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Lackawanna College  Adulthood & Aging PSY 215OM

October 19th, 2016 to December 9th, 2016

(3 Credits)

Instructor: Ms. Tina Bruno   

Office Location: 105A Angeli Hall                                       Office Hours: By Appointment           

E-mail: brunot@lackawanna.edu                                           Office Phone: 570-955-1478

“Our greatest battles are that with our own minds.” -Jameson Frank

Be sure to read this syllabus over thoroughly. The course syllabus is considered a contract between instructor and students. Your continued enrollment in the course equates to your signature on the contract, indicating your agreement to abide by the terms of this contract.

 

Text: Adult Development & Aging 7th Edition

Author: Cavanaugh       ISBN: 9781285444918   Copyright Year: 2015   Publisher: Cengage Learning

 

Description    

PSY 215 (Formerly SS 242) - Adulthood and Aging 

This course provides an inter-disciplinary approach to its topic and considers the stigma of old age, the psychological problems of aging, the significance of individual differences in facing these problems, financial and legal strategies for surviving in old age, and the care and institutionalization of the elderly (3 Credits). Prerequisite: PSY 105

 

Objectives

1: To study the life-span development, and review the research methods used to investigate development.
2: To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.
3: To examine the unique transitions and events particular to young adulthood, middle age, and old age for those of all races and ethnicities.
4: To study the final event in life - death and dying.

Requirements

Essays

An essay is a short piece of writing on a particular subject, written in an expository, persuasive, critical, reflective, analytical, research, or review form.  

This assignment serves as an ongoing opportunity to engage you, the student in the most important concepts and ideas in Adulthood & Aging.

Your essays are not merely summaries of what you read, and they are not to only focus on your feelings. Instead, they need to demonstrate your ability to conduct a critical inquiry (the steps involved in collecting and analyzing ideas or information). These reflective and critical thinking skills are necessary in many of the careers associated with psychology, human services and criminal justice majors.

Write your thoughts and feelings about significant, new insights and ideas you experienced regarding the specific topics associated with each Journal assignment due date.

Be specific about what you liked, or did not like (or understand). 

Each essay needs to include:

  • At least two specific things you learned that you did not know before
  • Two critical thought questions related to what you have learned
  • The answers to the critical thought questions.   

Objective: Essays can facilitate reflection and allow students to express feelings regarding their educational experiences.

Upload your WORD document along with your filled in Rubric through the Assignment Portal Page

 

You will each receive a Grade based on the following Rubric. Automatic 5 point Deduction for not uploading the Rubric with your assignment with the shaded columns filled in.

Essay Grading Rubric

20 Points Each Essay

What Should I Do?

Points Available

Did I do This?

Where in the Essay can this be found?

Points Earned

Reflection of two topics; how it resonates with you; how it relate to your life situation, personal reflections, future goals, etc.

8

 

 

 

Two critical thought questions & answers

8

 

 

 

Proper spelling, punctuation and grammar.

2

 

 

 

Format: font, margins, heading. All papers are in Times New Roman, 12-point font, margins 1”

2

 

 

 

TOTAL POINTS

20

 

 

 

 

The Interview Assignment

Due date 11/06/2016

You will conduct an interview of an older individual to get a perspective of how that individual’s experiences during young adulthood have played out. The obvious choices for this interview would be a grandparent, relative, minister, teacher, or family friend. Although I would prefer that you interview someone who is retired or approaching retirement, I might permit you to interview another individual, provided that person is old enough to have had a broad life experience. If you have any questions about your candidate, please see me first.

 

You will need to write up a list of questions that will serve as a foundation for your interview. There is a list of suggested questions that you can use that are included under the Assignment section of the Portal. As you are conducting your interview feel free to make note of any additional information that you find interesting. I would prefer that you either conduct this interview in person or via the phone. If your interviewee agrees, you might record the interview. Otherwise, you should take detailed notes. A copy of the completed interview will be due to me via a Word Document, in a comprehensive format, uploaded through the Assignment Portal by 11:55PM on 11/06/2016.

 

 Retain a copy… you will need it for the Paper, the second part of this assignment, the Case Study paper.

You will each receive a Grade based on the following Rubric. Automatic 5 point Deduction for not uploading the Rubric with your assignment with the shaded columns filled in.

The Interview

50 points

What Should I Do?

Points Available

Did I do This?

Where in the paper can this be found?

Points Earned

Devised a comprehensive list of questions that set the foundation for a guided biography.

10

 

 

 

Interview captured the essence of how the person felt his/her life developed in relation to that person’s expectations  

10

 

 

 

Interview captured the degree to which this individual’s perspective has changed across their life

10

 

 

 

Documentation of your interview with the subject of this interview in question and answer format

10

 

 

 

Proper spelling, punctuation and grammar.

5

 

 

 

Format: 12 point font Times New Roman, Double spaced with 1 inch margins on all sides and includes Title Page, headers on additional pages and cited references throughout with reference page.

5

 

 

 

Total Points

50

 

 

 

The Case Study Paper

 

Due date: November 27th, 2016 (no later than 11:55PM)

The second part of this assignment will be a paper, in which you will first provide a case-study of your interviewee using the information gathered from your answers. You will include your interviewee’s answers to the questions provided, with a thorough discussion of how the person’s life developed in relation to that person’s expectations. I am especially interested in knowing the degree to which this individual’s perspective has changed across their life. Your paper should also include a discussion of how your perspective of your own future may have changed because of what you learned from this individual and in this course. Note: If your perspective has not changed, you need to let me know why not.

 

This paper needs to include a component that addresses the academic perspective of the psychology of aging. 

This paper must be typed double-spaced 12 -font Times Roman.    

The document should be approximately 8- 10 pages. 

 

Present your Paper in the following format:

  1. The circumstances under which you know this person and why you chose him or her;
  2. Overview of the person’s current life situation;
  3. Biographical sketch of the individual’s history from childhood to the present;
  4. Themes, values, and special topics;
  • Including the discussion of how the person’s life developed in relation to that person’s expectations and the degree to which this individual’s perspective has changed across their life.
  1. Interweaving: reflected key developmental issues and theories from the chapter explored with respect to this person’s life and the psychology of aging (note: this section is very important);
  2. What you learned from this exercise that you intend to think about in terms of your adult developing and aging.

 

You will each receive a Grade based on the following Rubric. Automatic 5 point deduction for not uploading the Rubric with your assignment with the shaded columns filled in.

 

The Case Study Paper

116 points

What Should I Do?

Points Available

Did I do This?

Where in the paper can this be found?

Points Earned

Clearly & concisely reviewed the circumstances under which you know this person and why you chose him or her;

6

 

 

 

Presented overview of the person’s current life situation;

10

 

 

 

Provided a biographical sketch of the individual’s history from childhood to the present;

20

 

 

 

Developmental issues and theories from the chapter explored with respect to this person’s life and the psychology of aging

25

 

 

 

Discussion of how the person’s life developed in relation to that person’s expectations and the degree to which this individual’s perspective has changed across his/her life.

25

 

 

 

Reviewed what you learned or didn’t learn from this exercise that you intend to think about in terms of your adult developing and aging.

15

 

 

 

Paper Organized and easy to follow the flow

5

 

 

 

Proper spelling, punctuation and grammar.

5

 

 

 

Format: 12 point font Times New Roman, Double spaced with 1 inch margins on all sides and includes Title Page, headers on additional pages and cited references throughout with reference page.

5

 

 

 

 

 

 

 

Total Points

116

 

 

 

Team Project Discussion Participation & Group Presentation

Students will be placed into teams and assigned one of the developmental stages of life (young adulthood, middle age, and old age) and will be responsible for examining the unique transitions and events particular to that stage for those of all races and ethnicities.

Identify societal stereotypes and attitudes of that stage. This can easily be achieved through examining greeting cards, popular magazines, and television

  1. Discuss the pros and cons of the attitudes/stereotypes.
  2. Discuss the accuracy of these attitudes/stereotypes and possible explanations for why they exist.

 

Each student in the team will receive participation points based on his/her discussion within the team forums regarding ideas for the final group presentation. I will be reviewing your team forums weekly.

 

Team Project Discussion Forum:

Weeks 3 (October 31st – November 6th) & Week 4 (November 7th – November 13th)

  • Teams will have conversations within their private group discussion forums set up on the class portal.
  • These discussions will focus on how to set up your presentation, who is responsible for what parts, how to organize, etc.
  • Within your private group planning discussions you will be responsible for weekly updates on progress related to the tasks at hand which include:
  • You will receive a grade for your level of participation in this forum.

 

Group Presentation ~ this assignment is due no later than 11:55PM on 12/04//16

  • Your presentation needs to consider cross-cultural topics such as issues related to race, ethnicity, gender, sexual orientation, ability, socioeconomic status, etc.
  • The intent of the presentation is to allow you to have control over a portion of the section and for you to learn more information about an area of interest that you have.
  • The purpose of the presentation is NOT to repeat what is stated in the chapter; rather, to emphasize key points, expand upon topics of interest, relate key points to current events, address diversity issues, and spark an interesting discussion.
  • Plan this presentation as though you were going to discuss the topic among peers and friends. 

Team Project Discussion Grading Rubric

Week 3 & Week 4

20 points each week = 40 points total

         

What Should I Do?

Points Available

Did I do This?

Where in the paper can this be found?

Points Earned

Post in the Team Forum at least once during the week with an update on the work you have done

5

 

 

 

Provided cited references and comprehensive information related to setting up project

5

     

Follow up with response to/from team member who has provided his/her update

5

 

 

 

Comment on team project/ask fellow team mates for updates to clarify team project

5

 

 

 

Total Points

20

 

 

 

You will each receive a Grade based on the following Rubric. Automatic 5 point Deduction for not uploading the Rubric with your assignment with the shaded columns filled in

Group Presentation

60 Points

 

What Should I Do?

Points Available

Did I do This?

Where in the presentation can this be found? (i.e. slide number, page number, paragraph, etc.)

Points Earned

Presented overview of the developmental stage with emphasis on the unique transitions and events particular to that stage.

20

 

 

 

Incorporated cross-cultural issues related to race, ethnicity, gender, sexual orientation, ability, socioeconomic status, etc.

10

 

 

 

Discuss the pros and cons of the attitudes/stereotypes that exist

10

 

 

 

Discussion of the accuracy of these attitudes/stereotypes and possible explanations for why they exist.

10

 

 

 

Comprehensive and concise; clear format and flow of presentation

5

 

 

 

Punctuation, Grammar, Spelling Counts!

5

 

 

 

Total Points

60

 

 

 

 

Evaluation

I expect students to attend class and to participate. You need to keep up with the reading and be prepared for each class. Once you have missed the allotted number of absences, you will be dropped from the course.

 

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 courses as well.

 

Attendance is defined by participating in an academic activity within the online classroom, which includes posting replies in a graded discussion forum or submitting a written assignment. Replies not related to the aforementioned activities will not count for attendance purposes.

 

# 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

 

You are required to engage in discussion at least TWICE on FOUR days throughout the week for a total of EIGHT replies in all, minimum.

You should respond to the initial DQs posted AND respond to your classmates.

  • Responses MUST be substantive. See the document titled Good Discussions in your Handouts and Links.
  • Responses that do not move the conversation forward by providing information to which others can respond and build upon will NOT be counted toward your weekly score.
  • Students who miss one week of discussion will be DROPPED from the course.
  • Students who do not log on to the course within the drop/add period for the course will be DROPPED from the course. 

 

Online Course Discussion Policy

In order to understand, remember, and benefit from what we learn in class, discussion and interaction are critical. Responses such as, “I like what you said.” “I agree.” Or “Good thinking.” are NOT acceptable. Also, you should NOT simply repeat what someone else has already said.

You MUST reply no less than 8 times per week – twice on any four days.

Good Discussions in Handouts and Links 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 discussion!

Online Classroom Discussion and Interaction Rubric

20 points per week for total of 160 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 replies)

4

 

 

 

Respond to at least two classmates’ posts (2 replies)

4

 

 

 

Continue both conversations with at least one additional reply to each peer (2 replies)

2

 

 

 

Respond to at least one of the teacher’s secondary questions, conversing with a classmate who responds to the same question (2 replies)

2

 

 

 

Be sure all responses are detailed and clear and are posted twice on four separate days.

2

 

 

 

Be sure that all responses relate to the course reading and notes, your own everyday life, or to both

2

 

 

 

Provides the class with a response that is non-generic and inspiring – meaning that they learn from what you have contributed and can continue the conversation

2

 

 

 

Use proper grammar, spelling, and netiquette

2

 

 

 

TOTAL POINTS for EACH WEEKLY DISCUSSION:

20

 

 

 

 

 

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.

 

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 stops attending a course for which he/she is registered after the published census date (end of drop/add) without having officially withdrawn from the course, the student will be assigned an AW (penalty-grade failure) for the class. 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

  • Grades are non-negotiable. Do not phone or e-mail me at the end of the semester and ask for a grade change. You grade will reflect exactly what you have earned. I will not give any extra credit assignments.
  • Participation: At the college level, the role of the professor is to construct a context for learning.
    • Learning—and the development of the course—depends on student engagement.
    • Knowledge is not transmitted, but actively created.

           

Grading

Your grade for the course will be based on an average of the scores that you earn on each assignment. Below, the first table shows the allocation of your course grade. The second table shows the value of each grade as determined by Lackawanna College.

 

                                                Grading & Points Distribution

Discussion Posts        20points per week  x 8 weeks

160 points (32%)

The Interview            

50 points   (10%)

The Case Study Paper

116 points (23%)

Syllabus Quiz

  10 points   (2%)

Course Navigation Quiz

10 points   (2%)

Essays          20 points each X 2

40 points   (8%)

Team Project  Discussion Forums    20  points each X 2

40 points   (8%)

Group Presentation

60 points   (12%)

Academic Honesty Pledge

4 points     (8% )

Let’s get to know one another post

10 points   (2%)

Total

500points

     

                                               

 

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

 

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.

 

The following are among the forms of dishonesty, in a classroom of any type, 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;
  • 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.
  • Misrepresenting identity in an online course

(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 Mrs. Christine Kiehart in the Disability Services office to discuss your options. Please note that disability services do not include exemption from participation requirements in courses considered part of the School of Distance Education, including online and hybrid courses.

Lackawanna College Notice of Nondiscrimination

Lackawanna College will not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, 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 VII of 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 Americans with Disabilities Act of 1990.

 

Title IX of the Education Amendment of 1972 is a federal civil rights law that prohibits discrimination on the basis of sex in federally funded education programs and activities. Lackawanna College is committed to providing an educational and work environment that is free from unlawful sexual discrimination including sexual harassment, sexual violence, and gender based harassment. 

 

In accordance with Title IX of the Education Amendments of 1972, Lackawanna College will not tolerate any forms of sexual misconduct including but not limited to: sexual harassment, sexual assault, sexual violence and gender-based harassment by employees, students or third parties. This includes prohibiting discrimination against pregnant and parenting students. The College also prohibits retaliation against any person who makes a claim of discrimination or harassment or who provides information in such an investigation. This policy applies to admissions, employment, treatment and access to all programs and activities that take place either on or off the campus at Lackawanna College. 

 

Lackawanna College will fully and promptly investigate all allegations of sexual misconduct and will take action reasonably designed to resolve the complaint in an equitable manner, end a hostile environment if one has been created, prevent its recurrence, and, when appropriate, take steps to remedy its effects on individuals and the college community.

 

Lackawanna College complies with Title IX and all other federal laws and regulations that prohibit discrimination in education programs or activities receiving federal financial assistance.

Reports or inquiries regarding nondiscrimination should be made to:

Title IX Coordinator/ Executive Director of the Student Wellness Program, Marsha Pigga, Angeli Hall, Room 102, 501 Vine Street, Scranton PA, 18509 (570) 955-1466/ (570) 677-7589, piggam@lackawanna.edu.

 

Equal Opportunity and Affirmative Action inquiries: Carolyn Quinn, Affirmative Action Officer/Director of Continuing Education, Angeli Hall, Room 300C, Vine Street, Scranton PA (570) 961-7815, QuinnC@lackawanna.edu or Tony Ferrese, Affirmative Action Officer/Seeley Hall Residence Director, Seeley Hall, First Floor, North Washington Avenue, Scranton PA, (570) 504-1760, FerreseT@lackawanna.edu.

 

Additional information regarding Title IX requirements and how to file a complaint with the Office of Civil Rights: Office of Civil Rights at www2.ed.gov/ocr, 800-421-3481. Philadelphia Office: Office for Civil Rights U.S. Department of Education, The Wanamaker Building,100 Penn Square East, Suite 515, Philadelphia, PA 19107-3323 Telephone: 215-656-8541, Email: OCR.Philadelphia@ed.gov.   

 

Portfolio and Coursework

Lackawanna College will empower you to experience learning by inspiring your critical thinking, accessing your talents and skills, motivating you toward a career choice, and encouraging you to make a difference. In evidence of this learning, the College requires a graduation portfolio containing Career Documents, including a résumé, two letters of recommendation, and a career exploration; Core Coursework, including a research paper from College Writing; three sample papers or projects from Major Coursework; and a Lackawanna College Reflection Paper.

 

 

 

Course Schedule                                                                                                         Adulthood & Aging

 

Week

 

Topic

Course Objective Met

Related Assignment, Assessment, or Learning Activity

Week 1

Oct 19th – Oct 23rd

 

Chapter 1:Studying Adult Development and Aging

     Understand Myths & Stereotypes of Aging

     Understand the Meaning of Age and the developmental influences that play a role in aging

     Review the research methods used to investigate development.

1

Understand the topics of the week through the chapter readings, internet resources and resources under Course Resources and engaging in discussions.

 

Engage in Discussion Questions 1 & 2 throughout the week

 

Essay 1 Due 10/30/16

Week 2

Oct 24th – Oct 30th  

Chapter  2& 3: The cognitive and physical changes associated with aging

     Age related changes in the brain & the functional consequences (emotions, memory, etc.)

     Brain Plasticity

     Various Biological Theories of Aging

     Age related physical changes and the functional consequences.

1,2

Understand the topics of the week through the chapter readings, internet resources and resources under Course Resources and engaging in discussions.

 

Engage in Discussion Questions 1 & 2 throughout the week

 

Week 3

Oct 31st – Nov 6th  

Chapter 4:Longevity, health & living

     Review various factors that can influence how long you live ( genetics, environment, cultural, ethnicity, gender)

     Defining health & illness

     The role of stress on health

     Common illnesses that increase with age

 

Chapter 5:Person-Environment Interactions

     The Congruence Model

     The Ecology of Aging

     Living in Nursing Homes

 

 

 1,2,3

  Understand the topics of the week through the chapter readings, internet resources and resources under Course Resources and engaging in discussions.

 

  Engage in Discussion Questions 1 & 2 throughout the week

 

  Interview Questions paper due by November 6th 11:55PM

 

  Engage in Team Project Discussion Forum

Week 4

Nov 7th – Nov 13th  

Chapter 6:Attention & Memory

     Information Processing Model

     Attentional & Perceptual Processing

     Normal versus Abnormal Memory Aging

     Memory, Nutrition & Drugs

Chapter 7:Intelligence

     Age related changes in everyday abilities

     Going beyond Piaget-Post Formal Thought

     Everyday reasoning & problem solving

     Wisdom

 

 

 

1,2

 

   Understand the topics of the week through the chapter readings, internet resources and resources under Course Resources and engaging in discussions.

 

   Engage in Discussion Questions 1 & 2 throughout the week

 

   Engage in Team Project Discussion Forum

 

Week 5

Nov 14th – Nov 20th  

Chapter 8:  Social Cognition

     Impression formation

     Knowledge accessibility affects on age related differences in social judgments

     Social knowledge structures

     Causal attributions to the changing social beliefs that occur with age

     Stereotypes and aging

 

Chapter 9: Personality

     The Five Factor Model

     What’s different about personal concerns when studying adulthood & aging?

     Theories Based on Life Transitions

     McAdam’s Life Story Model

     Whitbourne’s Identity Theory

 

1,2,3

Understand the topics of the week through the chapter readings, internet resources and resources under Course Resources and engaging in discussions.

 

Engage in Discussion Questions 1 & 2 throughout the week

 

Week 6

Nov 21st – Nov 27th

Chapter 10:Clinical Assessment, Mental Health & Mental Disorders

     Why ethnicity & aging are important variables to consider in understanding mental health.

     Biological factors to consider in psychopathology

     Key areas that are included in a multidimensional approach to an assessment

     The signs, symptoms and treatment of Dementia, Depression, Alzheimer’s disease

 

Chapter11:Relationships

     Impact of friendship and loving relationships across adulthood

     Impact of abusive relationships across adulthood

     What characterizes elder abuse, neglect and exploitation?

     Midlife Issues: Adult Children & Parental Caregiving

1,2 

Understand the topics of the week through the chapter readings, internet resources and resources under Course Resources and engaging in discussions.

 Engage in Discussion Questions 1 & 2 throughout the week

Case Study Paper due by November 27th 11:55PM

 

Week 7

Nov 28th – Dec 4th

Chapter 12:Work, Leisure & Retirement  

     How people view work and plan for retirement

     How occupational priorities vary with age

     Holland’s Theory

     Super’s stages of occupational development

     Factors that lead to job satisfaction in older workers

     Define glass ceiling, comparable worth, sexual harassment and age discrimination

     Benefits of leisure activities & retirement

 

Chapter 13:Dying & Bereavement

     Legal & medical criteria used to determine when death occurs

     Ethical dilemmas surrounding euthanasia

     Issues surrounding the costs of life-sustaining interventions

     The difference between normal and prolonged grief

     The Four Component model of dealing with grief

     Dual processing model of coping with bereavement

3,4

 Understand the topics of the week through the chapter readings, internet resources and resources under Course Resources and engaging in discussions.

 Engage in Discussion Questions 1 & 2 throughout the week

Essay 2 due December 4th by 11:55PM

 

Group Presentation due by December 4th by 11:55PM

 

Week 8

Dec 5th to Dec 9th

Chapter 14: Successful Aging

     Defining what is meant by successful aging.

     Key issues in health promotion and quality of life.

3

Understand the topics of the week through the chapter readings, internet resources and resources under Course Resources and engaging in discussions.

Engage in Discussion Questions 1 & 2 throughout the week