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how culture or ethnic background and heritage can affect in a nutritional status in aging processess?

how culture or ethnic background and heritage can affect in a nutritional status in aging processess?

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Cultural Effects in Aging Process.

Cultural variation in well-being is tied to fundamental cultural differences in conceptions of self and relationships. In independent cultural contexts such as the United States, the person is regarded as separated from others and personal goals often are accorded priority over in-group goals, whereas in more interdependent cultural contexts such as Japan, the person is understood as connected to others and part of an encompassing social unit, wherein in-group norms have priority over personal needs. culturally distinct norms of self-presentation -- i.e., tendencies to publicly avow personal virtues in the independent cultural contexts, compared to tendencies toward modesty in self-evaluation in interdependent cultural contexts. Cohort differences may be implicated in outcomes showing that older persons have better, or worse, well-being than younger adults. Longitudinal studies will be necessary to discern which aging patterns are due to maturational, life course processes, versus experiences of unique cohorts aging during different historical periods.

Heritage affect on the aging process

1. The third age – from retirement (part time or full time) to the stage when the physical and mental health starts fading (example of action: volunteering, family research);

2. The fourth age – when the physical and mental health has started to fade and the individual is in need of special care and support (example of action: reminiscence work);

3. The politics and the policies – the structure of decisionmaking, policy development in the different national and regional contexts.

Heritage learning would be categorized as non-formal or informal learning. Non-formal learning is voluntary and takes place outside a formal learning setting. It is organized but, in contrast to formal learning, does not end up in an exam or a qualification. Informal learning does not have to be intentional. It takes place in the family or in other social networks and settings.

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