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Adulthood and Aging Syllabus

Adulthood and Aging PSY 215-OM

Spring II 2015

Three Credit Course

Instructor:        Gail Scaramuzzo, Ph.D.

Phone:570-241-2014

E-Mail:gail.scaramuzzo@falcons.lackawanna.edu

Office Location:       On-line at the above e-mail address

Office Hours:            Students can reach me through the falcon’s e-mail or my cell

                                   Phone. I will answer e-mails within 24 hours and I can be reached

                                   On my cell phone between the hours of 9:30 AM and 10:00 PM.

                                   Please leave a message if I am not available and I will return your

                                   Call as soon as possible after your message is left.

 Text: Adult Development and Aging; 8th Edition. Cavanaugh, J.C., Blanchard-Fields; F. Wadsworth/ Cengage Learning. California

 

Description:

  Adulthood and Aging research is a rapidly advancing field. This course gives students an opportunity to dispel the myths that are connected to this stage of life and get a glimpse of what life may hold for them in the future. Adulthood and Aging opens the door to many interesting and growth-enhancing possibilities beyond simply learning factual material. The material includes topics that are timely, pertinent and sometimes distressing. It is designed to educate students who can then help to change societal attitudes regarding the labels and social stereotyping that are intrinsic in our society regarding the aging process.

 

Objectives:

The objectives of this course are for students:

  1. To study the life-span development, and review the research methods used to investigate development.
  1. To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.
  2. To understand the implications of the neuro-scientific approach to studying the topic, to include cognitive aging, the physical changes in the brain and their implications.
  3. To understand mental health issues in this population.
  4. To examine the unique transitions and events particular to young adulthood, middle age, and old age.
  5. To understand the ethical and emotional issues confronting this population during end-of-life decisions.
  6. To study the final event in life - death and dying

Requirements:

By the end of this course the student should be able to meet the following requirements. Students should be able to

  1. Discuss and define the terms pertinent to this course.
  2. Discuss the changing definition of adult development and aging in the 21st century.
  3. Discuss the interaction of neuroscience with the sociological research for this population.
  4. Understand the facts regarding physical changes and health issues in this population.
  5. Dispel myths and stereotypes and provide solid facts that eliminate issues of ageism.
  6. Understand end-of-life issues to include dying both naturally and with assistance.
  7. Discuss mental health issues that are intrinsic in some of this population.

 

Evaluation:

On or before the first Wednesday of the course (March 25, 2015), you will be asked to write an autobiography. Please make certain it is in-depth and speaks to the reasons you are choosing to obtain a college education and why you feel this course will be of benefit to you. It is listed in the Discussion section of your course and labeled “About Us”. Please poste your autobiography as a reply to my initial post. DO NOT CREATE A NEW POST. YOU WILL NOT B E GIVEN CREDIT! This will count as 24 points toward your grade. You will also be asked to complete a Course Navigation Quiz listed in the assignment area of the course as a quiz. This and the autobiography MUST be completed before the end of the first Wednesday of class, by 11:30 PM on (March 25, 2015). If it is not completed be 11:55 PM on March 25, 2015, you will not be given credit. It must be posted in the assignment area of your course through the file exchange. If it is not posted correctly, you will not be given credit. The course is open as of Tuesday, March 20, 2015, so this will give you enough time to complete the assignments prior to class. Remember, Procrastination causes failurE!

 

Before the end of the first week of class (March 29, 2015, at11:55 PM), you will be required to complete a syllabus quiz. These will be worth 24 points also. You will find this quiz in the assignment section of your course page. Please make certain that you follow the instructions. I CANNOT accept any assignment that is late or that is not submitted properly. Please don’t ask me to do this. Have a backup computer in case yours doesn’t work, give yourself enough time to make alternate arrangements if there’s a glitch. PROCRASTINATION CAUSES FAILURE!

 

This is a very intense course and all assignments and requirements must be posted timely and in the right places for you to succeed. You will also find other pertinent study and research aids in the HANDOUT area. PowerPoints and directions on the mechanics required to write your research paper are listed there.  During the first week of class, after posting your autobiography, I expect you to comment on a fellow learner’s autobiography. Your teamwork assignments will begin during the second week of class and each week after that, to include the seventh week of class. I expect you to post input into the Teamwork category twice each week. One post for the article posting (Due each Wednesday at 11:55 PM) and one for the analysis of another learner’s article (Due each Sunday at 11:55 PM), and in the Discussion link as well, 8 times per week (on four different days, at least two times a day) in the discussion section. (One post each for the answers to the discussion questions (Due on each Wednesday by 11:55 PM) and then six more posts during the week. You must post on 4 different days also.)

 

N.B. The initial discussion questions and the teamwork articles must be posted before 11:55 PM each Wednesday to receive credit. Each team will be given a topic pertaining to the research papers you will have to write, that will require research. After research, an article must be posted by each team member that pertains to the topic assigned. The article must be posted before 11:55 PM on Wednesday of each week, in order to give other team members time to discuss and post input to each other’s articles. Each team member must read and synopsize another team member’s article each week. (Do not synopsize the same article. If the same learner’s article is synopsized by more than one team member, the team member who posts their answer first will get credit. No credit will be given for duplicate postings..) The topic must be synopsized and analyzed by commenting and giving input on each other’s posted articles. Comments and input must be posted prior to 11:55 pm at the end of each week. Each week’s teamwork assignment will be worth a total of 12 points, up to 6 points for the article and up to 6 points for the synopsis and analysis of another learner’s post. Your teamwork assignment begins on week 2 and ends on week 7 of the course (inclusive). Teams will be assigned by me. There will be a Topic in the Teamwork area labeled Team Group Listings for Teamwork Project. Your name will be listed in your team grouping.

 

Each week you will have two (2) Threaded Discussion Topics (TDT) in which you must participate and give input. (I expect substantive answers. You must contribute pertinent content that relates to your text and submit external research you have found that will contribute to the topic discussion. Perhaps you can find something you can use in the teamwork articles that are posted.) You must respond to each topic, first giving your input regarding the topic and then participating in a discussion about the topic with fellow learners. Your grade will depend on the depth and breadth that you give to each topic. I expect to see at least two posts on four different days. (One or two sentence posts with general comments like, “great post.” or, “I wish I said that.” will not be counted. You must post at least two paragraphs of critical thought for each post). One posted for each topic discussion and at least six comments posted on four different days, regarding a fellow learner’s input. (These posts will be entered in the discussion thread.) Each Discussion Question answer is worth 10 points and the six replies to fellow learners or to me are worth 2 points apiece or 12 points for the week. You must also post every week indicated in course schedule. As you know, an online course is a very condensed method of learning. I must have full participation so that we can cover all of the work necessary for you to absorb the extensive material that is being provided. I too will be participating in the Threaded Discussions as the moderator and I will interject some comments and questions. Remember: Post at least eight times a week, substantively for full credit. Please note that the answers to the two discussion questions must be posted before 11:55 PM on Wednesday of each week in order to obtain credit. It doesn’t matter what time of day that you respond, since this is an on-line course where you work at your own pace in your own time frame. However, you must post every week or you will be dropped from the course. (This is how attendance is tracked.) If you do not post each week, you will be dropped from the course. 

 

So, to recap, you must answer the two discussion questions by 11:55 PM on Wednesday of each week and you must post the article required in the teamwork section of the discussion page before 11:55 PM on Wednesday of each week listed in order to get credit for the work. This is required so that all learners will have the opportunity to have time to synopsize the articles posted and create in-depth discussion of the topics each week.

Discussion Rubric:

32 points per week for a total of 256 points

What Should I Do?

Points Available

Did I do This?

Where?

Points Earned

Answer both discussion questions directly demonstrating a clear understanding of the material, support your response with research or reading, and promote conversation (2 Posts , submitted by Wednesday of each week by 11:30 PM)

 20

 

 

 

Continue both conversations with at least 6 more replies, on 4 different days, to fellow learners and/or the instructor.

 12

 

 

 

Make certain you use correct grammar, spelling and syntax. Also make certain you use proper netiquette

-2

 

 

 

Please respond to other learners and to your instructor in a civil manner using proper netiquette. We can disagree without being disagreeable. Scholarly input is educational not adversarial.

 

 

 

 

To make certain you understand, remember and benefit from what we learn in class, discussion and interaction are critical . Responses such as, “I like what you said”, “I see”, “I agree”, or “Good thinking” are NOT acceptable. You must also make certain you don’t repeat what others have said. You will not receive credit for these types of answers.

 

 

 

 

Read the Good Discussions document in the HANDOUTS and LINKS section of the course. It will help you, but you should also use this rubric to gain all possible points for your contributions and, more importantly, to get the most out of our class.

 

 

 

 

Be certain all responses are clear and detailed and are posted at least two times on four different days, to total 8 posts each week. The initial posts for the discussion questions are included, but they must be posted by Wednesday of each week by 11:55 PM.

 

 

 

 

Make certain that all responses are detailed and relate to the course readings and notes, your own everyday lie, or both. This will ensure that you provide your fellow learners with something that is not generic and will help all of us learn from what you have contributed.

 

 

 

 

TOTAL POINTS for EACH WEEKLY TEAMWORK CONTENT:

32

 

 

 

 

There will be several Topics listed. They will be labeled as General FAQs; General Questions; What Do I Have To Do This Week; About Us (Post Your autobiography here); Teamwork (Discussion and Article Synopsis and Posting and Discussion Questions (DQ 1 and DQ 2). The General FAQs Topic thread is self-explanatory. Please read it carefully and follow the directions. The What Do I Have to Do This Week topic will give you general information about what is required each week of this course. The Topics called About Us is also self-explanatory. The Topic calledGeneral Questionsis an area where you can post questions that may be of interest to all fellow learners. If you have a personal question, please call me or e-mail me for a personal response. This section will also list some things that will help you to succeed during the course. The Topics called Discussion Questions is the area in which you answer the two questions that will be posted each week, and where you will post answers to other learners’ questions and posts. The Topiccalled Teamwork is an area where I require research. After research, an article must be posted by each team member that pertains to the topic assigned.

 

Your teamwork project will be as follows:  

Each week you will be given a subject to research. Each member of the team will find a "scholarly" article to contribute on the topic (This article must be posted prior to 11:55 PM on Wednesday of each week) and then each team member will read another team member's article and create a synopsis of the article, then post the synopsis as a reply and explain how it pertains to one of the papers that are listed as approved topics for the research paper due before 11:55 PM on May 3, 2015 at the end of the sixth week of the course. The articles must be posted before 11:55 PM on Wednesday of each week and the synopsis must be posted before 11:55 PM at the end of each week (Sundays at 11:55 PM). The topics that will be researched will be used to help you to create your research paper. If this is done correctly, it should assist every team member, since the assignments will be geared toward research for the three topics that are listed for the papers.Please contact me immediately if you have any questions.

 

Each week’s teamwork assignment will be worth a total of 12 points. (The assignment is worth up to 6 points for the article posted and up to 6 points for the analysis and synopsis of the chosen article.)Your teamwork assignment begins on week 2 of the course. Teams will be assigned by me. This research will assist you in the creation of your final paper. If each of you research the topic in the Teamwork topic area it will help all of you because you will have information to be used for your papers that is collected by the team groups, instead of individually. Make certain your articles are pertinent and a lot of the work for your papers will be complete before you start! Work with each other and collaborate so that there is no overlap. Duplicate articles will not be given credit, neither will duplicate synopses.

.

There is one paper for this course, due by May 3, 2015, by 11:55 PM. This paper will be worth 100 points. Please make certain that you proof-read your assignments before submission. I will deduct points for misspellings, poor grammar and punctuation. Make certain your answers are thorough and show some thought and research. (You must have at least six to eight scholarly resources listed in-text and on a separate reference page. This shouldn’t be difficult if you use the Teamwork topic resource on your discussion page). The papers must be submitted in APA style. (See the handout section on your course page for specific information.) The paper should be between 6-8 pages. I will deduct points if APA style is not used and if in-text citations and a cover page, abstract page and separate reference page are not included or are not correct. The topics for this paper will be listed in the course schedule later in the syllabus body and in Week Six of the Course. The topic must be validated by information from your text and from external scholarly sources (remember the Teamwork section). Please make certain that you understand what is required for this paper. You may contact me with any questions you have and I will clarify them for you. If you don’t, you will jeopardize your grade. Remember…Procrastination leads to failure!

 

In response to your assignments, your grades will include the following format:

1.       What was expected (see the criteria listed above)?

2.       What you did well (I will comment at the end of your paper).

3.       Where you could improve (I will comment at the end of your paper).

4.       Writing skills (Since you are a college student, I will require that you provide scholarly writing and resources. PLEASE do not use Wikipedia as a resource. It will not count, and I will deduct 2 points if it is used.) Use the Online Writing Lab if you are having problems.

5.       Why you received the grade that you did (I will explain at the end of your paper).

 

Please feel free to call on me to discuss any difficulties you may be having. Again, I respond to all e-mail within 24 hours. You may also post general questions on the course page in the GENERAL QUESTIONS posting area on the course page. I answer telephone calls between the hours of 9:30 AM and 10:00 PM each day the course is in session. If I don’t answer immediately, leave a message and I will return your call as soon as possible.

 

 

 

 

Attendance Policy:

Students enrolled in credit-bearing courses at Lackawanna College will fail any course(s) in which they accumulate absences beyond the maximum number allowed. This pertains to online classes as well. Attendance is tracked by instructors, so be sure to log on and adhere to the following scale:

 

# of Days Required for Discussion in an Online Course

Maximum # of Weeks Allowed without Discussion

 

Twice on any four days in a week (8 total)

 

0

Maximum days allowed without discussion

0

 

 

Withdrawal Policy:

A student has the privilege of withdrawing from any courses or from the College itself without academic penalty up to and including the final date for withdrawal indicated on the College calendar. (See your handbook).

 To withdraw officially from a course or from the College, a student must obtain the proper withdrawal form from the Student Affairs Office or from your Center Director, complete this form and submit it to the Registrar's Office before the final day for withdrawal without academic penalty as indicated on the College calendar. If a student should stop attending or never attend an enrolled class or classes without officially withdrawing prior to the last day to withdraw without academic penalty, the student will receive a grade of F* (Failure) in these courses. No exceptions will be made.

 Students who violate the College's Academic Integrity Policy and fail a course in consequence may not exercise the withdrawal privilege in that particular course.

 

Financial obligations to the College will be determined according to the Refund Policy.

 

Instructor Policies

  • All assignments must be posted and completed properly to obtain proper credit in the assignment portion of your course page. They must be submitted on time and complete before each deadline. Any assignment or paper sent late will not receive any credit. There is no grace period.
  • All students must use their falcons e-mail and my falcons e-mail to contact me. Anything sent from another e-mail account will not be answered since I may not recognize it. 
  • If you are having problems submitting any of your assignments to the course page, file exchange or e-mail, please contact technical support@lackawanna.eduor Brian Riedmiller at riedemiller@lackawanna.edu. 570-504-1584. Main Campus Room 217.
  • It is strongly recommended that when creating posts or text of any kind, that you create it and save it in word and then cut and paste it into the area in the course page where it belongs. This will save you time and aggravation if the portal goes down before you submit your postings. It doesn’t happen often, but it has happened to me…just a word to the wise!

 

  • NOTE WELL: If you have completed or are a part of a service learning project, i.e. a member of a volunteer fire or first responder team, a volunteer at a soup kitchen, a blood donor, or a member of any other service organization, please send your membership information through the file exchange under the heading in the assignments labeled “service learning credit”. If you perform service work, and can document it through a membership card or letter of reference, you will receive 5 bonus points for the course.

 

Grading:

This course is graded on a point scale. 500 points equals a grade of 100 percent. 

 

You are required to submit one paper, post in the discussion area at least 8 times each week, deliver input into the Teamwork section consisting of research articles and synopsis and analysis of these articles during the time lines listed in the syllabus and complete the course navigation quiz, syllabus quiz as well as your autobiography on time and completely. You will be graded on all eight weeks of work. 

Course Navigation Quiz posted before March 25, 2015 at 11:55 PM              24 points

Autobiography                                                                                          24 points

Syllabus quiz                                                                                           24 points

8 weeks of 2 discussion questions    (read schedule for direction)    160 points (up to 10 points for each discussion question answer, each week)

6 posts for participation each week on 4 different days                       96 points (12 points each week)

Teamwork posts each week, to include article posting and synopsis and analysis of another team members’ article (read daily schedule for direction)     (6 weeks ) 12 points (up to 6 points for article 6 points for synopsis each week to equal 12 points each week total)

6-8 page research paper in APA style with at least 6-8 scholarly

References listed on a separate reference page, an abstract, a cover page and

APA formatting and style, Deductions will be made for mistakes in

Grammar, syntax and spelling                                                               100 points

 

TOTAL POINTS FOR COURSE                                                                 500 points

 Bonus Points                                                                                                            5 points

The grade scale below is the ONLY grade scale to be used. On occasion, the portal grading area has a different scale. The scale below is accurate and your grade will be calculated from the percentages you earn using the scale below.

 

Letter Grade

Numeric Range

Quality Points

A

96 – 100

4.0

A-

90 – 95

3.67

B+

87 – 89

3.33

B

83 – 86

3.0

B-

80 – 82

2.67

C+

77 – 79

2.33

C

73 – 76

2.0

C-

70 – 72

1.67

D+

67 – 69

1.33

D

60 – 66

1.0

F

0 – 59

0

 

Due Dates and Late Penalties:

 

  • There will be no “extra credit” for course work. There will be 5 points given if service learning participation is documented before the end of the semester.
  • If your paper is not handed in on time, you will receive a zero
  • If you do not post each week, you will receive a zero and be dropped from the course.
  • If your input is not substantive, communicated well with research added in the teamwork area, as well as being grammatically correct with no misspellings, points will be deducted for any and all deficiencies.
  • Please do not ask me to make exceptions. It is unfair to other learners if exceptions are made. Problems arise, but if you prepare in advance, you will succeed.

 

Academic Integrity

 Academic dishonesty in any form, such as plagiarism and cheating, will not be tolerated. Sanctions will include an automatic F for plagiarism, but the severity or frequency of the violation may result in dismissal from the College as well. Please see the Student Handbook for a complete explanation. When you complete the plagiarism quiz, you attest to the fact that you understand and will not be involved in plagiarism of any sort.

The following include but are not limited to the forms of dishonesty for which sanctions may be applied:

  • Using books, notes or other materials during an examination, unless expressly permitted;
  • Using purchased essays, term papers or preparatory research for such papers;
  • Copying others' work or engaging in unauthorized cooperation during an assignment or examination;
  • Allowing another student to copy from an examination or other assignment intended to be performed independently;
  • Borrowing from published works, whether material is taken verbatim or with minor alterations, without proper and/or sufficient acknowledgment; You may not mean to plagiarize, but if you don’t give credit to your sources, you do so inadvertently and can loose points or obtain a zero. It’s serious business. Learn to cite all your sources.
  • Submitting as one’s own work originally done by someone else;
  • Submitting the same written report in more than one course without prior approval from the instructor(s) involved;
  • Stealing examinations or assignments;
  • Supplying or selling examinations or assignments;
  • Misrepresenting statements concerning work submitted;
  • Falsifying or fabricating experimental data or results;
  • Falsifying or fabricating the need for extensions on papers or make-up examinations.

 (Please see student handbook for more information)

 

Disability Statement

Lackawanna College is an Affirmative Action, Equal Employment Opportunity institution. Students with disabilities and other needs should feel free to contact the instructor privately if there are services and adaptations which can be made to accommodate specific needs. Students who are having difficulties with class material are strongly advised to seek assistance in the reading and writing lab. If you feel that you have a disability that has not been formally documented, you may meet with Ms. Christine Kiehardt in the academic development office to discuss your options.

 

Equal Opportunity Statement:

Lackawanna College will not discriminate in its educational programs, activities or employment practices based on race, color, national origin, sex, sexual orientation, disability, age, religion, ancestry, union membership or any other legally protected classification. Announcement of this policy is in accordance with State law, including the Pennsylvania Human Relations Act, and with Federal law, including Titles VI and the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Inquiries should be directed to Mr. Dan Lamagna, Student Services, Suite 105, First Floor, Main Campus Building, Room 105-E, 570- 504-1579.

Course Schedule

 

Topics

Course Objective Met

Related Assignment, Assessment, or Learning Activity

Week One

General Overview of coursework; an overview of problems of Adulthood and Aging

Creates the groundwork for functional participation in course and understanding of basic causes of problems in this population. Meets an overview of all objectives from #1 to #7.

Discussion Question Answers and chapters #1 and #2

 

 

 

 

Week Two

Study of physical changes and health and functionality in this group.

Objectives #1, #3, #4 and #6

Research articles and discussion of pertinent information in specific to chapters #3 and #4

Week Three

Study of geographic locations, environmental interactions and how it impacts this populations’ learning and memory capabilities

Objectives #3, #4 and #5

Review of assigned teamwork project and assessment of discussion input. Review of chapters #5 and #6

Week Four

Study of this group’s intelligence and social cognition.

Objectives #1, #2, #3, #4, #5, #6

 

Teamwork project input examines the depth of knowledge each learner brings to the table. Assessment of article presented. Discussion content overviewed and case studies documented. Review of chapters #7 and #8.

Week Five

Study personalities prevalent in this Holon and the relationship problems and benefits for this group.

Objectives #1, #2, #3, #5 an #6

 

Review of Chapters #9 and #10 and review of discussion input from learners.

Week Six

Study the relationship metamorphosis in this age group as well as the issues of work, leisure and retirement.

Objectives, #3, and #5

Review of Chapters #11 and #12. Analysis of research papers and the content. Evaluate what learners have absorbed.

Week Seven

Study end-of-life issues and bereavement as well as successful aging.

Objectives #2, #5, #6 and #7

 

Review Chapters #13 and #14 and evaluate the content of the teamwork topic development over the course of the class.

Week Eight

This week’s discussion is student-based and is used to determine and assess the student satisfaction and outcomes learners feel they have completed since beginning the course.

Objectives #1, #2. #3, #4, #5 an #6

 

Review of all Chapters. Analysis of input from learners regarding their assessment of their satisfaction regarding their education regarding the issues of Adults and the way they Age.

 

 

 

Each week you will respond to two Threaded Discussion Topics. All assignments must be submitted by 11:55 PM of the day they are due. (The discussion question answers must be posted prior to 11:55 PM on Wednesdays and the Article in the Teamwork section must be posted prior to 11:55 PM on Wednesdays also).

 

You are also required to submit one (1) paper.  

 

You are required to post topic input each week with a minimum of eight postings, one to answer each discussion question (2 posts) and six other posts to respond to another learner’s post for each topic (6 posts). (Different deadlines for submissions…be careful!)

You are required to participate in the Teamwork section of the discussion section of the course on the weeks listed. Please make certain you participate on all the days posted. These days are different than the discussion question dates. Pay particular attention to the differences.

 

Must be completed by Wednesday March 25, 201511:55 PM:

  1. Completion of Course Navigation Quiz.

    You will be required to complete the Course Navigation Quiz listed in the Assignment section of this course This must be completed on or before end of the first Wednesday of the course (March 25, 2015 by 11:55 PM). This quiz is worth 24 points. No credit will be given if the Quiz is not completed by 11:55 PM on Wednesday,March 25, 2015. No exceptions!

  2. Complete Autobiography.

    I would like each student to introduce himself or herself, as I feel this is a very good way to validate how important each of you are. We can recognize the diversity of people and experiences present in the “classroom” and create an atmosphere of informality and mutual respect. I would also like you to tell me why you chose this course and what you expect to learn from it. Your biography posting is worth 24 points and must be posted in the About Us section of the Discussion area of the course before Wednesday, March 25, 2015 by 11:55 PM.

 

Week One: Monday, March 23, to Sunday March 29, 2015

#1 Complete Autobiography. Complete Syllabus Quiz.

#2 Complete Discussion Questions one and two.

#3 Read Chapter One and Two for this week’s discussion.

#4 Teamwork introduction and input.

#5 Read Instructions and information regarding your research paper for this course.

 

#1  I would like each student to introduce himself or herself, as I feel this is a very good way to validate how important each of you are. We can recognize the diversity of people and experiences present in the “classroom” and create an atmosphere of safety and mutual respect. I would also like you to tell me why you chose this course and what you expect to learn from it. Your biography posting is worth 24 points.

You will also be required to complete the Course Navigation Quiz listed in the Assignment section of this course. This must be completed on or before end of the first Wednesday of the course (March 25, 2015). You are also required to complete the syllabus quiz during the first week of the course, listed in the assignment section of the course. The syllabus quiz and the Course Navigation Quiz are worth 24 points and I will not accept any Syllabus quiz that is handed in after the end of the first week of class (March 29, 2015 at 11:55 PM. As well as your autobiography assignment, please also answer the following questions:

 

  1. What basic knowledge do you have at present, regarding Adulthood and Aging? What do you expect to learn after taking this course?

  2. After reading chapters one and two, how do you feel about the theory that the brain as well as the environment has a part in the aging process?

 

#4 Your teamwork project will be as follows:  

Each week (beginning on the second week of class), you will be given a subject to research. Each member of the team will find a "scholarly" article to contribute on the subject and then each team member will read another team member's article and create a synopsis of the article and post the synopsis as a reply, explaining how it pertains to one of the papers that are listed as approved topics for the research paper due on May 3, 2015 at 11:55 PM. The articles must be posted before 11:55 PM on Wednesday of each week and the synopsis must be posted before 11:55 PM by the end of the week (Sunday at 11:55 PM). The topics that will be researched canl be used to create your research paper. If this is done correctly, it should assist every team member since the assignments will be geared toward research for the three topics that are listed for the papers. Please contact me immediately if you have any questions.

Each week’s teamwork assignment will be worth a total of 12 points. (The assignment is worth up to 6 points for the article posted and up to 6 points for the analysis and synopsis of the chosen article.)Your teamwork assignment begins on week 2 of the course. Teams will be assigned by me. Check the Team Listing Topic to see in which team you will participate. This research will assist you in the creation of your final paper. If each of you research the topic in the Teamwork topic area it will help all of you because you will have information to be used for your papers that is collected by the team groups, instead of individually. Make certain your articles are pertinent and a lot of the work for your papers will be complete before you start! Work with each other and collaborate so that there is no overlap. Duplicate articles will not be given credit. Neither will duplicate synopses or duplicate analysis.

 

#5 You are required to write a 6-8 page paper. Here are the instructions:

There is one paper for this course, due at the end of the 6th week of the course (May 3, 2015 before 11:55 PM). This paper will be worth 100 points. Please make certain that you proof-read your assignments before submission. I will deduct points for misspellings, poor grammar and punctuation. Make certain your answers are thorough and show some thought and research. (You must have at least 6-8 scholarly resources listed in-text and on a separate reference page.) The papers must be submitted in APA style. (See the handout section on your course page for information.) The paper should be between 6-8 pages. (N.B. Less than 6 full pages will cause you to have a deduction in points.The title page, the abstract page and the reference page do not count toward the total number of pages for the report). I will deduct points if APA style is not used and if in-text citations and a reference page and/or abstract are not included or are not correct. You will have three topics listed below which your teams will be researching, to choose from, that must be validated by information from your text and from external scholarly sources you and your teammates collect.

The topics are listed below (don’t forget your teamwork thread and your collaboration with other learners). Provide detail regarding the topic that will document that you have studied it, and understand the concepts. Please create your paper around the topics of:

  1. Research the creation and problems in entitlement program called The Affordable Care Act (Obamacare), in the U.S. How has it changed since it was implemented in 2013? Then explain the reasons it was created and document the impact it has had on society..  Does the benefit outweigh the cost to society?

  2. The “Baby Boomer” generation. (1946 to 1964) What does this term mean? Compare and contrast this generation’s accomplishments to the generation before them (“The greatest generation, 1910 to 1945). How did the “greatest generation” contribute to the changes made by the “baby boomer” generation?

  3. Research lifestyles and relationships in the following groups of elderly persons today. Persons who are single, who cohabitate, who are openly gay and lesbian, who are married and who are divorced and re-married. Compare and contrast the lifestyles of these elderly people today to the lifestyles of elderly people 50 years ago. Include “end of life” situations for the elderly then and now.

 

Week One:  March 23 to March 29, 2015

Chapters One and Two discussed

Description: These chapters discuss the perspectives of adult development; myths and stereotypes about aging; the demographics of aging; the neuro-scientific approach to aging and how it pertains to cognition, neural plasticity and socio-emotional aging.

Threaded Discussions:

  1. In what way are people the products of interactions between heredity and environment? Give some examples.

  2. What is the difference between normal cognitive and abnormal cognitive aging? Can you give examples? Discuss.

  3. Please read Chapters 3 and 4 for next week’s discussion

  4. Make certain you participate in the Teamwork section of the Discussion area.

  5. Use the PowerPoints in the Handout section to organize your work.

     

    Week Two: March 30, to April 5, 2015

    Chapters three and four will be discussed.

    Description: Physical changes in the brain and implications of developmental forces; physical body changes in hair, build, skin and voice, as well as mobility, vision and hearing. Health and illness and negative life events effects on longevity.

    Threaded Discussions:

  1. Do you think society places too much emphasis on looking younger? Do you think there is a stigma to getting older?

  2. Do you think the rate of diabetes in the over 50 population can be reduced through education? How would you educate people?

3. Please read Chapters five and six for next week’s discussion

4. Make certain you participate in the Teamwork section of the Discussion area.

5. Use the PowerPoints in the Handout section to organize your work.

 

Week Three: April 6 to April 12, 2015

Chapters five and six will be discussed.

Description:

These chapters discuss Person-environment interactions; adaptation; the ecology of aging; who is likely to live in a nursing home?; patronizing older people; overview of information processing in the elderly; integration of attention and retention; cognitive change in older people; memory training and social policy implications.

Threaded Discussions:

  1. What do you think the most difficult part of living in an assisted living facility or nursing home would be? Do you have any personal experience regarding this? Do you have a relative or friend that has experienced this and if so, could you share your information with your fellow learners?

  2. Your text discusses several stereotypes regarding memory performance in older adults. What does new research suggest regarding the validity of these stereotypes? Discuss myth vs. reality.

3.   Please read Chapters seven and eight for next week’s discussion.

     4.     Make certain you participate in the Teamwork section of the Discussion area.

5. Use the PowerPoints in the Handout section to organize your work

 

Week Four: April 13 to April 19, 2015

Chapters seven and eight will be discussed.

Description:

These chapters discuss intelligence and problems detecting lifestyle effects on intellectual functioning to include decision making, problem solving and expertise. Social cognition will also be studied to include social knowledge structures and beliefs as well as stereotypes of aging associated with lower cognitive performance and social competence.

  Threaded Discussions:

  1. From where do you think that your primary mental abilities come? Are they “learned” and if so, can you improve your intelligence?

     3.     Please read Chapters nine and ten for next week’s discussion.

 4.       Make certain you participate in the Teamwork section of the Discussion area.

   5.     Use the PowerPoints in the Handout section to organize your work

 

Week Five, April 20 to April 26, 2015

Chapters nine and ten will be discussed.

Description:

These chapters discuss personality and dispositional traits across adulthood; life narratives, identity and self, gender role identity and mental health and the adult life course.

Threaded Discussions:

  1. Discuss the difference between a trait and a mood? How can one tell the difference between them?

  2. If there were tests for all kinds of dementia (Alzheimer’s disease, Pict’s disease, Amneotrophic Lateral Sclerosis, Chronic Brain syndrome, etc.), would you have yourself tested? If so, when?

  3. Please read Chapters eleven and twelve for next week’s discussion

  4. Make certain you participate in the Teamwork section of the Discussion area.

  5. Use the PowerPoints in the Handout section to organize your work

 

Week Six, April 27 to May 3, 2015

Chapters eleven and twelve will be discussed.

Description:

These chapters discuss relationship types and issues, romantic attachment, lifestyles and family dynamics and the life course; caring for aging parents and work, leisure and retirement.

Threaded Discussion Questions:

  1. Discuss how your relationship with your parents (or in-laws) would contribute to the decision as to whether you would care for them if they became severely disabled or demented. List the factors that would impact your decision?

  2. Discuss the advantages and disadvantages of having a one career life. Discuss the advantages and disadvantages of having several jobs during your work life.

  3. Please read chapters thirteen and fourteen so that we can discuss next week’s questions in depth.

  4. Make certain you participate in the Teamwork section of the Discussion area. This will be the last week of participation.

  5. Use the PowerPoints in the handout section to review the chapters. They will help to highlight the pertinent information we will use for discussion.

Note Well:

 

YOUR RESEARCH PAPER IS DUE AT THE END OF THIS WEEK (November 30th) BY 11:55 PM, ON JUNE 22nd 2014. PLEASE MAKE CERTAIN IT IS UPLOADED THROUGH THE FILE EXCHANGE BEFORE THAT TIME. PLEASE MAKE CERTAIN THAT YOU HAVE MET ALL THE CRITERIA FOR THE PAPER. I HAVE GIVEN YOU INSTRUCTIONS AT THE BEGINNING OF THE COURSE SCHEDULE, ON THE HOME PAGE AND IN THE HANDOUT SECTION OF THIS COURSE. I EXPECT THAT YOUR PAPERS WILL BE SPLENDID. DON’T DISAPPOINT YOURSELVES. GOOD LUCK!

 

There is one paper for this course, due at the end of the 4th week of the course (June 22nd, 2014 before 11:55 PM). This paper will be worth 100 points. Please make certain that you proof-read your assignments before submission. I will deduct points for misspellings, poor grammar and punctuation. Make certain your answers are thorough and show some thought and research. (You must have at least 4-6 scholarly resources listed in-text and on a separate reference page.) The papers must be submitted in APA style. (See the handout section on your course page for information.) The paper should be between 4-6 pages. (The title page, the abstract page and the reference page do not count toward the total number of pages for the report). I will deduct points if APA style is not used and if in-text citations and a reference page and/or abstract are not included or are not correct. You will have three topics listed below which your teams will be researching, to choose from, that must be validated by information from your text and from external scholarly sources you and your teammates collect.

 

The topics are listed below (don’t forget your teamwork thread and your collaboration with other learners). Provide detail regarding the topics that will document that you have studied it, and understand the concepts.

  1. Research the creation and changes in entitlement program called Medicare, in the U.S. How has it changed since it was implemented in 1964? Then explain the reasons it was created and document the impact it has had on society from then until now.  Does the benefit outweigh the cost to society?

  2. The “Baby Boomer” generation. (1946 to 1964) What does this term mean? Compare and contrast this generation’s accomplishments to the generation before them (“The greatest generation, 1910 to 1945”) and the generation after them (Generation X, 1965 to 1984).

  3. Research lifestyles and relationships in the following groups of elderly persons today. Persons who are single, who cohabitate, who are openly gay and lesbian, who are married and who are divorced and re-married. Compare and contrast the lifestyles of these elderly people today to the lifestyles of elderly people 50 years ago.

 

Week Seven, May 4 to May 10, 2015

Chapters thirteen and fourteen will be overviewed and discussed.

Description:

These chapters discuss the issues concerning dying and bereavement as well as successful aging.

Threaded Discussion Questions:

  1. If you found out that you only had six months to live, what would you do? How would you react? How would those around you react? Discuss this with the group.

  2. What would you consider to be “successful” aging?

  3. Please make certain you complete the student evaluation for this course.

  4. Please answer the questions in week eight in order to complete this course properly.

 

Week Eight, May 11 to May 15, 2015

Threaded Discussion Questions:

  1. Please discuss the changes in your thought process since taking this course. Please list what you have learned and how it will impact the way you view social problems going forward.

  2. Please list any changes and improvements that can be made to this course in order to help me and future learners to get the best possible results.

 

Examinations:

Your paper will be considered as an examination Therefore they should be substantive and reflect your knowledge and ability to research the subjects so that it can be determined that you have absorbed the material being taught.

    

Welcome to Adulthood and Aging.