Bread Mold Experiment Essay - 2022 Words

Bread Mold Experiment By: Stephanie Westover PURPOSE The purpose of this experiment will be to determine how temperature affects the growth of mold on wheat bread. The researchers choose this topic because she thinks it will be beneficial to find a way to keep food from molding. Determining how long bread can be stored before molding can help save money, prevent illness and preserve freshness. The question the researcher will attempt to answer is how freezing affects the rate of mold growth in wheat bread. The information gathered in this experiment may be relevant to those individuals who contend with food borne molds at home, or professionally. Because the rate of mold growth can vary depending†¦show more content†¦Controlling for those 2 factors while maintaining proper and consistent measurement procedures should provide a repeatable and reliable understanding of how temperature variations affect mold growth. Because the researcher will be measuring mold growth on food and because there is rarely if ever an acceptable level of mold growth on food, absolute precision in measurement is not necessary. This experiment is designed to measure the relative growth of mold across temperatures, not the exact level of mold growth on an individual piece. Therefore, measurement in units of 16th of an inch using a standard fractional rule should suffice. A fractional ruler was used because it easier to utilize in measuring the mold than any other measuring device. Controlled variables: -Standard ruler: 6† stainless steel ruler with graduations to the 32nd of an inch. -Type of bread purchased: Western Family wheat bread. -Date the bread was purchased: All bread samples will be from the same loaf purchased the day the experiment begins. -Size of the bread piece: Each sample is one slice. -Sterility: Each sample will placed in a sealed bag, preventing the introduction of extraneous bacteria. -Moisture: Each sample will placed in a sealed bag, preventing the introduction of moisture. -Light: Each bag will be exposed to the same amount of light for the same duration each day. -Size of the â€Å"Zip Lock† baggies: Each bag will be the same size. -Testing Actions that were used:Show MoreRelatedTesting The Conditions Of Black Bread Mold Growth1054 Words   |  5 PagesConditions of Black Bread Mold Growth II. Introduction: Bread. A common household food item used in pizza, sandwiches, burgers, and more. But when bread sits out too long you start to notice some fuzzy stuff growing on it. This fuzzy stuff is Rhizopus Stolonifer or, more commonly known as, black bread mold. This mold is a member of the of the phylum Zygomycota, which have life cycles that include a zygospore. A zygospore is a resting spore that has zygotes made when the mold is in its sexual phaseRead MoreEssay about Hand Soap versus Hand Sanitizer1203 Words   |  5 Pageskills 99.9% of germs. Both hand soap and hand sanitizer kill off the germs and bacteria that can cause infections and diseases. Which one works best? The purpose of this experiment is to show which is more effective, hand soap or hand sanitizer (Bjornsson). To prove this, Bjornsson writes up a lab using the growth of bread mold to help identify the results of both products (Bjornsson). I believe that hand soap works better than hand sanitizers because doctors remind us that we should wash our handsRead MoreMold Experiment1325 Words   |  6 PagesBread Mold Experiment Mold is something that we often take for granted, as something that makes us have to throw the bread away or the cheese smell bad. Mold is, in fact, a fascinating organism which has had many different uses over the years and our lives would not be the same without it. Most of us know that food seems to become moldy more quickly in the summer than in the winter when it is colder. Food in refrigerators seems to keep longer than food left out in the sun. Is this true? Does temperatureRead MoreThe Issue of Fast-Molding Homemade Bread Essay540 Words   |  3 PagesIntro In kitchens across America, and every other country across the world there is the issue of fast-molding homemade bread. Since these homemade breads have little to no chemical or otherwise preservatives within them, they tend to mold many times faster than average store bought bread. Why cook homemade bread some may ask? Why not walk on over to the nearest super market and buy the cheapest brand? Well many of these overused preservatives have negative health effects on people. People are allergicRead MoreMalunggay and Guava Decoction as Antifungal6022 Words   |  25 Pagesorganisms. The intention of this investigatory project is to manufacture an indigenous product that is effective, innocuous, and affordable to eradicate fungi, specifically bread molds. Mold is something that we often take for granted, as something that makes us have to throw the bread away or the cheese smell bad. Mold is, in fact, a fascinating organism which has had many different uses over the years and our lives would not be the same without it. Most of us know that food seems to becomeRead MoreThe Scientific Method Of Science1514 Words   |  7 Pagesidentified as all areas of the test have not been trailed. It is a process for experimentation which is used to explore and answer questions. When scientists cannot directly experiment (dinosaurs digesting food) the scientific method is slightly altered and therefore cannot fully answer their hypothesis. Throughout the experiment scientists may re-do some parts to gain backup evidence, they may also use others evidence to help along with their own work. Scientists follow the method to enable them toRead MoreSurely YouRe Joking Mr. FeynmanÂ… Essay1151 Words   |  5 Pagesactually tried the Coke bottle e xperiment with my roommate. It was very neat, however, I felt like a huge dork. My roommate has a different respect for me now, I am a freak! The book experiment was also interesting. I think that especially if the books were old, that you could definitely tell what book was opened because the smell of books when they are old, are just like mold growing on bread, it stinks. So obviously he could tell which book was opened. In the experiment where he was at Caltech andRead MorePlastic from Milk958 Words   |  4 Pagescom   * Wax paper (in 12 identical pieces); each piece should be smaller than the weighing surface of the kitchen scale * Paper towels * Lab notebook * Optional (for fun): molds, cookie cutters, food coloring, paint, glitter, permanent markers Experimental Procedure Making Casein Plastic This experiment uses hot liquids, so an adult s help will be needed throughout. 1. Using the masking tape and pen, label the four mugs: 1, 2, 4, and 8. 2. Use the measuring spoon to add 1 teaspoonRead MoreGender Roles Effect On Interpersonal Relationships1673 Words   |  7 Pagesor woman differ in communication styles and job diversity. During this time, many people experiment and push the boundaries of social norms. One way of doing this is by abstaining from having children promptly after marriage. There are biological factors that also influence gender roles like that of having an urge to bear children. â€Å"It is characteristic for women to reject their traditional moulds and experiment with different models during their first stage of â€Å"acting out† their gender roles, i.eRead MoreEssay on Allergies and Allergic Reactions1599 Words   |  7 Pagesadaptive immunity steps in to eradicate the invading microbe. Yet, sometimes the body reacts to harmless agents as if they were pathogens. Every day, more adults develop allergies to things in their environment. Exposure to such things as pollen, grass, mold and pet dander1 can lead to mild or harmful reactions. Other allergens can cause tingling in the throat and mouth, and in many cases severe reaction that lead to death. 2 In the last couple of decades, 75 to 100 percent of asthma and 150 percent atopy

Influence Of Mental Health And Families, Friends, And...

This paper will be examining and investigation the influence of mental health and families, friends, and other close personal relationships, specifically Alzheimer s disease. Alzheimer s Disease is a progressive form of dementia, that damages the brain in all areas of the brain, but affects the hippocampus essential to memory and learning. Atrophy: genders global dysfunction progression corresponds with symptoms of the disease memory, mood, language, and recognition to daily tasks. Negative stigma surrounding mental illnesses, and misconceptions about the people who suffer these disorders. We stereotyping people by saying they are abnormal, and we get scared in the face of illness, perhaps due to the fact that sometimes we can t rationalize these illnesses. However, we become ignorance and have to become informed about these illnesses. We view people with mental illnesses as sick, dangerous, incapable. Mental illness is as serious as diseases like cancer and is life threatenin g. My inspiration for choosing this topic is because my family and I lost my grandfather to Alzheimer s, and how his progression and eventual passing affected our lives. As well as a movie, in particular, called Still Alice (2014) was based on a novel published by Lisa Genova in 2009. The movie portrays what mental illness can do to a family. The plot revolves around Alice Howland, who is a linguistics professor and was diagnosed with early onset. It reflects how her symptoms affectedShow MoreRelatedThe Factors That Make Teenagers Use Drugs?972 Words   |  4 Pagesteenagers use drugs? And how do they influence teenagers’ life? 1) INTRODUCTION a) Hook: Have you ever imagined a teenager attends a party without having social connection with other people because of drugs use? b) Thesis Statement: There are some important aspects that demonstrate the negative impact that drugs have on teenagers and drive them to use, such as mental health issues, friends, and family. 2) BODY 1: Main point #1: Drugs are products of mental health issues. a) Topic sentence: One reasonRead MoreSocial Relationships And Social Support1440 Words   |  6 PagesSocial relationships and social support are critical for us as a person to function normally and be able to cope with situations that spiral out of our control. We are social creatures by nature and that determines how we perceive ourselves and the world around us. When things get out of control we instinctively rely on someone else to help us cope and deal with the situation, whether that is friends, family, professionals, or someone who is only in our lives for a fleeting moment. Numerous studiesRead MoreDisadvantages And Disadvantages Of Social Media1536 Words   |  7 Pagesindividuals worldwide. They provide opportunities to share ideas and interact with others, from old friends to strangers. In spite of the fact that social media has changed individuals’ lives with unnumbered benefits, many disadvantages, to users, are hidden under the superficial advantages, includi ng decreasing health levels, declining communication skills, breaking interpersonal relationships and violating personal privacy. In order to prevent negative effects from social media, curtailing time onRead MoreUnderstanding The Mission And Values Of The Profession Essay1704 Words   |  7 Pagesproblems for the well being of society, including: health care, criminal justice, domestic violence, economic and public policies, child and family welfare, as well as homelessness. Professional social workers are trained with the education and tools necessary to address problems from several different perspectives, and the ability to inform people in need of the resources available to help them achieve a wide variety of goals, whether personal social mobility, or financial independence. AssumedRead MoreSocial Work Can Be Defined As A Broad Profession Essay1660 Words   |  7 Pagesincluding: health care, criminal justice and domestic violence, economic and public policies, child and family welfare, as well as homelessness. Social workers are trained professionals with the education and tools necessary to address problems from several different perspectives, with the intention of helping the masses and not just individuals. Social workers have the ability to inform people in need of resources available to help them achieve a wide variety of goals, whether personal social mobilityRead MoreDescription And Main Objectives Of The Act851 Words   |  4 Pages Informal carers often comes in the guise of friends, neighbours and relatives who normally provide care on a voluntary basis. A vital social welfare policy, is the NHS and Community Care Act 1990. The concept and main objectives of the act as identified by Nocon and Qureshi, was to enable and provide those of ill health normality, independence and a voice in daily living and services that they received. This policy also defined the difference between the more community responsible care by theRead MoreSocial Media Has Cause The Security Problem855 Words   |  4 PagesEven though, college students will build the close relationship with their teachers and more enhancing their engagement with study through using the social media, using social media still exist some unsafely problem to the student. Using the social media will cause the security problem, such as identity thieve will stole college student’s personal information from their social media account and the threaten massage, these two things deeply negative affect their daily life. For instance, Heidi DaitchRead MoreThe Importance of Friendship and Healthy Relationships in a Childs Development976 Words   |  4 PagesFriendships grow from one stage to another. During this time friends become closer. Relationships start out as acquaintances and may stay like that for a period of time. An acquaintance is someone you know in passing. You may interact with this individual on occasion or on a regular basis. They are not your actual friend. They don’t fit in within the normal category of a friendship or relationship; just an acquaintance. The child’s brain will be close to an adult’s weight and volume by the age of five yearsRead MorePost Traumatic Stress Disorder ( Ptsd )1584 Words   |  7 Pagesthe country continues to rely on them each day to defend our freedom. Undeniably, the responsibilities of military members comes along with large amounts of anxiety, self-less service, and occasionally terrifying events that can have a negative influence on the individuals life. Post-traumatic Stress Disorder (PTSD) is a serious illness among the men in our military. Gates et al. (2012) defines PTSD as, a psychiatric condition that is experienced by a subset of individuals after exposure to an eventRead MoreOverview of Antisocial Personality Disorder1160 Words   |  5 Pagesperson with this diagnostic and their family members? In general, personality’s disorders affect the overall social functioning of a person, by eluding and eliminating any type of socialization; moreover, in the case of a chronic mental condition as an antisocial personality disorder the person with this diagnostic ways of thinking, perceiving situations and relating to others are negative and dysfunctional, affecting their positive and harmless interaction with others. Besides, those with antisocial personality

Its a Matter of Money free essay sample

The story is as old as the collegeapplication process itself. As early as your junior year, youbegin researching what college you want to go to, with yourheart already set on University Y. You find out where you canget in, and then decide what would be a good fit for you, andthe result is a pretty broad list. Summer comes along, and youspend weeks visiting colleges. Along the way, you fall more inlove with University Y, its beautiful campus, great socialatmosphere and strong academics. Fall rolls around andyou have your list, but secretly, you do not care about theothers; youre only applying to them to please your parents.You rush through the other applications, but spend a lot oftime making University Ys perfect. The responsesfinally come and to your joy, youre accepted to Y. It doesnot matter whether you got into the others; you barely opentheir letters. Gleefully, you tell your friends youre goingto Y next year, the college of your dreams. We will write a custom essay sample on Its a Matter of Money or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And then yourparents see Ys expected financial family contribution College-bound students could save a lot of griefand heartbreak by having a discussion with their parentsbefore they decide where to apply in order to understand whattheir parents can afford (or are willing to pay). It can be adifficult and even sensitive question, one that most peoplewould rather sweep under the carpet, but one that must beasked. One admissions counselor confirms that many studentsand parents do not discuss the amount parents are willing topay, yet, Seventy-five percent of the time, money ends upbeing a deciding factor. So how do you bring up thetopic of money? The first key is, of course, timing anddelivery. If the question is asked in an offhand manner,expect an offhand answer. A request for a sit-down discussion,however, is much more likely to elicit a serious response. Thefirst time, I asked my father in the middle of a footballgame. Not surprisingly, the incoherent reply came betweenyelps of Fire the coach! and Catch the ball! The secondtime, I came armed with paper, pens and a calculator. I wastaken much more seriously. The second key is to askmore than once. When I first asked which colleges we couldafford, I got responses ranging from Oh dont worry about it,well pay for any college to You know, community collegesarent so bad these days. With time and persistence, I gotthem to settle on a specific dollar amount. In all ofthis, though, you must be careful not to push your parents forinformation they may not want to give you. Demanding to seethe amount of your parents debt is not a good idea, even ifit is a major factor in how much your parents can contribute.However, accepting vague responses such as, We have enoughmoney, does you no good. You must be careful tobalance your need to know with your parents right to privacy.This financial discussion is one of the most important partsof the college application process. In order to be completelyprepared, you should visit colleges, research schools, talk toyour guidance counselor and, perhaps most importantly, findout what your parents are willing to pay.

Othello Imagery Essay Research Paper In William free essay sample

Othello: Imagery Essay, Research Paper In William Shakespeare # 8217 ; s Othello, the usage of imagination and metaphors is important in conveying significance as it helps to set up the dramatic ambiance of the drama and reenforce the chief subjects. Through this, the audience is able to hold on a better apprehension of the drama. Throughout Othello, images associating to poison often occur. These mentions are preponderantly made by Iago. This seems appropriate for Iago who exhibits the features of toxicant ; they being fatal and lifelessly. There are several possible accounts to what motivates Iago: being overlooked for the lieutenancy, the belief that Othello and Cassio had committed criminal conversation with his married woman, though this is neer truly proved ; category differences present in the society that made him experience inferior, and racial differences. This desire for retaliation is so great it # 8220 ; doth, like a toxicant mineral, gnaw [ his ] inwards. # 8221 ; Iago # 8217 ; s usage of linguistic communication is a primary arm in pull stringsing Othello. We will write a custom essay sample on Othello Imagery Essay Research Paper In William or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page By # 8220 ; pour [ ing ] this plague into his ear # 8221 ; , Iago contaminates his ideas. Once Othello starts to doubt Desdemona # 8217 ; s fidelity, he is so improbably driven by green-eyed monster that it leads him to slay her, ironically with toxicant. Many mentions are made to animate beings in the drama. Iago uses beast imagination to show his disdain and to downgrade those he despises. Early in Act 1, he rouses Brabantio # 8217 ; s choler by utilizing rough images of animate beings fornicating to inform him that his # 8220 ; girl and the Moor are now doing the animal with two backs. # 8221 ; Such a metaphor is designed to arouse a strong emotional response. In a monologue at the decision of Act One, Iago says # 8220 ; It is engendered. Hell and dark / Must convey this monstrous birth to the universe # 8217 ; s light. # 8221 ; Shakespeare uses the image of a monster being born as a metaphor for the start of Iago # 8217 ; s evil scheming. It besides becomes apparent that Othello # 8217 ; s head has been corrupted by Iago # 8217 ; s evil handicraft when he excessively starts to utilize the same kind of carnal imagination in his address. In one scene, convinced of his wife’s unfaithfulness, Othello loses all self-control shouting out â€Å"goats and monkeys, † animate beings traditionally considered lewd. There is besides a wealth of Eden and snake pit imagination in Othello. Iago, who is Machiavellian in nature and revels in torturing others, can be perceived as the Satan personified. Even he himself acknowledges this when he says # 8220 ; Satans will the blackest wickednesss put on # 8230 ; suggest at first with heavenly shows / As I do now. # 8221 ; Iago # 8217 ; s use of Othello causes him to see Desdemona as # 8216 ; diabolic # 8217 ; , therefore she must be brought to # 8216 ; justness # 8217 ; . Desdemona, though, is associated with images of visible radiation, Eden and pureness, therefore proposing her artlessness. Even in the last scene as Othello prepares to kill her, he uses a rose as a metaphor for Desdemona. This indicates that her beauty still has an influence over him every bit good as his of all time present feelings of fondness for her. When at last Iago is exposed as the true scoundrel and merely before perpetrating self-destruction, Othello, utilizing another metaphor, compares Desdemona to a pearl whom he has thrown off. This is one of many times where she is referred to as a priceless gem. Throughout the drama, the contrast between black and white is besides used as a metaphor for the difference between Othello and the Venetian society. Several mentions to Othello as # 8220 ; an old black random-access memory # 8221 ; and # 8220 ; far more just than black # 8221 ; indicate that even though he holds the distinguished place of a general, the fact that he is black still makes him the # 8216 ; outsider # 8217 ; . Through the usage of imagination and metaphors, Shakespeare is able to bring forth a considerable impact on the audience positioning them to recognize the full extent of the tragic result as a consequence of Iago # 8217 ; s perfidy. The usage of these graphic images and comparings efficaciously defines the nature of each character and explores cardinal subjects such as misrepresentation, race and green-eyed monster.

Kite Runner Redemption free essay sample

In a lifetime, everyone will face personal battles and guilt, some large and some small. Such as guilt over sneaking out, not doing homework, or telling your parents a little white lie. People find peace of mind through redeeming themselves, in other words, we do something that makes up for the cause of guilt. Khaled Hosseinis novel The Kite Runner revolves around betrayal and redemption. Redemption is the act of saying or being saved from sin, error or evil, which the main character Amir seems to need the most. Amir lives with the guilt he has built up over the years because of one incident from his childhood. Amirs fathers words still echo through his head A boy who wont stand up for himself becomes a man who cant stand up to anything. (The Kite Runner pg. 24) Although Amir destroyed the lives of many people, and he has had more than one opportunity to redeem himself of his guilt, he is not the selfish little boy he once was. We will write a custom essay sample on Kite Runner Redemption or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Amirs selfish ways were a result of the lack of his fathers affection in his life. As a young boy, he was forced to deal with his fathers disinterest in him, which made him incredibly jealous of Hassan. Amir could not understand at the time, why his father adored his servants son more than his own son. As the tension increases between Amir and Hassan, Amir can no longer stand to see Hassan everyday because of what Amir had not stopped and he could not bare seeing his father showing Hassan love and not him. Hassan and his father are forced to leave their home after Amir places his watch under Hassans pillow and accuses him of stealing it. Hassan did not even deny the accusations because he had figured out what Amir was doing. Hassan knew. He knew I had betrayed him and yet he was rescuing me once again, maybe for the last time. (pg. 111) Even after the alleged theft of the watch, Amirs father is willing Tarabochia Pg. 2 too forgive Hassan, which stunned Amir, and made him see that the love his father has for Hassan is greater than he imagined. Amir did not just ruin Hassans life; he also ruined the lives of many people with his decisions after the incident in the alley. Baba lost a chance to watch his son, Hassan, grow up and also lost the chance to bring him to America so he could start a new life. Sohrab lost both his parents to war because they were still living in Afghanistan, lost his childhood to war, and tried to commit suicide as a result of Amir going back on his promise to keep him safe from orphanages. Soraya lost her right to the truth when Amir kept his past a secret even though she opened up to him about hers. It is one thing to destroy your own life with guilt, but it is a completely different issue when you destroy the lives of others. Before Amir can go on the road to redemption, Amir must realize that he cant go back and change what he has done as a child, and he must find inner peace. Although if it was not for Amirs actions as a child, Sohrab never would have needed to be saved in the first place but by saving Sohrab, the last piece of Hassans life, does make a difference. From the moment he chose to turn his back on Hassan, there were many chances where Theres a way to be good again (pg. 238) for all his wrongdoings, but he chose not to take any of these. Sohrab was his last and only chance for redemption. I have a wife in America, a home, a career and a family. But how could I pack up and go back home when my actions may have cost Hassan a chance at those very same things? And what Rahim Khan revealed to me changed things. Made me see how my entire life, long before the winter of 1975, dating back to when that singing Hazara woman was still nursing me, had been a cycle of lies betrayals and secrets. (pg. 238)Amir admits that he cost Hassan a chance at a good life and that he had many opportunities to change the outcome of Hassans life. But at this moment he realized he could lose everything he has built in America, but for the first time in his life, Amir did not care about only himself, he came to terms with what he had done, and he was ready to redeem himself at any cost. Tarabochia Pg. 3 Amir finally became the man who stood up for himself and his sins. Throughout his childhood, Amir looked for his fathers affection and he never could get it. His father had said Im telling you, Rahim, there is something missing in that boy. (pg. 24) Amirs father would have been proud of him at this very moment because that was all he had wanted from him. The guilt that was built over the years was finally put to rest at the safety of Sohrab. In Afghanistan when Amir stood up for Sohrab and Assef aggressively beat him up, Amir had said My body was broken just how badly I wouldnt find out until late rbut I felt healed. Healed at last. I laughed. (pg. 289) which showed Amir had come to terms with what he had done as a child and was finally felt relieved. Although he was getting beat up, it did not matter anymore, he just wished he had stood up to Assef years ago, and maybe he would have earned his redemption in that alley.

The Feasibility of Raw Mango Peelings Essays

The Feasibility of Raw Mango Peelings Essays The Feasibility of Raw Mango Peelings Paper The Feasibility of Raw Mango Peelings Paper Mango peelings notation acids like Gaelic acid, caffeine acid and lactic acid which scientifically, these acids are known to be producing electricity. This study will involve literature search on the composition of raw mango peelings explicitly on the acid content in determining its competency to produce electrical charges and processing the extract from the peelings to distinguish the voltage required for a motor-generated device. Introduction problems is the peels Of the mango (Magnifier indict L. ) fruit. Several methods have been proposed In order to combat this. Perhaps the most popular of these is the simplest: turning peelings into electricity. Mango is processed to a maximum extent, thereby producing high quality of solid and liquid wastes. This contributes about 40 to 50% of total fruit waste out of which, 5 to is pulp waste and 15 to 20% is kernel (Anonymous, 2004; Modular et al. , 1993; et al. , 2000; Pander et al. , 2000). This waste is either used as cattle feed or dumped in pen areas, where it adds to environmental pollution. Mango peel is difficult to decompose, as it takes a very long time, because of its complex composition. The presence of high amount of educing sugars in dried and fresh mango peel prompted the researchers to make an attempt to utilize it as a raw material for electrical energy production and development of a cheap medium. As far as the researchers know, this is the first report of its kind on electrical energy production from mango peelings. There is a need for environmentally sustainable energy sources to find a viable and long-term substitute for electric power distributors. As a first step, the researchers plan to figure out how to solve rising electric bills using discarded agro-wastes such as mango peelings, specifically the raw ones. Moreover, the purpose of this study is to lessen agro-wastes that can harm the environment and at the same time, save money by using an alternative source of electrical energy. Problem statement Littering has been a very serious problem facing our environmental waste facilities for the last decade. By some estimations, our dumps are, on average, 30% above capacity -?an unsanitary, unsafe, and unwise position for our city to be in. Several methods have been proposed in order to combat this. Perhaps the most popular of these is the simplest: turning peelings into electricity. Fruit peelings have been seen scattered around the community nowadays. With people thinking that those particular peelings are biodegradable by nature, they tend to just throw their waste any. Veer they can dump it into. Instead of plunking them, why not make something out of it? Mango (Magnifier indict l. ) peelings are very abundant in tropical countries, namely the Philippines. It is also known that mangoes contain acids that are good conductors of electricity. And as an alternative to the fresh mango peelings, the researchers will use raw ones as an alternative. Considering that electricity bills are growing by the second, people are forced to work harder for money, not to burn, but to earn. So as a proposed solution, the researchers plan to convert nothing into something. The problem Of not having enough space to compost these particular wastes is dangerous. It may cost a persons life, or worse, the planets life itself if not treated immediately. It takes a minimum of two human years for a single peel to compost, but a second for one to throw away. Research Question/Hypothesis Extract from the raw mango peelings can produce enough electricity to run a tutor-generated device. Extract from the raw mango peelings that undergo different processes (extracting, fermenting, distillation) will produce different amounts of electrical energy. The specific objectives of this study are: To investigate the mango peelings to produce electricity after its extract has been Obtained after a series Of processes; To critically assess bulky Waste operations by local authorities, including volumes/types of materials arising and current disposal/recovery routes; To make recommendations to improve he operational effectiveness of, and to maximize recovery opportunities of bulky waste collection. Specific Aims The specific aims of this study are: To produce electricity without using known commercial power sources in running a motor-generated device; To extract the acidic juice from the peelings and using the solutions extracts for the production Of electricity. TO lessen the wastes produced by the agricultural industries.

Organization Behaviour - management (MBA Level) Essay

Organization Behaviour - management (MBA Level) - Essay Example tatement is that a learning organization should focus on the incessant learning and the improvement of potential, not limited in just senior management but also in all employees within the company, and in the business partners of the company such to satisfy stakeholders’ needs. Senge (1990) has the similar viewpoints on the continuous process of organizational transformation, which he defines organizational learning as a strategy that helps members of an organization to constantly develop their capability to generate the results that match their aspirations, where new and extensive ways of thinking are cultivated, where shared goals are liberated, as well as where people are constantly acquiring knowledge on how to learn collectively. Braham (1995) also has a similar view of organizational learning. He argues that it is the responsibility of organizations to ensure that members are exposed to learning opportunities and that learning is not hindered to continuously build their capacity and empower them to expand their perspective in approaching day to day tasks. Lifelong learning is part of organizational learning that helps individuals to approach problems with sophistication. Organizational learning requires the application of learning methods for individuals in the organization, teams as well as the entire organization to constantly transform it towards the course that is progressively more satisfactory to the interested parties. The other implication of organizational learning is that the self-development of individuals within the organization should be seen as a whole by integrating each individual’s learning together in it. According to these definitions, it can easily to be seen that continuous learn ing/transformation and stakeholders’ satisfaction are two of the key elements of organizational learning. Organizational learning is a constant and purposefully applied process incorporated and running at the same time as the organizational activities,

Summary and criticism of book chapter Essay Example | Topics and Well Written Essays - 3000 words

Summary and criticism of book chapter - Essay Example Defeat in the war led to the break-up of the Monarchy, and this was unforeseen even until the summer of 1918 (Sked, 1989 ). The Habsurg army persevered till the very end. Had they been victorious, their Monarchy would not only have survived, but would also have expanded. In The Dual Monarchy chapter of the Decline and Fall of the Habsburg Empire, analyzes the position of Hungary within the Empire, the nationalist and economic growth problems, the rise of fresh political and social forces, cultural pessimism, and the foreign policy issues prior to 1914. These analyses are conducted in the light of the commonly known weaknesses that afflicted the Dual Monarchy, and it is meant to deduce what condition the Habsburg Empire was in before its collapse. The Habsburg Monarchy stretched from the territories that were under the rule of the junior Austrian branch of the House of Habsburg (1278–1780). This branch of rulers was succeeded by House of Habsburg-Lorraine (from 1780), between 1 526 and 1867/1918. Vienna was the official capital until it was temporarily replaced from 1583 to 1611, with Prague. The Habsburg ruled over the Austrian Empire from 1804 to 1867 the Habsburgs and the they moved onto ruling Austria-Hungary from 1867 to 1918 ruled the Austrian Empire and from 1867 to 1918 Austria-Hungary. ... The Hungarians were agitated significantly owing to the suppression they felt was being exerted on their call for a revolution. This suppression was backed by the Russians. However, the entire Hungarian agitation with Austria had been festering for many years, and the reasons for this were manifold. Towards the end of the 1850’s, a lot of Hungarian practiced a change of attitude, inclined to recognize the Habsburg dominion and scavenge the idea of a revolt. Their validation for this rest in the fact that while Hungary had right to full independence and self-government, the Pragmatic Sanction of 1713 foreign affairs were the similar for Austria and Hungary, When the Austrians were beaten at Koniggratz, it became crucial for them to counterfeit reconciliatory ties with Hungary in order to accomplish their lost esteem and power. The new foreign minister wanted to substantiate the previously stalled round of discussions with the previously delayed round of consultations with the H ungarians. In order seek Hungary’s hold up for the Monarchy, Emperor Franz Joseph compiled a deal with Hungarian powers yielding them the popular coronation as King, a separate parliament at Budapest, and the powers to set up laws for the lands that were to be governed by the Hungarian Crown. Initiating from1867, the allocation of common spending was set at 70% for Austria and 30% for the Hungarians. It was decided that this allocation would be revisited every 10 years, and by the year 1907, the Hungarian allocation was raised to 36.4% common expenditure was allocated 70% to Austria and 30% to Hungary. This split had to be discussed every 10 years, and, by 1907, the Hungarian allocation had

Media industry in Covering Islam by Edward W Said Essay

Media industry in Covering Islam by Edward W Said - Essay Example The book was first published in 1981. It primarily focused on the issue of Iran, cold war and war. â€Å"Covering Islam† is full of examples of the work of various media groups and journalists. The views and ideas have been appropriately supported by the facts and examples. Chomsky (2002) has raised various issues on the way media has represented various issues of war, trade union issues and terrorism. The issues ranged are from the presentation of these events by media and control of powerful groups over these mediums to control thought process of mass. Said’s work â€Å"Covering Islam† is another effort which seeks attention of readers towards the biased representation of Islam and Islamic community by mainstream media. In the words of Christopher Lehmann-Haupt for The New York Times Book Review for the same book:â€Å"[He] skilfully traces the origins of American misinformation about Islam to the way that Orientalist scholarship is financed and organized in t his country. And finally he pleads eloquently for the instrumentality of all historical knowledge and the needs of all scholars to be aware of their objectives. This plea amounts to a prescription for cultural self-awareness that will be wasted on none of us†Various studies and theories have been developed to study the development of the concept of Islamophobia. This is very clear from the previous studies and views of Chomsky, Said and others about portrayal of the Islam, Muslim and Muslim countries unfavourable from the past.

Intergenerational Observation Scale Analysis

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