This document provides information about a course titled "Aging in American Society" including the instructor details, course description, goals, objectives, assignments, and grading criteria. The key points are:
- The course is an introductory social gerontology course that will provide an overview of aging from individual, social, and global perspectives.
- Students will learn about aging through multiple disciplinary lenses like biology, psychology, sociology, and public health.
- Major assignments include quizzes, an individual presentation on an aging topic, and a final paper on the presented topic.
- The course aims to help students understand aging concepts and articulate aging issues from an interdisciplinary approach.
Develop a 3-5 page outline of concepts you would like to apply t.docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Discussion - Week 7Top of FormDiscussion Psychological AspeVinaOconner450
Discussion - Week 7
Top of Form
Discussion: Psychological Aspects of Aging
What does it mean to age “successfully”? Though the concept of success is relative, theories of successful aging explain factors that support individuals as they grow old. Factors such as maintaining physical and mental activity and disengaging from community obligations contribute to older adults’ ability to function. As a social worker, you must understand these supportive factors in order to address the needs of older clients and their families.
As you will see in this week’s media, situations involving Alzheimer’s or dementia, interpersonal conflict, and grief can complicate the process of successful aging. For this Discussion, you review one of two case studies involving an older woman and apply a theory of successful aging to the case.
To Prepare:
· Review the Learning Resources on psychological aspects of later adulthood, focusing on key life events and on theories of successful aging.
· Access the Social Work Case Studies media and explore the cases of Sara and of Francine.
· Select a theory of successful aging to apply to either Sara's or Francine’s case.
By 01/12/2021Post a Discussion in which you:
· Identify whether you have chosen to analyze Sara's or Francine's case for the Discussion.
· Explain key life events that have influenced Sara's or Francine’s psychological functioning. Be sure to substantiate what makes them key in your perspective.
· Explain how you as a social worker might apply a theory of successful aging to Sara’s or Francine’s case. Be sure to provide support for your strategy.
Bottom of Form
Required Readings
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.
· Chapter 15, "Psychological Aspects of Later Adulthood" (pp. 672–702)
Newell, J. M. (2019). An ecological systems framework for professional resilience in social work practice. Social Work, 65(1), 65–73. https://doi.org/10.1093/sw/swz044
Teater, B., & Chonody, J. M. (2020). How do older adults define successful aging? A scoping review. International Journal of Aging and Human Development, 91(4), 599–625. https://doi.org/10.1177/0091415019871207
Yousuf-Abramson, S. (2020). Worden’s tasks of mourning through a social work lens. Journal of Social Work Practice, 1–13. https://doi.org/10.1080/02650533.2020.1843146
Required MediaRequired Readings
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.
· Chapter 15, "Psychological Aspects of Later Adulthood" (pp. 672–702)
Chapter 15 Summary
The following summarizes this chapter’s content as it relates to the learning objectives presented at the beginning of the chapter. Chapter content will help prepare students to
LO 1 Describe the developmental tasks of later adulthood.
Older adults must make a number of developmental psychological ad ...
Develop a 3-5 page outline of concepts you would like to apply to .docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
InstructionsApplication 2 Laying the Foundation for New Approac.docxnormanibarber20063
Instructions
Application 2: Laying the Foundation for New Approaches to Practice
As frequently noted in the literature, there is often a gap between research evidence and practice. This is not a new phenomenon; however, with the rapid growth of knowledge, it is essential that nurses hone their ability to identify this gap, determine best practices based on the evidence, and then apply this evidence to practice through the development of new approaches. In order for that to transpire, nurses must be skilled in leading change efforts so that adoption of new practice approaches can be successful.
For your EBP Project in Week 2 (Application 1), you identified an issue in your practicum setting in which the outcome is different from what would be expected according to the research literature. This week, continue to explore current research literature looking for new evidence to address the problem. In addition, you build on the work you began in this week’s Discussion and select an evidence-based practice model and change theory or framework that will support your efforts.
To prepare for Application 2 address the following:
· How current is the science underlying the practices related to your EBP Project issue?
· Consider possible causes of the difference in outcomes from what would be expected according to the research literature.
· Evaluate the effect the EBP Project issue is having in practice.
· Using the Walden Library and other credible sources, locate current research evidence of new practices that are effective in addressing the issue.
· Use the GRADE model presented in the Guyatt et al. (2011) article to evaluate the research evidence.
The full Application 2 is due by Day 7 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 4.
To complete:
In a 3- to 5-page paper, include the following:
· A brief summary of the currency of the science underlying the practices used to address your EBP Project issue
· Possible causes of the difference in outcomes from what would be expected according to the research literature
· The effect the EBP Project issue is having in practice
· Current research evidence on new practices for addressing the EBP Project issue
· A summary of the evidence-based practice model (including models from other disciplines as appropriate) and/or change theory or framework you will utilize to systematically integrate new approaches to practice to address the issue
http://tso.sagepub.com/
Teaching Sociology
http://tso.sagepub.com/content/37/1/76
The online version of this article can be found at:
DOI: 10.1177/0092055X0903700107
2009 37: 76Teaching Sociology
Robert J. Hironimus-Wendt and Lora Ebert Wallace
The Sociological Imagination and Social Responsibility
Published by:
http://www.sagepublications.com
On behalf of:
American Sociological Association
can be found at:Teaching SociologyAdditional services and information for
.
Writing Identity English Composition I 5098910126 .docxjeffevans62972
Writing Identity
English Composition I
50:989:101:26
ASSIGNMENT SHEET - Unit 6
Take Two
Task
In this essay you are going to construct an academic argument based on the stance you
took in your open-letter. This should be imagined as a peer-to-peer assignment,
meaning that you are writing for an audience of undergraduate students. You will be
creating an evidential and rhetorical-based defense for your position. This assignment
also expects that you acknowledge the legitimacy of opposing views through strategies
of concession and refutation. Imagine that you are answering a question in a complex,
non-obvious manner. How will you attempt to prove that answer?
As you draft your final assignment for this course, consider these questions:
• How will you organize your claims and evidence to best present your argument?
• How will you presume counterarguments to your writing?
• Why is your argument important? What is the call to write this essay?
Upon completion of this assignment, I may ask that you consider submitting this to The Scarlet
Review, Rutgers-Camden’s first online, undergraduate magazine.
http://scarletreview.camden.rutgers.edu/home.html
Guidelines
Your essay will be approximately 2,200 to 3,000 words long. The pages are to be double-spaced
with 12-point font and 1-inch margins. The heading of the essay should include your name, my
name, and the unit title. The file name should read as follows: LastName.FirstName_Unit6.
Because this may be considered for publication online, you can format it as such. You are
welcome to include images, graphics, videos, and hyperlinks to bolster your argument. Feel free
to get creative with the title of your essay.
Deliverables
• First draft (5-6 pages)
o Due during paper conference when you meet with me.
o Due on Sakai: Wednesday, December 12, 2018 at 8:00AM.
o Word Doc or PDF submitted under the “Unit 6 – Draft” Assignment tab on Sakai.
• Final essay (6-8 pages)
o Due: Monday, December 17, 2018 at 12:00PM.
o Word Doc or PDF submitted under the “Unit 6 – Final” Assignment tab on Sakai.
Learning Goals
By the end of these assignments students will practice:
• Analyzing your issue from a critical distance.
• Proper citation and documentation of source materials.
• Acknowledging the legitimacy of opposing views as a rhetorical strategy.
• Constructing a formal thesis and clear organization.
• Creating an academic argument that can be disputed and that adds to a larger
conversation about the issue you are dealing with.
• Summary, paraphrasing, and quotation.
• Composing an academic essay.
Standards of Evaluation
The best essays will:
• Be turned in on time.
• Include a first draft. This draft will count for 25% of the assignment’s grade.
• Be explicit in titling and file naming.
• State a clear thesis of a non-obvious claim to be proved throughout an essay.
• Exemplify why their issue and claim is an important.
Develop a 3-5 page outline of concepts you would like to apply t.docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Discussion - Week 7Top of FormDiscussion Psychological AspeVinaOconner450
Discussion - Week 7
Top of Form
Discussion: Psychological Aspects of Aging
What does it mean to age “successfully”? Though the concept of success is relative, theories of successful aging explain factors that support individuals as they grow old. Factors such as maintaining physical and mental activity and disengaging from community obligations contribute to older adults’ ability to function. As a social worker, you must understand these supportive factors in order to address the needs of older clients and their families.
As you will see in this week’s media, situations involving Alzheimer’s or dementia, interpersonal conflict, and grief can complicate the process of successful aging. For this Discussion, you review one of two case studies involving an older woman and apply a theory of successful aging to the case.
To Prepare:
· Review the Learning Resources on psychological aspects of later adulthood, focusing on key life events and on theories of successful aging.
· Access the Social Work Case Studies media and explore the cases of Sara and of Francine.
· Select a theory of successful aging to apply to either Sara's or Francine’s case.
By 01/12/2021Post a Discussion in which you:
· Identify whether you have chosen to analyze Sara's or Francine's case for the Discussion.
· Explain key life events that have influenced Sara's or Francine’s psychological functioning. Be sure to substantiate what makes them key in your perspective.
· Explain how you as a social worker might apply a theory of successful aging to Sara’s or Francine’s case. Be sure to provide support for your strategy.
Bottom of Form
Required Readings
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.
· Chapter 15, "Psychological Aspects of Later Adulthood" (pp. 672–702)
Newell, J. M. (2019). An ecological systems framework for professional resilience in social work practice. Social Work, 65(1), 65–73. https://doi.org/10.1093/sw/swz044
Teater, B., & Chonody, J. M. (2020). How do older adults define successful aging? A scoping review. International Journal of Aging and Human Development, 91(4), 599–625. https://doi.org/10.1177/0091415019871207
Yousuf-Abramson, S. (2020). Worden’s tasks of mourning through a social work lens. Journal of Social Work Practice, 1–13. https://doi.org/10.1080/02650533.2020.1843146
Required MediaRequired Readings
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.
· Chapter 15, "Psychological Aspects of Later Adulthood" (pp. 672–702)
Chapter 15 Summary
The following summarizes this chapter’s content as it relates to the learning objectives presented at the beginning of the chapter. Chapter content will help prepare students to
LO 1 Describe the developmental tasks of later adulthood.
Older adults must make a number of developmental psychological ad ...
Develop a 3-5 page outline of concepts you would like to apply to .docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
InstructionsApplication 2 Laying the Foundation for New Approac.docxnormanibarber20063
Instructions
Application 2: Laying the Foundation for New Approaches to Practice
As frequently noted in the literature, there is often a gap between research evidence and practice. This is not a new phenomenon; however, with the rapid growth of knowledge, it is essential that nurses hone their ability to identify this gap, determine best practices based on the evidence, and then apply this evidence to practice through the development of new approaches. In order for that to transpire, nurses must be skilled in leading change efforts so that adoption of new practice approaches can be successful.
For your EBP Project in Week 2 (Application 1), you identified an issue in your practicum setting in which the outcome is different from what would be expected according to the research literature. This week, continue to explore current research literature looking for new evidence to address the problem. In addition, you build on the work you began in this week’s Discussion and select an evidence-based practice model and change theory or framework that will support your efforts.
To prepare for Application 2 address the following:
· How current is the science underlying the practices related to your EBP Project issue?
· Consider possible causes of the difference in outcomes from what would be expected according to the research literature.
· Evaluate the effect the EBP Project issue is having in practice.
· Using the Walden Library and other credible sources, locate current research evidence of new practices that are effective in addressing the issue.
· Use the GRADE model presented in the Guyatt et al. (2011) article to evaluate the research evidence.
The full Application 2 is due by Day 7 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 4.
To complete:
In a 3- to 5-page paper, include the following:
· A brief summary of the currency of the science underlying the practices used to address your EBP Project issue
· Possible causes of the difference in outcomes from what would be expected according to the research literature
· The effect the EBP Project issue is having in practice
· Current research evidence on new practices for addressing the EBP Project issue
· A summary of the evidence-based practice model (including models from other disciplines as appropriate) and/or change theory or framework you will utilize to systematically integrate new approaches to practice to address the issue
http://tso.sagepub.com/
Teaching Sociology
http://tso.sagepub.com/content/37/1/76
The online version of this article can be found at:
DOI: 10.1177/0092055X0903700107
2009 37: 76Teaching Sociology
Robert J. Hironimus-Wendt and Lora Ebert Wallace
The Sociological Imagination and Social Responsibility
Published by:
http://www.sagepublications.com
On behalf of:
American Sociological Association
can be found at:Teaching SociologyAdditional services and information for
.
Writing Identity English Composition I 5098910126 .docxjeffevans62972
Writing Identity
English Composition I
50:989:101:26
ASSIGNMENT SHEET - Unit 6
Take Two
Task
In this essay you are going to construct an academic argument based on the stance you
took in your open-letter. This should be imagined as a peer-to-peer assignment,
meaning that you are writing for an audience of undergraduate students. You will be
creating an evidential and rhetorical-based defense for your position. This assignment
also expects that you acknowledge the legitimacy of opposing views through strategies
of concession and refutation. Imagine that you are answering a question in a complex,
non-obvious manner. How will you attempt to prove that answer?
As you draft your final assignment for this course, consider these questions:
• How will you organize your claims and evidence to best present your argument?
• How will you presume counterarguments to your writing?
• Why is your argument important? What is the call to write this essay?
Upon completion of this assignment, I may ask that you consider submitting this to The Scarlet
Review, Rutgers-Camden’s first online, undergraduate magazine.
http://scarletreview.camden.rutgers.edu/home.html
Guidelines
Your essay will be approximately 2,200 to 3,000 words long. The pages are to be double-spaced
with 12-point font and 1-inch margins. The heading of the essay should include your name, my
name, and the unit title. The file name should read as follows: LastName.FirstName_Unit6.
Because this may be considered for publication online, you can format it as such. You are
welcome to include images, graphics, videos, and hyperlinks to bolster your argument. Feel free
to get creative with the title of your essay.
Deliverables
• First draft (5-6 pages)
o Due during paper conference when you meet with me.
o Due on Sakai: Wednesday, December 12, 2018 at 8:00AM.
o Word Doc or PDF submitted under the “Unit 6 – Draft” Assignment tab on Sakai.
• Final essay (6-8 pages)
o Due: Monday, December 17, 2018 at 12:00PM.
o Word Doc or PDF submitted under the “Unit 6 – Final” Assignment tab on Sakai.
Learning Goals
By the end of these assignments students will practice:
• Analyzing your issue from a critical distance.
• Proper citation and documentation of source materials.
• Acknowledging the legitimacy of opposing views as a rhetorical strategy.
• Constructing a formal thesis and clear organization.
• Creating an academic argument that can be disputed and that adds to a larger
conversation about the issue you are dealing with.
• Summary, paraphrasing, and quotation.
• Composing an academic essay.
Standards of Evaluation
The best essays will:
• Be turned in on time.
• Include a first draft. This draft will count for 25% of the assignment’s grade.
• Be explicit in titling and file naming.
• State a clear thesis of a non-obvious claim to be proved throughout an essay.
• Exemplify why their issue and claim is an important.
A primary goal of mental health education is to increase awareness. This involves teaching children what mental health means, and how to maintain positive mental health. It is vital that youth understand the concept of self-care and that they are responsible for their own mental health.
Academic Discourse Essay
Perfect World Research Paper
Essay about English Academic Writing
Gac Compare and Contrast Essay
What I Have Learned About Research
Academic Ethics And Academic Integrity Essay
Reflection On Academic Reading
Importance And Purpose Of Research Essay
Essay On Academic Reflection
Perfect World Research Paper
My Academic Goals And Research Interests
My Professional And Academic Experience
Educational Research
Developing Strong Academic Study Skills
A Research Study On An Academic Research Essay
Popular Press Vs Academic Research Essay
Academic Background And Career Interest Essay
Essay about The Importance of Academic Integrity
Career Guidance refers to services intended to assist people, of any age and at any point throughout their lives, to make educational, training, and occupational choices and to manage their careers. Career guidance helps people to reflect on their ambitions, interests, qualifications, and abilities.
For this assessment you will create an 8 slide PowerPoint presenta.docxgreg1eden90113
For this assessment you will create an 8 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal
you developed for the third assessment.
Demonstration of Proficiency
· Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
1. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
1. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
1. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
1. Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
2. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
2. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
1. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
3. Slides are easy to read and error free. Detailed speaker notes are provided.
3. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee's organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.
Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
· Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
· Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
· Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
· Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
There are various ways to structure your presentation; following is one example:
· Part 1: Organizational or Patient Issue.
1. What is the issue that you are trying to solve or improve?
1. Why.
Similar to Syllabus [Gerontology (GTY-154 A) - Aging in American Society] (20)
For this assessment you will create an 8 slide PowerPoint presenta.docx
Syllabus [Gerontology (GTY-154 A) - Aging in American Society]
1. Gerontology (GTY) 154 A
Aging in American Society
Spring 2015
Instructor: M. I. Amin, MBBS & MPH Class Time: 8:30 AM – 9.50PM (W & F)
Office Location: 210C Upham Hall Class Location: 275 Upham Hall
Office Hours: 10.00 – 11.30 AM (W & F) Email: aminmi@miamioh.edu
(additional office hours by appointment)
Course Description
This introductory social gerontology course will provide an overview of the fundamental principles, theories, issues and concepts in the field of
gerontology. We will consider the many dimensions and processes of aging from three perspectives: the aging individual, the social context of
aging and the global impact of unprecedented population aging. Throughout the course we will enhance overall understanding of aging by thinking
globally but learn locally.
Why GTY 154 is important
We can shape our fortune if we understand our current and future challenges. It is true for individual, family, society or even for a country. Aging
is dynamic and highly complex process that can be studied from many scientific disciplines and perspectives. Due to the global demographic shift
and changes of technologies, many concepts, ideas, and social systems are facing enormous challenges and transformation. The twenty first
century is facing diversified social, political, and economic challenges surrounded by issues like health, labor force, and income security due to an
increasing population of age. However, to understand aging, we must assemble facts and explanations from a wide array of fields. Gerontology
integrates knowledge from variety of disciplines (i.e., demography, physiology, philosophy, biology, health, psychology, sociology, social policy,
political science, history, geography, economics, public health, human development, family studies, social work, medicine, nursing, law, leisure
studies, thanatology, literature, mass communications, and information technology). The bottom line is aging matters to all of us and we need to
know how aging will affect us physically, psychologically, socially and how these continuously alter consumerism.
The linkage between the global Miami plan and career development
The Global Miami Plan for liberal education is designed to help students understand and creatively transform human culture and society by giving
students the tools to ask questions, examine assumptions, exchange views with others, and become a better global citizen. The four principles of
liberal education are thinking critically, understanding contexts, engaging with other learners, and reflecting and acting.
Critical thinking includes integrating and analyzing information from many different disciplines and sources to formulate ideas, and clear oral and
written expression of these ideas. The assignments are designed specifically to help you engage course material from multiple disciplinary
perspectives, to require you to interpret and integrate these perspectives, and use this knowledge to establish your own perspective on aging in
American society.
2. Understanding contexts refers to the ways in which political, cultural, economic, and demographic factors affect our thinking about aging.
Through critically engaging multidisciplinary approaches to aging and addressing aging issues through various lenses in your assignments, as well
as in-class dialogue and exercises, you will be able to better understand and articulate the many complexities associated with aging and how aging
affects families, communities and societies.
Engaging with other learners (i.e., collaboration) is something you will have to do the rest of your life. This course will help you develop skills
that enhance group work as an efficient process to complete tasks, and at the same time will promote qualities of individual leadership. A group
project is a major part of your final grade for this course. You are required to develop a contract that outlines your group’s individual
responsibilities and final product(s). Through this process, as well as various in-class exercises, you will establish or enhance basic skills required
for efficient group work.
Reflecting and acting in this course will be accomplished via the use of peer feedback. Feedback is an important part of the learning process, but
most of us are used to getting feedback at the end of a project (i.e., a grade) rather than formative feedback (i.e., suggestions to improve your
product prior to its completion). In this course you will practice giving and working with formative feedback from your peers to help you improve
your performance and grow as a person.
Course Goals
Earn gerontological competencies & skills set through:
1. Fundamental ideas of aging through multiple disciplinary lenses, for example, biological, psychological, social, public health and policy
perspectives.
2. Articulate intersecting influences of interdisciplinary approaches to understanding aging through theory, context and concepts and
practices.
3. Use knowledge of individual, cultural, and social factors to differentiate the experience of aging within and across geographical boundary.
4. Illustrate how aging affects families, communities and societies.
5. Understanding gerontological vocabularies and nomenclature.
6. Gerontological communication through critical thinking, observation, comprehension, writing and teamwork.
Course Objectives
In terms of substantive learning, students completing this course will understand:
1. How/why gerontology originated as an applied field of study.
2. How different discipline conceptualized aging.
3. The multidisciplinary and interdisciplinary nature of the field of gerontology.
4. That there is tremendous variability in aging.
5. That aging takes place in a changing context.
6. How the experience of aging is defined by the life course.
7. How aging is shaped by social location (generational cohort, gender, race, social class).
3. 8. How aging influences and influenced by society.
9. That aging differs across cultural contexts.
Gerontology Student Learning Outcomes
The gerontology faculty has identified seven outcomes for gerontology majors. If you major in gerontology, by the time your graduate, you will
have demonstrated your ability to:
1. Evaluate policy, programs and action in the field of aging;
2. Evaluate the quality of information and engage in the process of discovery;
3. Evaluate theoretical perspectives in the study of aging;
4. Evaluate the role of social institutions (e.g., family, politics and government, work and economics, social and health policy);
5. Evaluate the impact of social location (e.g., race, class, gender, age) over the life course;
6. Evaluate how aging and the life course are socially constructed and contextual across time, place and culture (e.g., cross-culturally,
internationally);
7. Evaluate individual processes in the aging experience;
8. Evaluate the unique knowledge, skills and competencies of a gerontologist; and
9. Demonstrate your ability to work in a team.
Required Text
Textbook: Issues in Aging 3rd
Edition (2012) by Mark Novak. Pearson Publishing Company.
All assigned readings are noted on the course outline (find in Niihka).
All assigned readings and page numbers reference this edition of the textbook.
If textbook access is an issue, please come and see me ASAP.
The specific assignments for this course are:
Assignment (Quizzes/Presentation/Exams) Points
1. In Class Participation 50
2. Five Multiple Choice Quizzes (5 x 50) 250
3. Presentation (Selected issue/topic from your choice) 100
4. Final Paper (written response: Presented issue/topic) 100
Total 500
Niihka
We will use Niihka for class-related communication. Assignments and additional readings will be posted under appropriately named files on the
“resources” section of the web site. If you are not familiar with Niihka, please be acquainted during the first week of the semester. If you require
assistance, let me know.
4. Class Participation (50 Points)
Attendance in everyday class is highly recommended. It is also Miami University undergrad requirements. A total 50 points is reserved for class
attendance while failure to present in each class deducts 2 points from the total participation points. Contribution in class discussion and the
quality of communication are also considered as active class participation which will help your ultimate grade.
Quizzes (250 Points)
Each quiz will consist of 50 multiple choice questions (MCQs) and each question consists one points. Question and answer sheet will be provided.
MCQs are based on the concepts from the textbook chapters, class presentation (lecture), readings and discussion.
TIPS: The key to success in quizzes is to read the book chapters/readings carefully and follow the lecture.
Aging in Electronic Media (Presentation and Final paper)
1. Choose your favorite topic/issue from the selected options, such as: Demography; Age & Chronic Disease (i.e. Diabetes, Alzheimer
disease, neuropathy); any Psychological issues (i.e. Pain, Stress, Suicide, Sex etc.); Social Issues (i.e. Pension, Income security); Health
Care Delivery System (Medicare, Medicaid, Social Security, Retirement community, Nursing Home, Assisted Living); or Business and
Recreation at Old Age. (you could also choose other age related issue/topic that must be confirmed by the instructor)
AND THEN
2. Find a related journal article. You could find relevant article from the following website: Gerontology Society of America; Aging Society
of America; The American Geriatric Society; Institute of Medicine; Agency for Healthcare Research and Quality (AHRQ) etc.
OR
3. Aging related article in a newspaper or professional blog (e.g., New York Time’s, Washington Post, or Los Angel Time’s etc.)
OR
4. Find your topic from any search engine such as google scholar, pub-med, med-line, age-line or social science full text index.
Individual Presentation (100 Points)
1. You have to post your presentation to instructor at least a week before your presentation date.
2. Presentation date will be fixed at the first week of class.
3. You will do 8-10 minutes in-class presentation followed by 4-5 minute Q & A.
4. Address the following questions of your chosen TOPIC/ISSUE
a. Why did you choose the article?
b. What discipline or issues interest you most? And why?
c. What are key ideas, issues, and take home messages in the article?
d. How does it relate to gerontology?
e. How does it fit with your career goal (both in short and long term)?
5. Your presentation will be peer reviewed by your classmates which will help to determine your presentation grade. Off course your final
grade is determined by the instructor.
5. Final paper (100 Points)
1. Upload a written summary in Niihka in Final Assignment tab
2. Maximum 1000 Words; Double-Spaced; Front Size 12 in Times New Roman
3. Use APA formatting guidelines for your reference list
4. Answer the following questions:
a. What is the rationale to choose your topic/ issue?
b. What is significance about the topic/issue?
c. What are key ideas, issues, and take home messages in your selected article (summery)?
d. How your chosen issue impact on individual, family, culture and society?
e. Is there any relationship of your topic/issue to social, political, economic, or in business, if yes, please discuss?
f. How it impact/contribute in real world situation? (if any)
Course Requirements, Expectations and Policies
Academic Integrity
Students are expected to abide by Miami’s academic honesty policy and are responsible for familiarizing themselves with this policy. Violations of
any of the principles of academic honesty will result in a grade of zero for the assignment and may result in failure of the course and/or referral to
the University’s disciplinary committee for further action. As stated in the Miami University Student Handbook (Part I, Chapter 5, and Section
1.5.A): The rights and responsibilities that accompany academic freedom are at the heart of the intellectual integrity of the University. Students
are therefore expected to behave honestly in their learning. Cheating and other forms of academic misconduct undermine the value of a Miami
education for everyone, and especially for the person who cheats. Violations of the Academic Misconduct Policy can result in penalties ranging
from grade reductions to suspension, dismissal, or expulsion from the University. For more details on student responsibilities and academic
honesty, see Chapter 5 (Part 1) of the Miami University student Handbook:
http://miamioh.edu/documents/secretary/Student_Handbook.pdf
Classroom Conduct
The classroom environment is expected to be conducive to learning and respectful of all students. As such, please be respectful of your fellow
students’ opinions. Offensive or derogatory comments will not be tolerated. Further, I expect courteous classroom behavior, such as coming to
class on time, not being disruptive or talking to others during class, not sleeping, not reading other materials, not text messaging, not using laptops
for non-course related tasks during class, and keeping cell phones turned off and out of sight. These distracting behaviors will cause you to lose
points for class engagement.
Attendance
Class time will be used to clarify concepts covered in the textbook, introduce new material, discuss and debate issues relevant to aging, practice
critical thinking skills, and engage in group work with peers. As such, attendance is vital to the learning process in this course. Leaving class early,
coming to class late, or returning from break late will be considered an absence. Anything missed when you are absent is your responsibility. If
6. you are not able to attend class, you should let me know prior to the class meeting via email aminmi@miamioh.edu. Consistent with University
policy, you are expected to attend every class session. As stated in the Miami University Student Handbook (Part I, Chapter 9, and Section 1.9.A):
Whenever a student is absent from class to such an extent as to make the student’s work inefficient or to impair the morale of the class, the
instructor may direct the Office of the Registrar to drop the student. During the first 20 percent of the course no grade will be recorded; after the
first 20 percent is completed but before 60 percent of the course is completed, a grade of W will be recorded. After 60 percent of the course is
completed, a grade of F will be recorded. The instructor shall notify the student of this action no later than the time he or she notifies the Office of
the Registrar. (See academic calendar.) Students who miss more than four class meetings are at risk of being dropped from the course.
For more details on Miami University’s attendance policy, see Chapter 9 (Part 1) of the Miami University Student Handbook
(http://miamioh.edu/documents/secretary/Student_Handbook.pdf).
Questions or Concerns
I expect you to take responsibility for the quality of your learning experience by talking with me about problems, concerns, or special interests. If
you have any problems with the readings, lectures, or assignments, please ask for clarification. If you have problems understanding an assignment,
a point or a statement, chances are that others might have the same problem and the class will benefit from the clarification, so please ask
questions. My office hours and contact information are available at the top of the syllabus. If you feel more comfortable discussing a concern
privately, please contact me for an appointment.
Assignments
In addition to attending classes, you are expected to complete the assigned readings on time, and to submit the assignments electronically by the
dates listed on the syllabus. All written assignments must be turned in due date, unless prior arrangements are made. Late assignments will be
penalized. All assignments (other than those completed in class) are to be submitted electronically. All work must be neatly typed or
word-processed (with the exception of the aging in the news assignments and activities done in the classroom). Please use one side of the paper
only, double-spacing, 12-point font, and one-inch margins on all sides. Be note on the top page your name, the title of the assignment, the date,
and staple all pages together. Written assignments will be evaluated according to how well you fulfill the assignment and how well it is executed.
Assignment grades may be lowered due to an excessive amount of mechanical errors (spelling, punctuation, and grammar) as they distract from
clarity. All written work should be original and should be in your own words. Anything quoted from any other source must be correctly cited;
paraphrased material must also be referenced properly. Please consult the Howe Writing Center for assistance with writing assignments and
proper citations.
Miami University Resources
Students with Special Needs or Disabilities
In accordance with the Americans with Disabilities Act, students with bona fide disabilities will be afforded reasonable accommodations. The
Office of Disability Resources (ODR) will certify a disability and advise faculty members of reasonable accommodations. If you have a specific
disability that qualifies you for academic accommodations, please register with ODR for your letter of accommodation. The letter does not reveal
the specific nature of the disability, but only the accommodations that are necessary to ensure equal access to information and academic programs
7. sponsored by Miami University. Students are encouraged to take these letters in person to their professors and discuss the accommodations if
necessary. ODR staff will act as a resource and liaison for service provisions if necessary. ODR is located at the Campus Avenue Building and can
be reached by calling (513) 529-1541.
The Howe Writing Center
The mission of the Howe Center for Writing Excellence is to assure that Miami fully prepares all of its graduates to excel in the writing they will
do after college in their careers, roles as community and civic leaders, and personal lives.
The Center’s primary goals are as follows:
To foster a culture of writing in which students welcome the writing instruction they receive in their courses, seek additional opportunities
to write outside of class, and strive continuously to improve their writing skills.
To help faculty increase the amount and quality of writing instruction and practice that students receive throughout their studies at Miami.
To help faculty tap writing’s tremendous potential for assisting students in mastering the content and thinking processes their courses are
designed to teach.
To assure that all students—from the most accomplished to the most needful—have ample help outside of their classes as they strive to
improve their writing.
For further information on assistance that you can receive to improve your writing, please stop by or contact the Howe Center for Writing
Excellence, Miami University – King Library. 513-529-6100.
Student Counseling Services
The counseling service is available to provide high quality psychological and career development services to students in need. All sessions are
confidential and no information is released to anyone without your permission. The obvious exceptions to confidentiality include cases that
involve imminent harm and danger to you or to others. To make an appointment, call during office hours. In emergency situations, students
generally can be seen almost immediately. Please call for more information. Health Services Center: 513-529-4634.
9. Friday
03/20 /2015 Aging in the Media: Presentation (Friday)
Week 9 Wednesday
03/25/2015 SPRING BREAK
Friday
03/27/2015
Week 10 Wednesday
04/01/2015
Dementia and Alzheimer
Disease
Supplemental reading
(Niihka)
Quiz # 3 (Friday)
Friday
04/03/2015
Week 11 Wednesday
04/08/2015
Social Theory and Aging Chapter 2
Aging in the Media: Presentation (Friday)
Friday
04/10/2015
Week 12 Wednesday
04/15/2015
Sociology of Aging Chapter 13
Aging in the Media: Presentation (Friday)
Friday
04/17/2015
Week 13 Wednesday
04/22/2015
Sociology of Aging Supplemental reading
(Niihka)
Quiz # 4 (Friday)
Friday
04/24/2015
Week 14 Wednesday
04/29/2015
Health Care System
Health Finance & Economics
Final paper due by 5.00pm
(Friday)
Chapter 7 & 8
Aging in the Media: Presentation (Friday)
Friday
05/01/2015
Week 15 Wednesday
05/06/2015
Income Security & Retirement Chapter 9
Friday
05/08/2015
Week 16 Wednesday
05/13/2015
Last Day of Class Quiz # 5 (Wednesday)