure were produced by the Lansing Community College Instructional Media Department in conjunction with aging education staff at the three consortium colleges. Each tape is a 3/4" color, VHS videocassette, 30 minutes in length. Support for the project was provided by a grant of federal funds under Project IMPACT of the Higher Education Act of 1965, Title I, Community Education, administered by the Michigan Department of Education. "EDUCATION FOR LIFE" OBJECTIVES OF THE PROGRAM: To redefine the meaning of education, not as something exclusively for the young or job training, but as a life— long personal concept. To state and enforce the fact that older people can learn, contrary to popular misconceptions and myths. To stress not only that older people can learn, but also that the life- long learning concept of education is important for meeting the con- tinuing needs of older people. DESCRIPTION OF THE PROGRAM: Dr. Howard McClusky (Professor Emeritus in Education, University of Michigan) and Ellen Sullivan (Program Director, Center for Aging Education, Lansing Community College, Lansing, Michigan) talk about the importance of lifelong learning, the problems often in— volved with reentry into the educ— ational setting after years away from it, the needs that can be met through education, and what education in one's later years can mean. In addition, older students talk about their own experiences in returning to school — why they went back, problems they en— countered, and what it has meant to them at a personal level. "ALTERNATIVE TO RETIREMENT" LIFELONG LIVING" OBJECTIVES OF THE PROGRAM: To discuss some of the miscon— ceptions of what retirement actually is. To discuss some of the issues and problems that must be dealt with in retirement planning. To discuss working after retire- ment and to touch on some of the problems involved in re— employment. DESCRIPTION OF THE PROGRAM: Beginning with the views of younger people who see retire— ment and retirement age as a negative point in life, the show explores retirement as a positive extension of growth and activity. The three primary areas discussed are financial, health, and activity planning. Retirement planning is presented by retirees themselves as a matter of looking at new choices among available options. One important option is work. Reemployment is discussed with the originator of a local job club—— a placement and training program for older people-~and by the director of a senior adult work program. Resource experts interviewed on tape include: Les Perino, a coordinator of seminars in retirement planning at Lansing Community College, Lansing, Mich— igan, Denis Gray, originator of Job Club, Lansing, Michigan and Janice Colville, Director, Senior Aides Program, Lansing, Michigan. Videotapes In conjunction with the Lansing Communi- ty College instructional Media Department, three videotapes have been produced for broadcast or informational use. Partial sup- port for production was provided by a grant under Project IMPACT of the Higher Educa- tion Act of 1965, Title l, Community Service and Continuing Education, administered by the Michigan Department of Education. Each is in color, thirty minutes in length, and avail— able in %” U videocassette format for sale or rental. They are available for use free of charge to those in the LCC district. 1) “Education for Life” Looks at the importance of lifelong learn— ing, the problems often involved with re— entry into the educational setting after years away from it, the needs that can be met through education, and what educa- tion in one’s later years can mean. in- cludes an interview with the late Dr. How— ard McClusky, University of Michigan Pro— fessor Emeritus, and older adults who have become active learners. 2) “Alternative to Retirement: Lifelong Living” Explores retirement as a positive exten— sion of growth and activity. The three pri— mary areas discussed are financial, health, and activity planning. Retirement planning is presented by retirees themselves as a matter of looking at new choices among available options. One important option is work. Reemployment is discussed with the originator of a local job club—a place— ment and training program for older people—and by the director of a senior adult work program. ) “Where Should I Go When I Can’t Go Home” Through narration and interviews with re- source experts and older persons, hous- ing options available to older adults are discussed and illustrated. (o Reasons for moving and the positive and negative aspects of each housing option—retirement community, move in with children, move to smaller home, mobile home, apartment, condominium, public housing, retirement home—are discussed. The options surveyed in the videotape represent the broad range of housing options; all may not be available in every area. CONTACT THE CENTER IF YOU WOULD LIKE TO: Receive more information on our classes and seminars Suggest a gerontology workshop or sem— inar topic Make an appointment for gerontology advising Rent or buy one of the Center’s videotapes. Receive more information about the OWLS or tuition awards Have your name placed on the Center’s mailing list Center for Aging Education Lansinngommunity College 419 N. Capitol Avenue Box 40010 Lansing, Michigan 48901 (517) 483-1179 F PLEASE POST THIS BROCHURE OR RECYCLE IT TO A FRIEND! Lansing Community College is an equal opportunity col- lege. Discrimination on a basis at race, color, religion, sex, national origin, age, height, weight, marital status, or handi- cap is prohibited. Lansing Community College is accredited by North Central Association of Colleges and Schools, Michigan Commis- sion on College Accreditation. Philip J. Gannon, President, Lansing Community College Loser uefiluowv ‘5Ulsue1 enueAv loudeo 'N ew efienoo Atiumutuoo Buisue'i 0 L001? X08 uoneonpa buibv Jo; Jaiuao C , . 6 6‘ Q a“: .m‘ c l» P y L“ U" (:4 6 0 fi \\ Co y 00 0/ o I,» “ a A 0 3 ‘6 it u‘ a 9 "Main“ “0‘00 0! k7 ‘ Nou‘loQ O ~N0‘3' .4000 QOQ for aging education general information Lansing Community College THE CENTER The Center for Aging Education provides education, training, educational services and applied research services in aging. it is a coordinating center and information clearing- house for programs aimed at the following audiences: 1) persons preparing for careers in gerontol- ogy, who wish to gain entry-level competen- cies in gerontological fields such as nursing home administration, senior adult program direction, older adult outreach services, and senior adult advocacy; 2) persons already employed in gerontological services, who want to improve their profes- sional competencies; 3) persons in middle years who must do life/ career planning in preparation for active "retirement” years; 4) older adults seeking opportunities—through learning—to develop or renew ski/ls, acquire new knowledge or explore life options; and 5) general audiences of all ages who wish to explore aging as it relates to themselves, their families, and their communities. The Center is located in Room 207 of the Old Central Building, 419 North Capitol Avenue, Lansing, Michigan. The Center’s phone number is (517) 483—1179. The Center is open Mon— day through Friday, 8 a.m. to 5 pm. Evening and weekend appointments are also available on request. PROGRAM AREAS Degree Curricula The Center offers both a Certificate in Ger— ontology and a Gerontology Specialty Option within the Human Services Associate Degree Program. Three terms of field placement are included in both programs. During field place— ment the student works at an agency or organization serving older adults. Gerontolo— gy courses and the field placement expe- rience are taught and supervised by Center for Aging Education staff. Gerontology Certificate of Achievement The Certificate is designed for already- degreed persons who wish to “gerontologize” their skills and for those who wish to begin their college studies by focusing on the field of aging. The 45-credit program includes a 30—credit core curriculum supplemented by gerontology specialty study courses and field placement. Associate Degree in Human Services Gerontology Specialty Option The Associate Degree program is designed for students already working in, or for those preparing to work in the field of human serv- ices. The 90—credit program includes 48 cred— its of general education, 12 credits of human services core courses and 30 credits of geron— tology specialty core and field placement courses. Gerontology Workshops/ in-Service Training Workshops, seminars and other gerontol— ogy training programs are offered in response to identified community needs and interests. A number of workshops have been coordi- nated as part of the training program needs identified by the Tri—County Office on Aging and local service providers and agencies. Pro- grams such as Community Service Advisor, Counseling Older Adults, Medication and Al- cohol Use Among Older Adults, and Working with the Confused Older Adult have been offered. Special Seminars CAE staff develops seminars tailored to the needs of individual agencies, groups or busi— nesses. Contact the Center for more informa- tion. Pre-Retirement Planning Pre—retirement/life planning seminars which focus on critical issues to consider before retirement are conducted by the Center. Top- ics include: A Personal Retirement Plan, Opportunities in Retirement, Where to Live, Health and Well—Being, Legal Affairs, Adjust— ment and Activities, income Planning, Budget Planning and if You Are Alone. A seminar focusing on pre—retirement planning programs has been developed for employers. Also, consultation is available to area employers in the implementation of pre- retirement/life planning programs for their employees. Opportunities for Older Persons Seminars Seminars for older adults have been designed to meet their needs in an ever— changing society. Seminar topics have in— cluded updating driving skills, issues facing the older adult, leadership skills, program planning, and legal rights. Tuition Awards A tuition award program is administered by the Center for Aging Education. Persons 60 years of age and older who meet moderate income guidelines are eligible to apply. Prior- ity is given to residents of the College district. All awards are dependent upon the availabil— ity of funds. OWLS—Older, Wiser, Learning Students The mature student organization at Lan- sing Community Coilege—The Older, Wiser, Learning Students (OWLS) is open to all LCC students and their guests who are interested in exploring learning opportunities. A special invitation is extended to those fifty years of age and older. The purpose of the group is to promote communication and learning exchange among mature adult students, college staff and community members. Contact the Cen- ter for information about meeting dates. Opportunities for Community Members Courses and short-term seminars are of— fered by the Center for those interested in learning more about aging. Of particular interest has been “As Parents Age: A Seminar for Families.” GERONTOLOGY ADVISING Academic advising is available to persons interested in pursuing career training in gerontology. Persons employed in geronto- logical services who wish to improve their competencies through in-service training programs may also consult with Center staff. Staff members are available to older adults seeking information on educational oppor- tunities. Gerontology advising supplements the regular general advising program of the college. Appointments for advising are available be— tween 8:00 am. and 5:00 pm. Monday through Friday. Evening appointments may also be scheduled. LEARNING RESOURCES General Resources The Center houses a collection of print and other media resources on aging issues and gerontology. 155 156 LANSING (:O.~\t.\iU!\'i'i‘Y COLLEGE A Quarter (:cmtury ot'Qua/itg Education May 19, 1983 Dr. Robert Schlater Department of Telecommunication Communication Arts Building Michigan State University East Lansing, Michigan 48824 Dear Bob: In the Fall of 1978, I assigned Andra Scott to produce three thirty minute video tape documentaries on topics of interest to the older adult. Funded by a grant from the Michigan Department of Education and working in conjunction with the LCC Office for Aging Education, Andra was asked to do background research, to write the scripts, design, shoot, and edit the video tape programs. The three programs were: Education for Life! Where Can I Go When I Can't Go Home? and Alternative to Retirement: Lifelong Living. As Executive Producer, T was responsible for overseeing the quality of the project and for insuring that all three programs met the project objectives. I can say without reservation that Andra exceeded project expectations, both in terms of the quality of the script and the execution of the video. As you know, Bob, video production utilizing both studio and remote production requires a significant effort in arranging all the variables. Andra successfully coordinated statewide resources to assemble programs which yet today have relevance to older adults. The series has been viewed favorably by many organizations around the country and has received recognition for its production value. Let me emphasize that in this production project, Andra researched and wrote the scripts and coordinated all video production. If I can provide you with any further information, please do not hesitate to call me. Yours very truly, (2.:— Lee R. Thornton, Ph.D. Director, Media Technology HQ NORTH CAPITOL AVENUE. P.O. BOX 40010, LANSING. MICHIGAN 4890l-72II (517) 373-7400 I57 Names of agencies, institutions, and individuals who have leased one or more of the three programs (and subjects of the specific programs involved): Publications/Media Program ....... Andrus Gerontology Center University'Park Los Angeles, California Michigan Media ............. Ann Arbor, Michigan Foundation to Assist California Teachers Los Angeles, California Non-Print Media College of DuPage Glen Ellyn, Illinois Development Office ........... Kalamazoo College Kalamazoo, Michigan Macomb Community College ........ Warren, Michigan Programs and Services for Older . . . . Persons Belleville Area College Belleville, Illinois University of the State of New York State Education Department Albany, New York Dr. Carol Lucas, Commissioner ..... Town of Hempstead Department of Services for the Aging Hempstead, New York Pre-retirement Planning Project . . . . State University of New York at Buffalo Buffalo, New York Betty Brigham ............. Concord, Michigan . . (Education) (Education) (Housing) (Retirement) . . (Housing) (Education) (Housing) (Retirement) (Retirement) (Education) (Education) (Education) . . (Education) (Education) (Education) 158 State University of New York ,,,,,,,, (Retirement) at Buffalo Buffalo, New York Sears, Roebuck & Co. ........... (Housing) Sears Tower Chicago, Illinois International Center for Social ...... (Housing) Gerontology Washington, D. C. Heritage House for Gerontology ...... (Retirement) Services Pasadena, California Media Services, Learning Resources ..... (Retirement) Center Tompkins-Cortland Community College Dryden, New York Graduate Gerontology ............ (Education) College of New Rochelle New Rochelle, New York Social Science Department ,,,,,,,,, (Retirement) Nazareth College of Rochester Rochester, New York Ken Crittenden ............... (Retirement) Palo Alto, California Instructional Resource Center ....... (Retirement) Kean College of New Jersey Union, New Jersey Learning Resources Center ......... (Retirement) Kalamazoo Valley Community College Kalamazoo, Michigan Minnesota Board of Aging .......... (Housing) 204 Metro Square St. Paul, Minnesota Tri-County Mental Health Center ...... (Retirement) North Kansas City, Missouri University of Alaska. ,,,,,,,,,,,, (Education) Fairbanks, Alaska (Housing) (Retirement) 159 F. R. Polk Library ,,,,,,,,,,,,, (Retirement) University of Wisconsin - Oshkosh Oshkosh, Wisconsin Straits Area Community Education ,,,,,, (Education) St. Ignace, Michigan (Housing) (Retirement) Philip Morris, Inc. ,,,,,,,,,,,, (Retirement) New York, New York Aims Community College ,,,,,,,,,,, (Education) Greeley, Colorado (Retirement) Names of agencies and institutions who have purchased one or more of the three programs (and subject of the specific programs involved): Elgin Community College .......... (Housing) Elgin, Illinois Library/Media Center ............ (Education) Alverno College Milwaukee, Wisconsin Lincoln Land Community College ooooooo (Education) Springfield, Illinois College of DuPage ------------- (Housing) Glen Ellyn, Illinois ' State University of New York -------- (Education) at Buffalo Buffalo, New York Sears, Roebuck & Co. ........... (Housing) Sears Tower Chicago, Illinois Pre-retirement Planning Project ...... (Retirement) State University of New York at Buffalo Buffalo, New York University of Utah ............. (Education) Gerontology Program (Housing) Salt Lake City, Utah (Retirement) 160 Pine Rest Christian Hospital ........ (Education) Grand Rapids, Michigan (Housing) (Retirement) Foundation to Assist California ...... (Housing) Teachers Los Angeles, California Rancho Santiago Commmunity College ,,,,, (Education) District (Housing) Santa Ana, California (Retirement) SELECTED BIBLIOGRAPHY Abernathy, Jean B. Old Is Not a Four-Letter Word. Nashville, Tennessee: Abingdon Press, 1975. Adler, Joan. The Retirement Book. New York: William Morrow, 1975. "Adult Students Breathe New Life Into Education." U. 5. News and World Report, March 28, 1977, pp. 70-72. Apsler, Alfred, "Gray Hair and Eager Minds." Community College Frontiers, Fall 1976. PP. 8-12. Bauer, Bruce M., "A 'New' Clientele for a 'New' Community College," paper by Bruce M. Bauer, Director of Community Services, North Hennepin Community College, Brooklyn Park, Minnesota. "Big Fight Over Retirement at Age 65." U. S. New and World Report, October 3, 1977. Birr, Katharine, "The Retirement Community: A New Frontier." Community College Frontiers, Fall 1976, pp. 15-20. Bolles, Richard N. The Three Boxes of Life. Berkeley, California: Ten Speed Press, 1978. Briley, Michael, "They're Going Back to School." Dynamic Years, July- August 1978, pp. 15-17. "Building Types Study: Housing for the Aging." Architectural Record, May 1977. Butler, Robert N., M. D. Why Survive? BeinggOld in America. New York, Harper & Row, 975. Cabot, Natalie H. You Can't Count on Dying. Boston: Houghton Mifflin Co., 1961. Carp, Frances Merchant. A Future for the Aged. Austin, Texas: University of Texas Press, 1966. Chan, J. "15 the Time to Retire the Retirement Age?" McCall's, August 1977. 162 163 Cooley, Leland Frederick, and Cooley, Lee Morrison. How to Avoid the Retirement Trap. Los Angeles: Nash Publishing, 1972. Diana, Stephany R., C. S. Mott Community College, Flint, Michigan. Interview, December 15, 1978. Diana, Stephany R., "Higher Education: A Viable Leisure Time Activity for Older Adults." C. S. Mott Community College, April 1976. (Mimeographed.) Field, Minna. Aging with Honor and Dignity. Springfield, Illinois: Charles C. Thomas, 1963. Foley, Norman, Vice President, Real Estate, Mortgage Department, Old Kent Bank and Trust, Grand Rapids, Michigan, March 19, 1979. Interview, March 19, 1979: "Foundations for a Statewide Model for Aging Education in Michigan," Title I-A, Higher Education Act grant. Ellen N. Sullivan, Program Director, Center for Aging Education, Lansing Community College, Lansing, Michigan, grant initiator. April 24, 1978. Grabowski, Stanley, and Mason, W. Dean, ed. Learning for Aging. Washington D. C.: Adult Education Association, 1974. . Gray, Denis, Director, Job Corps, Tri-County Office on Aging. Interview, Lansing, Michigan. Interview, September 13, 1979. “Graying of Campus - Adult Students Alter Face of U. S. Colleges as Enrollments Falter." The Wall Street Journal, January 24, 1977. Hardaway, Francine. "Educating Adults." Community College Frontiers, Fall 1976. Harris, Louis, and Associates. The Myth and Reality of Aging in America. Washington, D. C.: The National Council on the Aging, Inc., 1977. Hiemstra, Roger, "Future: Friend or Foe?" Lifelong Learning: 133_ Adult Years, October 1977. Hoffman, Adeline, ed. The Dail Needs and Interests of Older People. Springfield, Illinois: Charles C. Thomas, 1970. Homer, L. "Alone in a Retirement Community." Retirement Living, August 1977. Horn, J. "Retirement - A Dirty Word, a Depressing Time; Abraham Monk's Study." Psychology Today, June 1975. "I Am Still Learning." Change, May 1975. 164 "Jobs, Not Pension." Forbes, July 15, 1976. Johnson, W. "Could Your House or Apartment Pass the Retirement Test?" Retirement Living, May 1976. Knox, Alan B. "Adult Learning, Development, and Aging: An Overview of Current Research." University of Illinois at Urbana- Champaign. (Mimeographed.) "Life for the Elderly in 1975 - Many are Hungry and Afraid." U. S. News and World Report, February 10, 1975. Londoner, Carroll A. "Survival Needs of the Aged: Implications for Program Planning." Aging and Human Development, Volume 2, 1977. Luther Village Retirement Home (residents of ), Grand Rapids, Michigan. Interview, April 12, 1979. McClusky, Dr. Howard Y. Education: Background Paper for the 1971 White House Conference on Aging. Washington, D. C.: Government Printing Office,*1971. McClusky, Dr. Howard Y., Professor Emeritus, Office of Community Adult Education, University of Michigan, Ann Arbor, Michigan. Inter- view, January 23, 1979. McFarland, M. C. "Emergence of a New Concept ; Congregate Housing for the Elderly." Aging, February 1976. MacKay, James L., and Hixson, Leroy E. "Toward a Better Understanding of How to Teach Older Adults," Adult Leadership, January 1977. Maggie Kuhn on Agjng,g_Dialogue Edited by Dieter Hessel. Philadelphia: *The Westminister Press,*1977. Margolius, Sidney. Your Personal Growth to Successful Retirement. New York: Random House,l§69. Martin, Dr. Alexander Reid. Leisure Time - A Creative_Force. Edited from presentation at TwelfthiAnnual Meeting of The National Council on the Aging, New York City, October 1962. Mason, W. Dean. "Aging and Lifelong Learning." Journal of Research and Development in Education, Summer 1974. The National Council on the Aging, Inc. Fact Book on AgingI A Profile gf America's Older Population. Washington, D. C.: The National Council on the Aging, Inc., 1978. The 1971White House Conference on Aging: The End of a Beginning? A Progress Report Since the 19 Conference. Washington, D. C.: National Retired Teachers Association and American Association of Retired Persons. 165 Never Too Old to Learn, a report submitted to the Edna McConnell Clark Foundation, 250 Park Avenue, New York. Academy for Educational Development, Inc. "No Time to Be Old." The Christian Science Monitor, February 15, 1979. ”Now There's a Building Code for Mobile Homes." Changing Times, June 1976. Older Americans Act of 1965, as Amended, History and Related Acts, Washington, D. C. Administration on Aging, Office of Human Development Services, U. S. Department of Health, Education, and Welfare, 1979. Otten, Jane, and Shelley, Florence D. When Your Parents Grow Old. New York: Funk and Wagnalls, 1976. Perino, Les, instructor for Center for Aging Education, Lansing Community College, Lansing, Michigan. Interview: September 24, 1979. "Planning Seminars Ease Entrance Into Retirement." Aging, April 1977. "Retiring at 65: An Arbitrary Cut-off that Started with Three Men." Duns Review, October 1977. Retirement Planning Seminar Manual. Washington, D. C.: Action fbr Independent Maturity, A Division of the American Association of Retired Persons, 1977. Roestler,.Henry, Manager, Luther Village Retirement Home, Grand Rapids, Michigan. Interview, March 19, 1979. Ross, 1. "Breaking the 65 Barrier." Reader's Digest, January 1978. Roth, Edith Brill. "Education's Gray Boom." American Education, July 1978. ‘ Silverstone, Barbara, and Hyman, Helen Kandal. You and Your Aging Parent. New York: Pantheon Books, 1976. Stetar, Joseph M. "Community Colleges and the Educational Needs of Older Adults." The Education Digest, April 1975. Streib, Gordon F., and Schneider, Clement J. Retirement in American Society. Ithaca, New York: Cornell University Press, 1971. Sullivan, Ellen N., Director, and Kazieczko, Irene, Assistant Director, Center for Aging Education, Lansing Community College, Lansing Michigan. Interview, November 29, 1978. "Thinking of Early Retirement? --The Rewards and Pitfalls. " U. 3. News and World Report, September 6,1976. 166 Thorson, James A. Future Trends in Education for Older Adults, A Paper Presentedgo the First National Congress on Educational Gerontology (Virginia Beach, Virginia, June 9, 1976). Trent, Curtis, and Trent, Melody Ann. "Education for Aging--Imperative for the Future." Adult Leadership, April 1977. "Use of Mobile Homes as Low-Cost Housing." Forbes, May 15, 1976. Vanderbilt, Amy. "Older People Fast Learners." Arizona Rgpublic, March 30, 1969. Weinstein, G. W. "Plan Today for Tomorrow's Retirement." House Beautiful, November 1977. Working in Retirement. New York: Harvest Years Publishing Company, Inc., 1975. Your Health and Your Home in Retirement. New York: Grosset & Dunlap, 1977.