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Yeah, what I take in my hands this way. Okay, it's good. So thank you very much.

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Yeah, it's a pleasure for me to be here this morning also in this cross fertilizing field of agent and childhood research.

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And we have a big meeting now in the network on Lincoln age for almost 2 years and we have been discussing some connections between these 2 research fields.

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And me and Professor Inza Falcon, we decide to look on the concept of age and how it is discussed in both.

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Aging and childhood research by taking the concept of ageism and generational orderings. Adults more adult centrism appears here as something that connects both fields as you are going to see through my talk.

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Yeah, so this is the outline of my presentation. I'm going first to talk something about age.

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Then I'm going to give you some hints about both concepts. And at the end, I'm going to do the exercise of putting this both concepts together.

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Just to say that this is our own working process now. I'm writing this article very now and I would be very happy to have the day and some inputs of you about these ideas.

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Okay, so let's go to the concept of age, why we should talk about age. We all in this room have an age, are aging and experienced different situations because of our age.

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Age is a significant social structural element of our lives just like class gender and ethnicity although sometimes we lost a bit the sight of that.

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Age is used as a reference to underpinning social policies and social rights and it means among other things the assignment of social status for example the age of consent The definition, thank you.

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The definition. Of social roles as devoting age, ascription of social responsibility as the age of criminal responsibility as well as a specification of social demands as a school enrollment and age of retirement.

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Moreover, by tackling and ordering the major life milestones follows a normative timetable which leads individuals to perceive themselves but also being perceived as orders either on time and thus normal or as too early or too late.

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Therefore, living an age entails the concern of one's own normality and deviation from it.

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This is why Lauret, beautiful say that more than having an age, we belong to it. Yet, this does not necessarily mean that individuals follow the age positions they are ascribed or that age related life faces are homogeneous categories of social division.

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Individuals negotiate age meanings in may resist to age positions through their everyday everyday interactions. But what important as PACK to consider is that individuals have, however, different assess to power depending on their age.

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Some age groups tend to be systematically privileged in relation to others with children and older adults occupying the 2 marginal edge of lifespan that often imply dependency, vulnerability and lack of power.

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Children do not yet belong in older people no longer belong to the realms of adult maturity in decisional power.

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Thus, they are both constructed as others in relation to the normal adulthood. This kind of social exclusion results in social phenomena like generation ordering and ageism but also autism and childism.

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And now I'm going to show you how childhood studies have been discussed in the concept of generational ordering and age inside of this concept.

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So with the emergence of the childhood studies in the late eightys, early ninetys, Each was identified as an important social construct as it links children to a generational position within the life course.

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In which the position of being a child is constantly being produced and maintained. True practice of difference and social division in relation to adults.

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Therefore, childhood is not an independent category. It is from the relational and interdependent concept that must be seen as part of a wider generational order on how societies are organized.

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On the one hand, society circumscribed to children particular social locations from which children act and participate in the ongoing social life.

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On the other hand, so these social locations are characterized by power asymmetries and inequalities between generations.

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Visible, for example, in the generation in practice between parents and children, teachers and students, older and a younger siblings and also between child protection professionals and children.

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In which children are expected to behave according to codes and frameworks laid down by adults and in which children have a little say.

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The UNICEF report, for example, shows that many children feel they lack opportunities to participate in decisions at home and at school.

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And children may not be even heard if they have a disclosure or some experienced violence. As we discussed in the other session on generational orderings.

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Moreover, research on children's well-being points out to the importance of questioning how what we understand as good life for children is articulated to the concept of a generation order as researchers not only reproduce it when they take an adult standpoint, but also children can assect this generational ordering and the legitimate as natural.

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Thus, the concept of agency and autonomy that was widely discussed in childhood studies needs to be understood as embedded in localized generational ordering.

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In which children perhaps can negotiate also a confirm to this generational orderings. Yeah? This analysis can be even complexified if we take intersectional perspective as some colleagues have also worked it out.

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Moreover, as Wonder Beg points out, age is not only embodied. But it's also in place.

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Space discourses construct particular spaces for children as schools, children's bedrooms and play parks.

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Create an also segregated age of spaces. For instance, public spaces tend to be understood as adult by default.

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When children revert, the press abolition the generational order, their childhood is viewed as endangered.

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Thus, the criminal child, the disorder child or the precautious child, receive an additive to the name child, while the normal children are simple called children because they do not treat the moral and social integrity of the concept of childhood.

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Now, I'm going to move to the concept of Ageism. So in ageing studies, Ageism was identified as a key concept to deal with age.

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A term that was coined by Butter in in 69. So he first referred to it. As the prejudice by one group toward other age groups, especially in relation to growing old.

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Later on, Butter developed this argument further. Not only social class, gender and ethnicity should enter in the easement group, classism, sexism and racism.

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But also ageism as it is a process of systematic stereotyping and discrimination against people because they are old.

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Just as racism and sexism accomplished for this in relation to color and gender.

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So initially it focuses only on negative perceptions of age, but after age AJ is was also a knowledge in relation of positive stereotypes as when older people are related to East Dom just because they are old.

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Further conceptual developments moved our understanding of ageism in terms of mayor attitudes to elaborate it instead as a form of oppression embedded in social structures.

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So here is very similar to the generational order in stem.

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So a rich body of literature tried to explain Ageism from different perspectives and disciplines. Social psychological researchers have considered AJ is Matripatit in which we have to take in consideration 3 aspects as cognitive how we think about age.

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Affective how we feel about age and behavioral, how we act in relation to age. They also show that Ajaism appears in Micromes or in Micromas or in micro levels so that we have to consider these different aspects and develop the different Tories to explain that.

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But from all this background, 2 main phases can be identified. Work where all the people are seen as less productive and appetited than the younger counterparts does affecting not only job opportunities, promotions and performance evaluations, but also go vermin's efforts to extend working lives.

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In health where studies show that they have less access to particular health treatments receive less time from physicians and are less likely to be involved in medical decisions.

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And can be judged in stigmatized of being too old to have a disease associated with youth.

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So here we have also some similarities with generational ordin in relation to adulthood. Grecoa and colleagues show that older women tend to be double-jorpodized in both work and health contexts.

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Calling for the need of intersectionality. And she also points out the importance of considering time, is space and activities addressed to other people as ways of doing our age.

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Moreover, studies have also shown that Ageism also calls towards people of one's own age and towards one self.

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As other people might have internalized age norms and negative perceptions. Thus, AJs received a vast attention and the World Health Organization even links it a campaign against Aj's mental report in 21.

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Okay, now I'm going to my last slide and I'm going to point out some of the specs of the connection between these 2 concepts.

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So for both groups, age assigns, marginalized social position in the backdrop of a single age-lass adulthood.

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However, they have also differences, for example, childhood researchers discuss it much more the concept of agency that was very low in the AJ's concept.

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In childhood studies, this situation is seen as an expression of idiotism in childish. That was worked mainly under the concept of generational orderings.

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Whereas applied to older people it was labeled Ajism. Although this concept negotiates age and refer to a cord-in-powered structures of societies, they are not linked.

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However, the global report on Ageism recognize Ageism toward the younger people as a social phenomenon and points out that little is no about it.

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Its effects are still poorly understood or findings are weak and inconsistent. This means that the concept of agism as prejudice or discrimination on the grounds of a person's age and not a person's older age.

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Has not yet been sufficiently elaborated as a concept that makes visible the social construction of age as a whole as it is in the case for example with sex use Morasses Minabolism.

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The perspective of AJ is only confined to ageing studies weakens the analysis of age as a category of social positioning that is relevant to all age groups.

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By using Childism, Adultise and Ageism, the concept itself has been fragmented by age categories.

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We little relational analysis across age groups and subdisciplines which affect public policies for children for example.

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They are not in the report. Now we move to my second point. The concept of generational orderings in turn emerged and remained mostly in childhood studies as general sociology as an anticipated by Alan and in 2,009 remain ignorant of generational orderings as a distinct organizing principle of social relations.

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Thus, there is a need to the center childhood and move beyond childhood studies. My unpacking the dynamic process of generation in both within and across generations, as was also pointed out by Punch.

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Likewise, one could say that there is a needs to the center aging in order to move beyond aging studies.

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They claim that there are few studies analyzing ageism and hierarchical power in relation to children has also to do with the fact that age and age and his scholars are not familiar with the concept of a generation ordering from childhood studies.

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So it means that we do not talk back. So, concepts are not linked. We need to the center.

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And now I bring to my last point, which is the question of linkage. Perhaps as a synthetizing concept.

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As a social construct in relational category, age could be seen as a link in concept as both generational orderings and AJs can be understood as forms of doing age.

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That means where age relations are sustained through a subtle form of power. It does not mean to overread the specificities of childhood and old age.

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The fact that children are often associated with becoming adults with being and older people with unbecoming or seeming to be needs to be explored empirically and in arena in which age relations are negotiated and constructed.

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However, we lack of a common agenda where age can be seen as an important variable to all age groups.

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Recently, Bulan Niederberger expanded the concept of a generational ordering from Dichotomie adult child to see generational order as important to all age groups.

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Krakola but also Hoppner and Wanka proposed to look to practice of doing an undoing age.

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I ask if by linking age we could also create a common agenda based on a critical age studies perspective and finishing.

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In which age normality and practice of marking an unmarketing age are analyzed contextually and relationally across the life course.

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We breaking down binary oppositions and finding common ground between generations and disciplines. That does not stay in childhood and ageing is sturdy though, but also include youth and middle age adults alike.

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Thank you.

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And thank you so much for setting the stage. I think this was very inspiring and thanks again. So now I would like to invite our next speaker so it will be.

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Sorry? Yes, it will be, and Carla. And I hope that we will be able to open it really soon.

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Again, please write down your thoughts and your questions. There will be. Not plenty, but there will be some time after our presentations to ask them and now I give the first to my colleagues.

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It's up here? Yeah. Yeah, no, it's perfect. No.

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Yeah, thanks so much and also thanks so much Anna for this really inspiring setting this stage and so I think there's a lot of the points of you know age different generational ordering and ages and that have already been said so we can be a bit a little bit faster there.

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Thank you. I am perfect. I have this problem. So my name is Anna Vanka. Yeah, perfect. I have this problem.

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So my name is Anna Vanka, together with Melina Fetman, Karla Vacinsky.

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We will take you now through a little journey on the query of how age matters in society, but especially beyond that also in academia in particular in research.

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So what we want to do in the upcoming couple of minutes is that we want to again very briefly introduce the concepts of Age's Mandalism that Dana has already talked about and we want to offer in more depth the concept of But should I do, the concept of linking ages as one that might irritate and that

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might, you know, disturb our biases, our age biases, everything that we have learned also as researchers about aging and how and then showcase on 2 PhD projects how this can be done in empirical practice.

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So just very briefly as Anna has already said, we live in an age segregated society. This is kind of the premise of our understanding of age independent of whether we're childhood or aging researchers or youth researchers or adulthood researchers and that means that our rights and obligations, norms, expectations.

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lifestyles. Our friendships are centered in the differentiated by age. I always ask my students how many people do you have in your social networks that are 15 years older or younger than you?

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And few of them have, even though they have people from other different ethnic backgrounds or genders in their social networks.

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So society is really very much stratified still by age. And as a strong system of what Elizabeth Freeman from queer studies frame this chrononormativity lies behind many of our societal structures that is a certain feeling but also explicit and implicit norms about right timings for certain things so for example if you're 16

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you're too young to become a parent but if you're 65 as you can see here you're too old to become a parent and everybody kind of has this implicit feeling to know that.

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I won't say a lot about Aism now anymore, but what is I think very important in this is now anymore but what is I think very important in this dialogue between childhood and I think very important in this dialogue between childhood and age studies is that very important in this dialogue between childhood and age studies is that the middle of this dialogue between childhood and age studies is that the

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middle between childhood and age studies is that the middle, seemingly middle-aged autonomous and age studies is that the middle, the seemingly middle-aged, autonomous, independent, old older middle-aged adult is seen as the perfect or autonomous, independent, older middle-aged adult is seen as the perfect or the

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incarnation of personhood in our middle aged adult is seen as the perfect or the incarnation of personhood in our societies.

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So if you are that person then you are kind of unmarked like the white middle aged able bodied men.

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But if you deviate from this in terms of age, if you are on the margins of life as a child as a young adult or as an old adult you have to be marked with a And that kind of makes you other.

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Doesn't have to be like Aism in a negative discrimination, but it just marks you as another.

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And what we want to focus on in our presentation is that this happens not just in society, so to speak, but also in our own research.

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So also academia contributes to age coding. I myself come from age studies and nearly all of the papers or many of the papers I read start with the demographic change and how older people are becoming more and more in society.

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So we really also make this age difference very relevant. And also when you look at Isa and this is also the reason why we made this joint session when you look at ISO you have the different research committees on childhood, on youth, on a later life and everybody else like the 50 other research committees they're all unmarked

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they're for example on gender but that means middle age and gender or there's no age coding there.

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So we could say that sociology might be a discipline even that focuses on the middle age in particular, whereas we have other disciplines like the educational sciences that might have a stronger focus on children and youth.

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And this also runs into our methodological approaches. For example, why do we not use not so often use biographical interviews with children.

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Or why do we not use But participatory research with middle-aged white able-bodied men.

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We used to really use them with what is here now framed as vulnerable groups like children or all the adults.

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And of course we as researchers also carry implicit biases in how we think about and approach different life.

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Stages. So what we want to showcase in this presentation is how a linking ages perspective could provide us with something that as I said irritates our new uncertain age constructions and makes our implicit biases explicit.

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So what we try to do is to follow questions like how is age being done and undone that is made relevant or irrelevant in different research fields.

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And which material discursive crackises of academic knowledge creation draw age boundaries across the life course. And these are questions that we are, concerned about in our linking ages research group.

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And here I think it is in particular important that a linking HS perspective always tries to contrast different life stages.

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So it's always about projects that do not only focus, for example, on later life or childhood, but tries to bring them together to really see what are implicit.

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Biases and stereotypes. And we want to now see how this can work in practice with like little empirical snippets, I would say, given the time from 2 PhD projects of Melina and Carl.

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Thank you, Anna. Yeah, great. My, research project I'm interested in in protection practices in childhood and later life.

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So my research research interest circles around the question of how age is made relevant are irrelevant in protection arrangements.

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In Paragatical settings. And the focus of my interest is on so-called protection concepts or protection documents that have to be implemented in certain institutions in Germany by law since 2,021 and and researching care institutions for children and older adults.

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Or more precisely kindergartens and daycare centers for older adults and to do this I also look at how these topics I dealt with or discussed in the scientific literature and what you see here.

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I 2 quotes from a handbook called Protection Concepts in Paragatical Organizations.

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And in this handbook, protection plans are maximized. And with the argument that people can suffer damage when their personal rights are restricted, which will affect their professional and personal personal agency throughout their lifespan and later on the handbook.

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It is also said that people in childhood and adolescence are particularly vulnerable because so there's a causal argumentation here because of the limited capacity for autonomy and the residing dependency and they therefore need special solidarity and protection from the society.

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And the first observation I have here are the first question I would ask is that the authors in the handbook mention only children and adolescents in their book but I'm wondering only children and adolescents in their book but I'm wondering why are institutions for old adults for example not acknowledged as also in formal educational institutions, especially when you have

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a broad concept of education or building in German, which is maybe not assigned to a certain age group. So I'm wondering which age groups are actually assigned with this ability to learn and to develop and also since 2,021 it is mandatory in germany as mentioned before to implement these protection concepts in institutions for children and

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adolescents but in institutions for old adults. And they only exist on a voluntary basis. And what I did was that I confronted or asked one of the authors of this first quote for an expert interview and ask her to elaborate a little bit more on this quotation and the expert said or yeah I don't know

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led to mice maybe also her quote with the following. She said, it is so to say this lifelong approach.

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So I may have experienced something in childhood that can have a lifelong influence on my biography. So what I want to say is.

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Have a high responsibility to provide protection that would actually be another argument for the fact that this right to protection is in a way even more serious in childhood and adolescence, let's say, because I can sometimes only see or notice the effects at an older age.

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And the second observation or question I would like to ask is then how to let itimize these protection concepts or these protection lands or protection arrangements in order adulthood when this future professional career and this prospective lifespan cannot be used as an argument and have the feeling that there's a strange bias and temporalities here that wife

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or children the future is considered to be super relevant for older adults it's always the past but I'm wondering what about the present what about the here and now of a situation and it's consequences.

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And the third observation or question I would like to ask is that of course the authors in the book and also the expert is middle-aged and these middle-aged authors and experts and professors they of course talk about talk about children in teenagers or in the expert interview also about older adults as a group that is especially vulnerable.

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And need to be protected and need to be protected especially by adults and thereby also as a side effect of course stabilize this image of middle-aged people as strong as autonomous as powerful and this touches the very difficult question again of course when it is useful or when it is even necessary also to categorize people based on a certain

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common characteristics. Such as age to address their special needs and what kind of challenges maybe or what kind of problems are on the other side also associated with this.

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Age categorisation or age differentiation. And this brings me to the second example. My color. Thank you.

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So I'm Kala and my PhD project is about the undoing of age. Invalidation practices of younger and older adults to assisted living arrangements.

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So I'm now showcasing here how the linking age's perspective can be used on empirical material like interviews.

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So in my project I'm a conducting an ethnographic study. And I'm also an explorer like several forms of assisted housing arrangements and preparation I also conducted some expert explorative expert interviews with practitioners in this field so here you see an extract of an interview with a pedagogical

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practitioner. On assisted forms of housing. So here are all explicit references to 8 were removed or not there just weren't there.

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And I read it out. So the question here is how can we detect age here even if it's supposedly ageless data.

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So I read it out for you. I have the impression that for many there it is good to know that there are contact persons.

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So I would like to have support, but I would like to be able to decide when I want it and how much of it I want.

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I don't want someone telling me to clean my room now. And I always have the impression with the organization that this is quite good for people who have an issue that they would like to talk to someone about something.

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Off of it is simply, I got a letter. I'm not sure what I should do about this application.

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And regarding community activities which are offered there. Can be made use of but it's not a precondition.

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If you say, I don't want to take part in this activity, then that has no consequences for housing.

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So maybe take a few seconds to think about which age group is referred to here.

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So as it's highlighted here, even though it's seemingly ageless data, there are still some hints that point or give you a hint of what age could be meant here.

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So for example, it's referred to just like I don't want anyone telling me to clean my room.

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This that someone needs help with like maybe reading letters or with application and also the person highlighting that there are no consequences if the person wouldn't participate in any activities.

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This is something that. Strongly like points to like teenage years or young adults. So the first observation here is there are still plenty of implicit age-coded features and practices also in supposedly ageless data.

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And the second observation is here that the linking A perspective could raise awareness to differentiation practices. Especially in keeping other age groups in mind and setting them in relation.

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So, F, for example, in this housing context, which different deficits are attributed to which age groups and why.

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And also it gives you a very strong idea what your own ideas or your bias or images of a certain age group are and what pictures you have and how this might have influence influencing your.

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Your data collection or the interpretation of your data.

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So to conclude, age difference matters in society and in research. And a linking age's perspective sensitizes us for our own age biases and enables us to ask questions.

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For example, like Where, when, how, by whom and why is age difference made relevant or irrelevant?

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So for example, in the design of living arrangements or support that that is offered there. You could ask questions like how are these differences legitimized and who legitimizes them like you saw earlier in Milina's example with the handbook.

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And the last question, and it's a very important one to think about is where, when, and why is it legitimate to differentiate by age?

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For example, to protect children from harm. And with this I want to conclude and thank you very much for your intention.

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Thank you very much not only for the great empirical insights but also for amazing team management like doing this with 3 people I think it took a lot of preparation.

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So thank you for that. And as we've been experiencing some issues with Zoom. I would like ask you for a 30 s patience so that we can check whether everything is working there.

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So the good news is that we are apparently being heard all the time online. It might be some issues with that.

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OK, now it's solved, yeah? Not quite. So we can still proceed as the only issues that may be our online participants won't be able to see you all the time, but they are able to.

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Here is okay so and now I would like to welcome Clara here on the floor we're very excited for third presentation.

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And I hope that the Zoom issue will be so soon and Clar will be not only heard but also seen.

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So the floor is yours. Thanks a lot Dana. Quite enough to be here I think. So, hi everyone.

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The background for my presentation today is H being my multi-dimensional, including chronological, social and biological age.

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And that there has been quite a lot of research on. Showing social constructive age and the various. Consequences thereof in different for different age groups in different contexts.

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But still there are no similar work on the biological age. And this contributes to maintaining

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Is it? Okay. Yeah, so this contributes to the conception that social age is constructed.

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While biological age is seen as objective and neutral. And as a consequence, it's also kind of understood that unlike chronological age, the biological age would be non-discriminatory.

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When it's used as a basis for prioritizing or rights and welfare resources. So in this presentation, I will give you some example on this from Sweden when I talk about the social construction.

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The biosocial construction of age.

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So we if we start by looking at the concepts. The bioterrorist concept with various technicians, very old one is from Cloninger saying that it is a theory of personality traits.

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More recently in social science. I am hacking. Has used the term biosocial.

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To refer to biosocial identities. The issues of genetic markers and the possibility of genetic mapping.

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In hacking's line of thinking the social and biological or interval in such case that how a set of people are with a risk factor.

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They are more social, he says, but rather by a biological group. And this is because, people at risk for the same disease.

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Will clamp together for mutual support and in many cases activists and and Maya was over, so in put it terms by a social alliance with hacking side idea that biological data are used in different social practices.

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If we then turn to the concept of biological age, the introduction of the concept is used usually to trace back to body year from the early 1,900 seventys.

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When he in it did a search for biological markers. That could provide insight about a rate or aging.

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Because such a questions were seen as important in a society within increase in proportion of older people. In his first work, Bordeaux discusses the aiding process in different organs and the difference between them.

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He highlights some problems, some complexities, but it does not come. To arrive at functional indicator for biological age.

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In Bernoulli's introduction, he used, he defines the biological age as a manifestation of physical and psychological decline.

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In later work there has been many other definitions such as differences between average life expectancy among a cohort and estimated remaining life expectancy for individuals in the age group.

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And also as where individuals are located on the spectrum of a conceived course of biological changes. Ask a risk of mortality and as individuals unique biological pattern regarding development as well as aging.

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And this concept by a local 8 is disputed and it does not have a uniform indicator. And since this introduction by Boliere.

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The search for reliable indicators has been ongoing in, for example, medical medical genetic and medical epidemiologic care.

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If you don't do middle or big research. And many studies, stresses that reliable indicators or the concepts are still missing.

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You simply don't have it.

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So if we roadly understand biological age as an assumption of firstly that that is the reliable connection between biological processes and chronological age.

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And secondly, that biological age can be measured. Then we can note that these kind of processes has been explored in various age fields, but with different concepts.

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So I will start by giving you a example of this from Swede and between 2 examples. Oh. Healthcare.

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Stations during a COVID-19 and medical age assessment of young Assyrian seekers.

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In spring, 2,020 when we the Swedish health care was under extreme pressure like in other countries.

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Because of the COVID-19. The National Board of Health and Welfare developed priority guidelines for intensive care and access to hospital beds.

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These guidelines emphasize that the chronological age cannot be used. But instead, patients biological age. Here defined as possible patient benefit given a patient's biological condition could serve as a basis for priority decisions.

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And this view is consistent with the Swedish priority enquiry from 1,995.

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In which biological age. Unlike chronological age. Is presented as non-discriminatory. When it's it's used as a basis of welfare priorities.

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I guess a background or these priora guidelines, the clinical freighter skater was used in most Swedish or different regions.

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And like the concept of biological age, these freighters case they are disputed and they are really criticized.

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Yes, Swedish Medical Journal for instance published articles. Where where they claim that neither clinical use or biomarkers or international consensus criteria for free or still here.

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A survey from 2,016 and 2,017 shows that there were more than 67 different methods published to measure safety.

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So the conclusion of this this articles is that the concept of safety should not be used on an individual level.

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But as we know, this is exactly what was done during Covid-nineteen.

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So the political decision to use biological age. As a basis for these priorities. Is based on the assumption that biological age is non-discimatory.

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But that has is still no valid. This is not proven so far. On the contrary, the debate on health care during COVID-19 shows that assessing patient benefits on the basis of biological age.

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As advising the guidelines always in case that younger person can be given priority over older ones. And the Swedish Corona Commission also criticized the use of biological age as it risks resulting in category based assessment or current.

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Not least in the situation where decisions are taken in very chaotic stress.

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The final report of the commission also show that the use of the clinical freighter scale in the Stockholm radium are a capital region.

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Largely excluded old elderly people and special housing. From getting access to intensive care.

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So if we then move to the second example. To use a biological age in medical age assessments with young Assyrian seekers.

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In 2,015 over 1.3 million refugees sought shelter in Europe from the ongoing war in Syria.

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Out of those more than 160,000 individuals arrived in Sweden. And among them over 35,000 were young assino seekers coming alone.

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At the beginning they've received it very much enthusiasts. And Prime Minister at that time said that my student doesn't have any borders.

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But very soon after that, yet. You want to change and the government announced restrictions. Aiming to adjust the Swedish rules to the EU minimum level.

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And this included, for example, close borders. Temporary residences. And extended ID controls on trains.

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And buses. And this is a context. In which a huge increase or medical age assessment took place in Sweden.

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In 2,017 the migration agency ordered 10,407 age assessment from the national board of Forensic Medicine.

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And this was done to a control, LATEY JANG ACIENCUS.

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Were not below the age of 18. Where they should have had a right to stay in school.

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In medical age assessment, the aim is to define the so-called bone age. By x-ray wearing knee wrist and assessing the wisdom teeth.

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And there are several studies in different fields that have shown that these measures are not reliable. At not for example due to significant variations between age groups.

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Including variations based on social positions. For example, we know that cures are certain ages. Developed faster than boys.

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And similarly, The measurement vary based on social class. Including factors such as administration.

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Medical age assessment has been used in different in many countries, but based on available data it seems that Sweden was a country with the highest number of these assessments.

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The criticism against SH is estimate. Has been strong in Sweden from medical ethical and statistical expertise.

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The National Board of Forensic Medicine, for instance, stated the following in 2020. Medical age assessment is an assessment of a person's age using different medical methods.

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Today there is no medical methods for establishing a person's exact age. But there are several methods to estimate age.

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Another concept that is based on assumption that physical development correlates with chronological age. Is the concept of developmental age.

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And the the measure are the same as for the giant of cinemas. It's x-raying knees, wrists and looking at wisdom teeth.

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The assessment of development age has, for example, been used by CIFA. To verify that football players playing in the youth championships are under the age of 18.

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Those of you who are interested in football might remember that it was a huge discussion at the beginning of this year.

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When 21 after 30 place from the camera national U. 17 team failed on these FIFA eighties and this was just a few days before the tournament was to begin.

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In the Swedish media this was referred to in terms as age cheating. And players lying about their age.

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This shows how sure, how much trust this media put on these age assessment. They took them for granted and they told them to be sure and correct.

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Lorry just about you know a few minutes left.

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Yep. Our researchers who have examined this test by FIFA. Have criticized them and argued that there are no reliable method to define criminal logic age.

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For example, Dominica statistical team Code argues that the reliability of FIFA's measurement can be tossing a coin up in the air.

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And basing the outcome on better it lasts on heads or on tapes. So just the completing.

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In this presentation I have illustrated the notion of reliable relationships between biological aspects and local age and I have shown that it's used in relation to both older and younger age groups.

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But with different concepts. But the concept of developmental age and medical age assessment has been used among younger ages.

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The concept of biological age has mostly been used for older age groups. On this demonstrates that the notion of reliable biological measures is established with the processes spanning road age ranges.

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And it's therefore I would say something that we need to pay 10 to in research. Involving age as an organizing principle.

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Have also shown that these concepts have been used for different purposes. But when Boliere introduced the concept of biological age, the purpose was to find indicators.

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To predict something about the remaining lifespan for older people. However, the background for the other 2 concepts and the Swedish use of biological age during the pandemic is different.

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The overall basis for medical age assessment and the FIFA test is to control. To verify is because we don't trust people, we don't trust social processes.

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In the Swedish user by a biological age during the pandemics. The starting point was yet another one.

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Please concept was explicitly used as a basis for prioritizing often life critical healthcare resources. So taken together, this indicate a high degree of trust in the concept in the context where they are used.

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So this shift in application or the concepts shows the need to critically act examining the correlation between biological dimensions and

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8 and how is done done in a different context. So my concluding question. Revolves then around.

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Why? The use of biological age. Yes, has increased in this way for example in Sweden. A possible answer could be given by Nicholas Rose.

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Who speaks about the biological turn. Because the presence of potential risks such as the climate and pandemics and he says it has created an vacant interest in perspectives that can create hope for the future.

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At least I would say by creating an idea that complex problems and moral challenges can be handled in simplified ways.

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And if Rose is bright about this, then we are sociologist and as age researchers need to formulate new research questions.

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Which also reflects on how constructions of age. Relate to ethics, ethics and morality. And I stopped that.

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Okay, thank you for this amazing speech. I think it was very inspiring and I assumed there will be plenty of questions.

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Afterwards, we are still experiencing some zone issues. Sorry for those who cannot see us all the time, but I hope that you still are able to hear us.

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Now I would like to give the floor to Ginta. And her presentation. And again.

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Hello everyone, my name is Ginda Martinkina and I'm a postdoctoral researcher in Clapid University in Lithuania.

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Since the Kenya has joined the European Union in 2,004 life across borders became, DR, a common experience for Numerous children and young people.

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Oh yeah. And most of his children grew up and now today they want to present. Do you how students national life experience in childhood affected me since young adult life later?

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So As a result of the part of one of appearance or both of them, the number of children in the temporary care has increased over time.

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In the viewing, this figure shows the number of or temporary KEMMA children who are officially granted him and the SEC, 2,017 I have a last year in Wisconsin.

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As this was the last, the last year then when this data were officially publicly available in Lithuania.

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This paper aims to give a voice to young adults or adult children and in Virginia who have experienced the National Family Life experience.

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And I wanted just to examine how this experience effect and what ways and what status emerges also. And this this research is Yeah, and the data were collected for obvious reasons were collected.

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As a part of an ongoing post or research project which is relies on a life class perspective by elder and using visual methods for end-to-end interviewing.

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The credential families are defined as similar groups with members living some or most of time separated from each other.

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Yeah, well nonetheless given the sense of of you of wealth of collective welfare unity and also family wood across national borders and they We tried to keep his belongings to govern us and we name ourselves as a family.

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Another important concept is a international child. But the notes, the illness of children, experience, a experience in a transnational family as a transnational child grows up and and he become a young adult, he starts to create his own life.

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And near the additional social markets of adulthood such as finishing school, getting a job, getting married and having children and living home.

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I also want to add one more that is mobility and it's very important in in the opinion cases that I'm analyzing.

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A life course perspective I also added here because it it marks transitions of family members that we go through for a life course, for the life stage, and with mobility, international life is one of these transitions.

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Moreover, in a public discourse in theenia, transnational childhood is And head of the construction that's less appropriate where mobility of parents is perceived as troubling as a problem.

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And there's natural farmers often depicted as unfavorable and unsafe environment for children.

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And as a consequences it it creates a negative consequences for children's psychological well-being and of course behavior.

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In response to Transatals, transnational life in childhood is seen as troubling. And you have an impact to add who to at a different level.

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The young adults, Wifton's national life experience in childhood, have unique social maturity. And I also focused on these soft skills that are very also important in these processes.

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And we sub-skills are identical exploration, self-focus possibilities, so also feeling in-between and instability and they they experience it in in their own way.

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While talking about methodology, we were made a quality of case studies with 17 young adults. 1835 years old.

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With broader experience of transnational feminism. The life and data were collected in 2,022, 2,023.

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2 methods were combined. So the timelining method in a life course perspective suggested by Elder and the my family Mac modification suggested by Originally, my family map method was created by Norwegian research Ernie Livin.

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But, yeah, yeah, there's a learning abroad and possibilities to use this method and created a modification of it.

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From the timeline and method side, but participants in my research made a list of significant life events. In a live course perspective from childhood to the present.

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And, and, and explained their perception in 4 aspects. So individual choices and decisions, the timing of them, the social, social environment impact and and also historical context and geographical occasion.

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From the MY FEMALE MAYOR MEFORE MEFORD MOTification side, participants created maps of these significant life events.

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And with the importance of each of them for today's life. And these maps we have a background for in-depth interviews that we that I made.

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So what are the main findings? I divided them in 5 groups. So science of adorthood as as it is important here how these young adults define adulthood from their perspective.

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I identity canvas so where uniqueness of their identity how we see the identity now, service perception of identity.

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What life-cost strategies emerged in their life stories? What is the contextual impact? And their life strategies on how we evaluate the transnational life experience from today's perspective.

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And this evaluation is a representation of this international experience in childhood. Yeah, so it is also it was also important to to look to it.

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6 main signs of childhood, Emerged in the research data and they didn't put a course in all of them because I didn't want to make it too crowd for you to read.

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So, but all these signs are related are connected with whichever but still have different basis of formation. Autonomous related with perception of being not connected with others and being able to create their old life and has more structural formation of background.

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Responsibility and the win as a personal maturity. I really did emotional aspects of adulthood when young adults are emotional touched by by this experience by understanding that they are responsible for themselves and very often for their younger siblings.

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For example, And we have to grow up earlier emotionally. No control, self-control, also decision-making and independence are action-oriented aspects.

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When young guys accept perception that we have to, to control, have no control from the outside.

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But still they have to control their decision because nobody will do anything for instead of them so we have to create their own lives by taking actions.

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While talking about young adults identity canvas, I will show you some examples from my from my maps that that were created by research participants so the first one is emotional model of identity.

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And all our participants first of all were asked to make the list of significant life events from childhood till now.

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And went to put all of them by significance. So the most significant events from today's life perspective, we had to put nearest themselves.

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And the least significant fathers from ourselves, from themselves. And when this research participant put all the events significant events in a map she was surprised that all the difficult moments in her life are near as him.

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And, and this, this great, your life strategy she lives cautious and she identifies herself through this moments through all her life course still now.

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So this emotional, difficult, marks have an impact on her, on her life. The second one is.

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Centralization model of identity. And then in this case, all of a significant life worms were put in a map by thinking about professional self-.

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And also as you can see in in this quarter he valves a lot his own efforts in creating his own life.

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But as a background for this identity I would say that he was he had a huge impact from having good.

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Or unsafe financial childhood background. So that's why he he creates identity through self-organization that he have to be a strong professionally in order to keep himself It's safely in from financial side.

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The third one is an exponential model of identity. As you can eat note, what this research participants appearance moved abroad to gain experience.

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But not because of money as in most cases in the field area. And this experience and sense of brownness and spineless participant also to to raise your own life and identity by experiencing a lot of new things in your life.

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And not feeling afraid of exploring. And this experience or mode of intended inspires here to be mobile and for example Shimm decided to and had experience to live one year in Cyprus with your children.

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Just because of experience. And it is also interesting that while she had a positive effect of her transnational family life in in her childhood.

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But still, she decided to move to Cyprus for one year with your children, but not alone.

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So she did a little bit different when when she had that experience.

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Well, presently life course strategies, I will also show some examples. So the first one is, global human mobility lab strategy.

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And professional have experience soon in trial would inspired this participant to travel a lot. To pursue a world as a new opportunities and to understand that Lafayette is not the only place to live.

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And by choosing this strategy, the research participant shapes your professional professional skills. She also forms your certain social attitudes.

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Broaden them and also forms her social skills as well. Just to let you know, 3 min left.

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Okay. And now is transformational strategy which is related with choosing to live completely different life when parents used to live.

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And she wants to create different life for her children. We have the whole family living together and they have learned how not to live.

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What is the wrong way of living? And she balance experience but she had them but she learned a lot during it.

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And just and she just want to create a life for her and for children for future family because she still has no family but she wants to to have a happy family.

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The third one is a personal growth strategy. And all the live events, including international life experience in childhood, is accepted as valuable experience and this this experience grew as a person.

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As she is now and all relations relationships and all the life events were needed. Because for growing and shaping her personality.

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The fourth one is a goodcentric stratagem. This is the last one. And that is related to perception of doing everything by by him own and not connecting with life with somebody else and having not influence from others but he but valuing his own responsibility in all life stages.

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Contextual impact is very important also and I divided it in 5 groups. So one is related to a family context.

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And it is important how family members are involved in in a life course and especially in living at a distance life stage.

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This woman helps helps to keep familiar relationships and shows the importance of participation in creating belonging nets to govern us and in keeping the family as a family.

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Yeah, another context is social context and it is related with pressure from society. To live the life you should live, that we have to go through all the stages you should go, you have to finish school, you have to finish university, you have to find a job.

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So this is where the pressure from society that comes. And another is economic context and in life trackers that are formed because of economical reasons we are very often seen in European international context.

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And one of amenment was economic crisis in 2,008 that pushed a lot of the Fine and families to choose a transnational way of living.

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Another is Covert, 19 and pandemic citation had a large and had a huge impact for transnational families and for participants of my research.

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First, we have lockdown and not letting to communicate with whichever life. Secondly, by not letting to meet, for example, father who lives abroad for 2 years, not to see him life and not having an opportunity to.

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Maintain to and networks relationships, similar relationships, and we have a distance between them. Okay, and the final political context is in research related to this with the Ukrainian war Muslim.

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Maria, had a huge impact also for most of the Indians. I will also mention one last finding and I finish so that is related to revelation of National Live Experience and one is the passive role of participants that that was expressed when we have no decision we can know the opportunity to.

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There to influence we haven't decision, but we have an active role in their own lives. Then we supposed to try to do form financial style mostly and negative attitude from the family relations.

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And to conclude, there is national life experience. In childhood leads to earlier adulthood.

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Significant life events create different tractors for over densities that it is related not only of transnational life experience but with significant life events from the world in a life-cost perspective.

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And despite the transnational condiments of life experience, the research participants form unique life strategies and they have more opportunities in doing that.

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The last finding living at a distance in childhood gives a lot of life lessons and I'm courageous to create international life in adulthood.

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And one to talk question I want to give to you all of you. What would be the most significant life event in your life of you what would be the most significant life event in your life of course that made the biggest impact for you for your life of course that made the biggest impact for you for your life directory that made the biggest impact for you for your life directory as what I found

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in my research for you for your life directory as what I found in my research that Transnation way of living is important event but not the most significant directly.

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So just think about your life. So thank you very much.

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Ginta, thank you very much for this presentation. We still have 2 more presentations, so without further ado I would like to invite Arena to the stage.

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Yes, she's ready. We are here. Hopefully the Zoom works better now. So.

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Right. It will work.

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No, it's not my presentation.

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I'm sorry about that.

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What should I put to the next? This, yeah, the error will enter. Okay, thanks. Hello with your colleagues.

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My name is Greg Serena. I'm social anthropologist and sociologist and my main research interest extensions kinship status so today I will present you part of my previous studies which was dedicated to relations between adult siblings in urban context.

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And my today presentation is focused on question how siblings conceptualized elder younger social rules throughout their lives.

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Well, it is common for social science to analyze age and social construction. We still know very little about HD difference as social construction and elder younger growth which grows out from this construction.

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Existing status about age difference between siblings are mostly focused on how age difference impacts on education of the developments mental health behaviors etc But this research age difference is described just Belological factor made this biological fact.

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Which is resulted from first order. But I think it's not enough. In my research I started the interviews with the general question for example please tell me something about your brother or sister and many participants in my research begin with a.

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I'll have a brother he is younger or something like that and then throughout the year or something like that and then throughout the interview they often turn to the younger categories to explain some features of relations.

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And as I will show you, it was not just about birth order, but more about social construction of age, age difference and age seniority.

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So I think that all the younger relations undermine many crucial part of our life and I want to suggest some reflection about this issues, some examples for discussion if we have time.

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For this. So analyzed categories are the younger is social rules so the major question for this today presentation is how other younger roles between siblings is performed childhood and adulthood and to answer this question I mentioned some so topics which I want to present and discuss.

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The first is what does it mean to be elder or younger siblings? What do cultural expectation and everyday practices exist in this area?

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The second interesting point is about feelings, what kind of feelings do you supplement all the young girls? Then, then we will discuss how do these rules change through the life from childhood to childhood and of course the last but not least it's about age difference.

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So in what cases does age difference matter or not and why? Briefly about my empirical based empirical data for my presentation come from my research of siblingship which I conducted in St.

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Petersburg, Russia in 2,01630 diets of blood sibling participate in my study 47 interview interviews were conducted in some cases both siblings agreed to participate in study in as a case just one siblings from diet one interviewed.

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All my participants were born in Russia at the moment of interview most of them lived in different cities of Russia, several living abroad.

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And you can see that selection criteria was to hold age for 2240 years and married to family status at least one of siblings from the yet has a supposed partner and or children I will be with it not single.

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So I will start with a childhood and then move to adult food. How Rose of Elder, younger siblings are constructed throughout childhood.

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There are several practices and feelings mentioned by my participants when they describe themselves as younger or elder siblings.

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Care responsibilities and feeling of dominance as characteristic of all the sibling role and feeling of balanced imitation and privilege as a characteristic of younger sipping flow.

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Let's look at them in more detail. I thought my participants mentioned such general characteristic as care obligation toward the younger siblings.

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As you can see on the slide, care responsibilities usually imply small permanent tasks. Such as taking young siblings from kindergarten or school.

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Voking and playing together help increase school homework, etc. Usually age difference does not matter in this case.

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The care obligation to younger siblings were mentioned by both siblings with a large age difference and with a small.

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Care responsibility cause different feelings. You can see 3 types of them the slight positive reaction.

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Was a positive reaction and noitro and negative reaction positive reaction to care obligation occurs when it turns it to a game game or some adventure.

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Natural reaction referred to case in which the obligation is conceptualized as confirmation of age status. Elder siblings.

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For example, maybe I don't want to take siblings for my younger siblings, my younger sister from school.

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But when I do it, I realize that I'm out. Negative reaction to care aggregation arise when all the siblings are forced to take care for younger one.

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First it usually by parents of course. What is interesting that negative reaction to care obligation from elderly siblings are aained with a feeling of ballast from younger ones.

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Was quite often L, the siblings do not like to spend time with younger siblings due to the age difference or maybe different interests, different friends, etc.

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So the negative reaction from elder sibling and younger sibling feels themselves as a ballist due to the this negative reaction.

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As you can see on the second quote one on the participants in my study younger siblings described this feeling with the help of Russian idiom.

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Nipishi Kabuli host. Literally this can be translated as you are needed here like horse need extra tail.

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In Russia it says about a person who does not fit as a company like a fifth view. And interesting that negative feeling of well is complemented by the desire to imitate the elder siblings.

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As the L the sibling is described as a role model for the younger one. You can say example.

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Are interesting, the MIT imitation is partly maintained in other hoot as a part of disposition younger elder.

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We can also see power relations in younger girls in childhood the dominance of elder girls in childhood the dominance of elder siblings and the privilege of younger siblings.

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Both characteristic referred to possibility of use one's position, elder or younger to obtain a certain profit.

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Dominance is manifested in the choice of games or shifting boring household duties to younger siblings.

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And the privilege of the younger employ less responsibilities at S and accordingly less punishment in case of some misconduct.

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A was elder and younger can use this privilege of young as you can see in the world. Dominance of Auda and privilege of younger siblings also maintained in other hut as a mark of So we can see that Elder is one who cares and has power and the younger is the one who imitates, sometimes feels like

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a burst and takes some advantages of like for responsibility. But how do the throws link with the age difference between siblings in childhood?

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Short conclusion about childhood. Firstly, the age difference between sibling determines and uncourse younger elder Rose.

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You are all the sibling only if your age is more than age of your sibling. So younger, Rose, in childhood he went to both order and so to biological or chronological parts.

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So second, host can not be redefined. If I am 40 and my sister is 8, then I help Hobbes here.

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Home walk. This is no opposition way. We cannot exchange our rules. And science rose atleted as something that is strictly defined.

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There are no conflicts for redefining role. Of no pretends to play another role. Of course, if I am younger, I am more may I may I may want to Claim is my older sister toys and quarrel with her about it, but I will not use the argument that I am old as a ship.

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It does not work. So younger older girls in childhood are very rigid structure based on the age different and both order.

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Situation in chain matching is changed in adulthood. While in childhood, the young girl was more reflect such biological fact as age difference and both order in adulthood, all the young girls transform into more flexible social construction.

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As we will see life experience more than age difference determines this construction. I doubt siblings can firstly maintain a symmetric unequal relationship in adulthood.

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Secondly, gradually reduce differences until elderly young girls become unimportant. Or maintain asymmetric relationship but choose the role situationally.

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The first strategy is explained by participants for 2 main reasons. Firstly, the life experience of the older siblings is seen as more significant the life experience of younger siblings always regardless of how much time passed.

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And secondly, participants said that it is a established established habit of relations that does not change with the growing up sibling.

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The second strategy arise because siblings realize that age difference is conceptualized differently in childhood and in adulthood the age different no longer matters.

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The blue links. Okay, the blueprint of boundaries is also facilitated by the experience of identical events that symbolically equalize siblings with each other.

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For example, such events can be marriage, the both of children admission to university, etc. It is interesting that if in the first strategy life experience are considered as what separate siblings in the sex in the second strategy life experience unit sibling due to the fact that they go through the same events.

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What is the most remarkable is and most interesting for me it is a third strategy which I follow my research participant called pendulum effect.

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It implies situationally identification of elder younger which means that older and younger siblings can change their role regardless of page.

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Why and how does it work? Let's look at the example on the slide. There are 2 sisters who define LD younger position through experience.

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Those who have more experience are older and give advice to younger. Therefore, in one area, home and family, younger sister feels more experienced.

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And therefore, yes, she is younger by the age but she is older by the experience and in another area work and as a sister is older by age.

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And by experience. A certain set of practices and achievement characterize a person as elder or younger more than age difference and birth order.

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The pendulum effect allows siblings to situationally delegate the responsibilities of Elder and try on the role of Younger turning to each other emotional and social and material resources when necessary, closing the boundaries of the rigid division between elder and younger.

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So you can be younger, you can be older if you want and if you need. The pendulum effect gives a voice to younger brothers and sisters, makes them visible, gives them their opportunity to get the characteristic of their elder power dominance but also responsibilities.

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Therefore sometimes in other Hootian the siblings does not want to be out. They like their younger girls.

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It is one reason why first. In which as symmetrical unequal relations maintain. Obviously in adulthood we see a more flexible structure rather than a childhood and flexibility is related with tension and conflicts.

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Sorry for these big quote it's my last slide I read it of course yeah, it's part of interview with a younger sister.

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She has a brother and the age difference between them 1 h and half. Younger sister. I always mediated.

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I defended my brother in front of my parents. I defended my parents in front of my brother.

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I felt responsible for everyone. I don't think he like it. He really clings for everyone. I don't think he like it.

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He really clings to his elder status at the moment. You say he appreciated his role as an elder and how does it manifest itself?

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He tried to teach me how I should live. Peter knows me because I think he has no right to say anything and point me out.

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Why does he have the right? Well, first of all, he's not any authority for me.

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I don't think he's any way to better than me, why they're smarter.

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Was there any situation when you felt older than him? Well, now I feel much older. Does he accepted?

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No, can you give him advice? Does he listen it? No. So, conflicts arise when siblings disagree if elderly young girls are biological fact or social construction or in other words, those other young girls reflects age difference and gross order or life experience.

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And inclusion. Short on the right column about that or foot and you can compare. We need to be very short as we still have one. Yeah, I'm like, okay.

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Just read it. The other young girls in the adult are flexible and not necessarily related to age difference, so the L siblings can hold siblings by age can be younger by social role.

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Lows can be redefined to the experience, younger siblings can take responsibility and therefore became an elder and in adult life there are conflicts do the definition of pro.

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The question is who decided which order biological or social view determinate this role. So you can see a significant difference between social construction of age difference, childhood and adulthood.

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So my question is just what do we do, do we, do, the younger room matter for older adults and thank you for your attention.

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Perfect. Thank you very much. Now it's becoming obvious that we will have probably no time for discussion.

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So already now I wanted to let you know that there is this option to use the application to link with our Presenting outers and poster questions make connections there and now we will have our final presentation that will be delivered by Mark.

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Hi Mark, great to see you. And with further ado, please start.

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Okay. I'm sharing my screen. My slides.

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Okay. First of all, thank you much for accepting the proposal. I'm very happy to participate in this session.

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Actually I plan to come to Melbourne, but Very unfortunately, this did not work out in the end.

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The topic of the talk is childhood and aging, connecting generations. I'm Mark Sidlig and the co-authors are Betina Eingard and Oni Kuni.

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And the talk consists of 3 parts, questions, data and results. So first, what do we want to know?

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Second, what can we know and results? What do we know? Questions? Let us start with those questions.

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First of all, just to avoid any possible misunderstandings. We are looking at family generations. We are not looking at societal generations or at age groups, which means we are looking at relationships between children and parents and so on.

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We are asking for example are the connections between family generations across the life course. What is the extent of cohesion of support of conflict, of distance, of ambivalence?

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Are there consequences for individuals, for families, for the economy, for the state, for society? Problem of course is we often have a lock lack of data.

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There's often or very often a limitation to childhood or adulthood. But now we have new data.

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And we have information on childhood and on adulthood connected. So the question of course is what are consequences of childhood experiences for adult relationships.

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What is the role of early conflict and affection for later conflict and cohesion and what are factors for cohesion for support for conflict distance and the basis of our research is a multi-level model.

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In the center we see 3 circles symbolizing the main features of intergenerational solidarity.

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And then we got to reasons. For more or less solidarity on the micro level, we have opportunities and needs of the child and of the parent on the measles level we find family structures and on the macro level we see that the family relationships are embedded in societal contexts.

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Okay, the next step. Is to ask what can we know by presenting the data. The analysis are based on Switzerland, which is a new survey on adult family generations in Switzerland and in this survey we are investigating all relevant aspects of intergenerational relations of adults.

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For example, we are looking at ambivalence and stress at conflict and distance. We are looking at, closeness at co-residence and proximity at help and care and financial transfers, including inheritances.

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We are looking at factors. For cohesion and conflict, opportunities, needs, family context, which again goes back to the NFC model.

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And for example in regard to our topic today we gathered many information on childhood experiences. For example, conflict between parents, conflict with parents.

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Affection from parents. And so we can investigate the consequences of childhood experiences. For Just some more information on the survey, 1, 2, 3, 4, 5, 6.

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We have one focused person. It's on relationships with mother and father. 2 methods. So we had a hybrid survey.

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We conducted this hybrid service with online and postal questionnaires. We covered all 3 Swiss regions and all 26 cantons.

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4 languages German, French, Italian, English, 5 questionnaires. We had a personal questionnaire and separate questionnaires for living and deceased mothers and living and deceased fathers.

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6 members of the core research team, Oni Kuni, Batina Isengard, Klaus, the respondents are between 18 and 100 years old.

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We were quite lucky to have conducted the survey before the pandemic hit. Nearly 200 questions over 10,000 respondents over 20,000 diets just a few days ago we have published 3 books on the project.

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It's open access. You can just download them. I will show you the covers of the book a little bit later.

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Resolves. What do we know? Let's go to the results. I have 4 slides with results.

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The focus is on effects. Of conflict and affection in childhood for conflict and closeness in adulthood.

462
01:30:32.000 --> 01:30:48.000
First of all, we have a look at long term effects of conflict between parents. In childhood. So if the mother and the father always Quarled with one another.

463
01:30:48.000 --> 01:30:58.000
During childhood of the now at our children, we see much more intergenerational conflict in adulthood.

464
01:30:58.000 --> 01:31:16.000
If the parents did not. Tomorrow at that time there's much less conflict later on. In contrast, lots of conflict between parents in childhood leads to much less emotional.

465
01:31:16.000 --> 01:31:23.000
Closeness with those parents in adulthood there's a high percentage of not close at all.

466
01:31:23.000 --> 01:31:39.000
Instead in the last row we see that every second adult reports a very close relationship with the parents. If the parents never quarreled with one another during childhood of the respondent.

467
01:31:39.000 --> 01:31:56.000
And the next step. We have a look at consequences of conflict with parents in childhood. Here we see that lots of intergenerational conflict and adulthood is really rooted in childhood.

468
01:31:56.000 --> 01:32:08.000
Those who had always or often conflict with their parents in younger age. Are also likely to be in conflict with them when they are older.

469
01:32:08.000 --> 01:32:20.000
Emotional closeness in adulthood shows again the opposite pattern. Always conflict with parents in childhood very often leads to emotional distance and adulthood.

470
01:32:20.000 --> 01:32:31.000
And less intergenerational conflict in childhood. Goes along with much stronger bonds later on.

471
01:32:31.000 --> 01:32:41.000
What about affection from parents in childhood? My mother showed me that she loved me. My father showed me that he loved me.

472
01:32:41.000 --> 01:32:53.000
If mother or father regularly showed the young child the affection. We observe much less conflict with those parents in adulthood.

473
01:32:53.000 --> 01:33:07.000
Again, there is the opposite pattern when it comes to emotional closeness. Adults feel especially close to those parents who showed them the affection in childhood very very often.

474
01:33:07.000 --> 01:33:20.000
And if parents did never show the effect affection. Their other children are quite likely to report weak emotional ties throughout their whole lives.

475
01:33:20.000 --> 01:33:27.000
Now I'm coming to my last empirical slide. Some multi buried results.

476
01:33:27.000 --> 01:33:37.000
Here we are looking at relevant aspects. Of of intergenerational relations. And adulthood, namely ambivalence, stress, distance, conflict.

477
01:33:37.000 --> 01:33:49.000
Closeness, space-time and money and plus signs indicate a positive connection and minus signs, negative connection between the dependent and the independent variables.

478
01:33:49.000 --> 01:33:57.000
And of course, due to the time restrictions, I would again like to concentrate on the 3 childhood variables and not.

479
01:33:57.000 --> 01:34:03.000
On the other variables of this OWN FC model. So for example on geographical distance.

480
01:34:03.000 --> 01:34:15.000
On the health of parents, on gender, on whether the parents are still together. So the first main result weeds as follows.

481
01:34:15.000 --> 01:34:31.000
If the parents were in conflict with one another during the childhood of their offspring, there's much more ambivalence, much more stress, much more distance, much more conflict between the generations and adulthood and in contrast.

482
01:34:31.000 --> 01:34:46.000
More conflict between parents and childhood leads to less closeness and less help for parents. Second main result. Intergenerational conflict and young age.

483
01:34:46.000 --> 01:35:03.000
Leads to much more and equivalence, stress, distance and conflict amongst other generations and less, less closeness and co-residence and less help for parents by adult children.

484
01:35:03.000 --> 01:35:21.000
And third main result. Showing affection to young offspring goes along with much less equivalence, less stress, less distance, less conflict and adulthood as well as much more closeness.

485
01:35:21.000 --> 01:35:37.000
Much more co-residents help and money. The response especially to the affection question is predictive of the later life long intergenerational relationship, no other factor is of such great significance.

486
01:35:37.000 --> 01:35:53.000
This also applies in comparison to partnership to migration. And to region. Conclusions. First childhood matters immensely.

487
01:35:53.000 --> 01:36:05.000
Second, early conflict casts very long shadows. Third main conclusion, early affection strengthens lifelong cohesion.

488
01:36:05.000 --> 01:36:16.000
And fourth conclusion, we find very strong connections between childhood and adulthood and thus between childhood and aging studies.

489
01:36:16.000 --> 01:36:39.000
Finally, some literature as mentioned, these books have been published a few days ago. You can download them without any costs from my website or from the publishers website in the data volume you find questionnaires and frequencies of all questions of the survey and in the analysis volume you find number of chapters on relationships between adults and

490
01:36:39.000 --> 01:36:54.000
parents. And all these chapters also include childhood factors. Thank you very much for your attention.

491
01:36:54.000 --> 01:37:00.000
Mark, thank you so much for this presentation and also for this time management that actually allowed us time for discussion.

492
01:37:00.000 --> 01:37:12.000
So now, I wanted to thank all of our presenters for a great presentation. I really think this was one of the best session I attended because I tried but also the contributions were really thought-provoking and I made so many notes.

493
01:37:12.000 --> 01:37:26.000
Plenty of questions that I will ask to you in later after we finish the official. Setting. So the initial idea was that the people who answer would come to the stage so that people online can see us but I guess Mark you know how we all look.

494
01:37:26.000 --> 01:37:30.000
So I hope it will be okay and it will be a bit faster if we just stay where we are.

495
01:37:30.000 --> 01:37:37.000
So I would love to open the floor for the questions.

496
01:37:37.000 --> 01:37:48.000
Okay, Losey. And there is one more question in the front. So.

497
01:37:48.000 --> 01:38:01.000
Sorry, Mark, can you please stop sharing the screen? Hi, Lousy, here. Thank you Mark for the presentation and I was just wondering because the presentation and I was just wondering because the presentation and I was just wondering because obviously the shadows are long and these kind of work, obviously the shadows are long and these kind of work

498
01:38:01.000 --> 01:38:08.000
as the shadows are long and these kind of work as as we would expect. And that's or as we experienced a lot of us, it's very personal.

499
01:38:08.000 --> 01:38:28.000
But what do we know about the people who are able to not go with the shadow? Because we've seen this not like everybody who had era conflicts are actually in the conflict later.

500
01:38:28.000 --> 01:38:30.000
Thank you.

501
01:38:30.000 --> 01:38:39.000
Should I, a reply immediately or should we wait or collect questions?

502
01:38:39.000 --> 01:38:42.000
As it seems we have 2 questions so I think you can answer immediately and then we'll.

503
01:38:42.000 --> 01:38:52.000
Okay, thank you much for your for your question. Yes, of course. Well, what I presented of course was a general agenda here.

504
01:38:52.000 --> 01:39:13.000
So, of course, I'm looking at an whole number of different issues which leads to more or less conflict of different issues which leads to more or less conflict and well my colleague Christopher Tanker he wrote the the paper on other that the article on conflict which is in the book and he additionally has a whole number of.

505
01:39:13.000 --> 01:39:39.000
Issues which leads to more or less conflict. So in a way you in most cases if you have let's say bad childhood experiences with conflict with your parents kind of conflict between your parents, it's very likely that you have more conflict with your parents when you're older and we even find this amongst the 95 100

506
01:39:39.000 --> 01:39:50.000
years old people who are talking about the previous relationships with the parents who have now been deceased. So people who are talking about the previous relationships with the parents who have now been deceased.

507
01:39:50.000 --> 01:40:02.000
Although on the other hand we also have a number of factors which leads to a different conclusion for example we have a gender differences we have differences between the regions we have differences.

508
01:40:02.000 --> 01:40:13.000
What's quite important is financial transfers, giving money to the generations is quite important but also providing help and care.

509
01:40:13.000 --> 01:40:22.000
So for example even if you have Not so good childhood experiences, but now your parents are older and you provide help and care.

510
01:40:22.000 --> 01:40:36.000
That means you have a closer connection but it might also result in more ambivalent feelings. So having more mixed feelings, having more kind of strange feelings which change from time to time.

511
01:40:36.000 --> 01:40:43.000
So I'm good to go on talking about this issue, but I stop here, to, let others.

512
01:40:43.000 --> 01:40:46.000
Ask questions and reply to these questions as well.

513
01:40:46.000 --> 01:40:50.000
One question in the first or maybe even 2. Okay, thank you very much. Zan Fahtal from the University of Technology in Berlin.

514
01:40:50.000 --> 01:41:04.000
I would like to thank all presenters for bringing these 2 areas for bringing these 2 areas of research together, I would like to thank all presenters for bringing these 2 areas of research together like childhood studies for bringing these 2 areas of research together like childhood studies and age studies so I think we can learn these 2 areas of research together like childhood studies and age studies so I think we can learn a lot from each

515
01:41:04.000 --> 01:41:25.000
other. My, I have 2 questions. One to Anna. Just coming from China studies, I was, you said that there is the need to dissent her childhood and you said that the concept of agesm could be relevant and I was wondering I mean we have this we have already the concept of generational orders we explained that

516
01:41:25.000 --> 01:41:34.000
And we also have the concept of concept of allotism. So one is already to have a relational perspective and the other is already to have a power perspective.

517
01:41:34.000 --> 01:41:50.000
So where do you where do you actually see a value or what brings What is more or what is the missing thing that we can see with through the perspective of age-ism.

518
01:41:50.000 --> 01:41:56.000
That's my question and then one question to Melana, color and I know I really enjoyed how you.

519
01:41:56.000 --> 01:42:05.000
Brought here like made it a self-reflective question about asking how we reproduce age relations in research.

520
01:42:05.000 --> 01:42:21.000
And, and you called it then the linking age perspective. And I was wondering about this term of linking and why linking and not relational is because linkings reproduces some sort of that there are 2 entities and they get linked.

521
01:42:21.000 --> 01:42:31.000
And is there is that intentionally that you use linking and not something like relational, a relational age perspective.

522
01:42:31.000 --> 01:42:36.000
Thank you very much.

523
01:42:36.000 --> 01:42:53.000
Yeah, thanks Susan for the great question actually. My idea with this point is to try to understand how we can talk to each other because this was an important point also in childhood studies.

524
01:42:53.000 --> 01:43:07.000
That the discussions on childhood studies stays in childhood studies. So actually we see many similarities with the concept of Adaism with what we have been done under the concept of generational orderings, for example.

525
01:43:07.000 --> 01:43:19.000
My main point is that we do not talk back. So generational orderings is not a concept. That is known by age is scholars or ageing scholars very much.

526
01:43:19.000 --> 01:43:28.000
So it's not to use that that's also why in this report on Ageism they say that we have little information about your radical power in relation to children.

527
01:43:28.000 --> 01:43:36.000
Any equality in relation to doing age in relation to children. So for me the agenda is How can we build up?

528
01:43:36.000 --> 01:43:43.000
A kind of field where age is the main effect in which we can see age constructions. Through generations.

529
01:43:43.000 --> 01:43:58.000
So that we can talk and see similarities but also respect the differences like say from each field.

530
01:43:58.000 --> 01:44:15.000
Yeah, thanks so much. I think this is a really good question and I think there's different answers to it and one is definitely that at some point we formulated it and then it stuck so this is probably the more pragmatic answer but on the other hand I think it's a problem it's a term that

531
01:44:15.000 --> 01:44:26.000
comprises broader understanding of what we are doing because we're not at it just relating but we are also trying to contrast and reconstruct the emergence of different age constructions in different life stages.

532
01:44:26.000 --> 01:44:41.000
So I would use it as a kind of umbrella term. That can encompass all these different ways of relation that we are trying to achieve in our research group.

533
01:44:41.000 --> 01:45:03.000
But you are completely right that it implies There's that there's 2 entities and I think this also is reproduced in our language when we talk for example about childhood and later life or older people and children and so on and we should actually maybe proceed to Same something like people that are as we say in Chandler studies people that are

534
01:45:03.000 --> 01:45:11.000
read as children or as older adults But yeah, I think it's a very good point.

535
01:45:11.000 --> 01:45:16.000
Very, very sorry, but I got a clear instruction that we need to finish by 20 past 12.

536
01:45:16.000 --> 01:45:26.000
So it means that I will be now officially closing this session. However, again, please remember there is this option to send message to all the outters and of course Those were here.

537
01:45:26.000 --> 01:45:30.000
On site can enjoy the time. In the room and outside the room too. Have those really inspiring discussions.

538
01:45:30.000 --> 01:45:43.000
How can we learn from each other and how can we bring the childhood studies in aging studies together and we already seen that this could be amazing and very beneficial for our fields.

539
01:45:43.000 --> 01:45:54.000
Thank you so much. Enjoy the rest of the conference.

540
01:45:54.000 --> 01:46:00.000
So. Yeah.

541
01:46:00.000 --> 01:46:11.000
Mrs. Yeah. They don't want to solve this. No.

542
01:46:11.000 --> 01:46:41.000
Yeah. And then. To Yeah. Thanks Mark.

543
01:46:44.000 --> 01:46:47.000
Thanks very much. Nice to meet you. See you soon.

544
01:46:47.000 --> 01:46:52.000
Yeah, see you. Bye. Thank you very much. Everything work out.

545
01:46:52.000 --> 01:46:59.000
Very well and in the middle there was something like in in the chat that the audio didn't audio didn't work but I could hear anything and I could see everybody all the time perfect.

546
01:46:59.000 --> 01:47:03.000
Yeah, yeah. Great, great. No, it's a pleasure. Have a good evening.

547
01:47:03.000 --> 01:47:06.000
Thank you so much. It's, well, I'm bullets. It's 40'clock in the morning to me right now.