The Anxiety Of Death In The Elderly Sociology Essay

The Anxiety Of Death In The Elderly Sociology Essay The essay below is on the death anxiety of the elderly persons who are independent and those who are dependent on others in life. Anxiety of death is defined by the British National Health Service as a feeling of apprehension, or dread that an individual encounters when thinking of the process dying. On the introduction part of the essay, there is a brief discussion of death anxiety in the society. The literature review of the essay has tackled two major aspects of death anxiety. The first aspect is the general discussion of death anxiety among the elderly persons. Many people in the society have a perception that at old age people tend to have anxiety of death as compared to the youngsters, which many psychological scholars oppose. The second aspect includes the two main variables that affect the level of death anxiety in old age. These variables include being independent in life, and being dependent on others in life. It has been argued that elderly persons who are dependent on oth ers have high levels of death anxiety as compared to the individuals who are independent. The essay was based on the methodology and findings of a study conducted by Dr.Bharat H.Mimrot on A Comparative study of Death Anxiety of Old Persons in the year 2011. The sample size was 200 respondents who were randomly selected. The respondents were residents of Aurangabad city, and were selected from those living in institutions and those living with their families. Introduction Anxiety of death is considered as an abnormal or relentless fear in an individuals mind of death. Anxiety of death is defined by the British National Health Service as a feeling of apprehension, or dread that an individual encounters when thinking of the process dying (DePaola, Griffin, Young, Neimeyer, 2003). In the field of psychology, anxiety of death is considered as a psychological problem that is affected by a number of variables. Among the variables that affect anxiety of death, include the environment that one lives in, the age of an individual, the ego integrity, the religious faith of an individual, the personal sense that an individual has for self-worth. In studying death anxiety of an individual, majority of studies have indicated that the difficult part is the measuring of the anxiety an individual has in relation to other variables (Cicirelli, 2006). The below essay seeks to address the anxiety of death of the elderly individuals who are independent and those who are dependent on other people. For instance, the essay focuses on the age and the environment in which the individual lives as the main variables for the anxiety of death. Majority of studies have indicated that as people age, regardless of them being independent or dependent on others, they become less anxious about death. The essay will be supported by a study conducted by Dr.Bharat H.Mimrot on A Comparative study of Death Anxiety of Old Persons in the year 2011. This article has been extracted from the Indian Streams Research Journal. Literature Review Anxiety of death in old age In the current society, the anxiety of death among individuals is a rampant psychological issue, especially the younger generation that should not be ignored. Many people in the society have a perception that at old age people tend to have anxiety of death as compared to the youngsters, which many psychological scholars oppose. When dealing with anxiety of death in old age, it is very important for one to understand old age in general (Banck, 1976). Generally, old age is considered to be consisting of ages that are nearing the average life span which human beings are expected to live. Majority of psychological studies on issues that affect individual at old age referred old age as a late adulthood stage that tend to begin at 60s and lasts until death. In her definition of death anxiety, a renowned psychologist Janet Belsky, considered death anxiety as the emotions, fears, as well as thoughts about the final event of life that an individual may experience under more normal conditions of life. In old age, people must deal with the possibility of their own death as well as the death of loved ones (Chernick, 1990). Death may also be looked into in terms of statistics, which supply us with significant figures and facts. Even though death most commonly occurs in later years, it may happen at any stage in life. As a common phenomenon in the current society, majority of people are afraid of dying, especially the elderly who know that lifetime in world is ending. For instance, many perceive that death is always near when one is in old age; therefore, their perceptions make them believe that anxiety of death is a common condition for the elderly persons in the society as compared to the youngsters (Dever, 1998). On the contrary, most studies are against this particular perception in the sense that any person can be anxious of death due to the living conditions. According to a psychological theory done by Erickson, it is indicated that in the later stages of life, individuals experience what is known as ego integrity. In his theory, developmental psychologist Erickson pointed out that this particular theory explained that as people grow older in life, they go through a series of crises in life. The psychologist argued in his theory that a person tends to engage in life review when they reach th e old age (Epstein, 1979). Ego entry according to Erik Erickson is a state when an individual comes to term with his or her life and accepts it. On the other hand, when a person reviews his or her life in old age as a series of failed events and opportunities, then such individuals never reach the stage of ego integrity. This is when one becomes anxious of death at old age, whether they are dependent on other people, or whether they are independent in life. The elderly people who find life worth continue living tend to have less anxiety on death. In Erickson theory of psychology concerning anxiety of death, elderly individuals tend to have less anxiety of death when they reach the ego integrity level because, when they look back on their lives, they find meaningfulness in their lives, hence have a purpose to continue living (Langs, 1997). It is with no doubt that anxiety of death is minimal to individuals who are elderly because majority of studies support the psychological theory done by developmental psychologist Erik Erickson. In a certain study, the Templer Death Anxiety scale was used to measure the level of death anxiety among individuals from 16 years to 83 years. N the study, it was found that the individuals who were 60 years and above had lower scores of death anxiety while the younger individuals had higher levels of death anxiety. This particular study was proved that the psychological theory of Erickson was true (Rheingold, 1967). Another study still indicated that anxiety of death is minimal during old age. In the research study, it was found that anxiety of death normally begins to be prevalent in ones life during their years of young adulthood. This is during the ages of 20 years to 40 years. During the next age phase, anxiety of death reaches its peak. This is between the ages of 40 to 64 years. At old age, that is 65 years and above, it was indicated that the anxiety of death tends to lower. Form the findings of this particular study; it is evident that the psychological theory done by Erickson is supported. This particular study tends to contradict with the expectations that people have towards anxiety of death at old age. As indicated in the previous text of the essay, many individuals in the society think that old people are always anxious about death due to the process of aging (Neimeyer, 1994). Anxiety of death in the elderly who are dependent on others and those who are independent in life As discussed above, death anxiety tends to lower when individuals become elderly. Though it lowers as one ages, there are two main variables that may affect anxiety at old age. The two variables include whether the elderly person is dependent on other people in life, or whether the individual is independent in life. Being dependent on other [people may entail receiving life support such as food, laundry activities, medication, house cleaning, and many other important activities that are crucial in life. On the other hand, when one is independent in life, it means that the individual supports him or herself in carrying out the crucial activities of life such as paying for their own bills, buying for himself or herself food, taking themselves to entertainment joints and many others (McCarthy, 1990). For instance, majority of studies have indicated that elderly individuals who are dependent on other individuals in life tend to have higher levels of death anxiety as compared to their counterparts who are independent in life. This is because the elderly who are dependent on others tend to review their lives and find no meaning in living. They tend to reach this point especially when they feel that they are a burden to those who pay their bills, buy them food, as well as looking after them. They find no worth in continue living because they do not add any value to the society they live in but rather consume that available resources without replacement. They have a perception that when they die, the people they depend on would be free at last (Lonetto Templer, 1986). On the other hand, elderly individuals who are independent in life tend to have lower levels of death anxiety. As it is stated in Ericksons psychological theory, as individuals reach their old age, they tend to sit back and make a review of their lives. When they reach the ego integrity level, they tend to find meaningfulness in their lives hence they find it worth continue living. This is because of the achievements they may have made in their entire lives. Therefore, they feel that they should continue living in order to enjoy whatever they achieved in their entire lives. This is unlike the elderly individuals who feel that they failed in life after they review their lives. For instance, elderly individuals who are independent in their lives tend to find the meaningfulness in living after they review their lives. This is because; when they review their lives they find that they have achieved so much in life that they should continue living to enjoy their prosperity (Mahabeer, 1980) . They find no problem with them continuing living because they pay their own bill, look after themselves, as well as buy themselves food and many others. As opposed to their dependent counterparts, the elderly independent individuals fail to have the feeling of being a burden to other people in the society because they do not depend on them for survival; hence they find it worth living. It is therefore evident that elderly individuals who are independent in life have lower levels of death anxiety as compared to those who are dependent on others in life. This is so since it is supported by a majority of studies conducted on anxiety of death in the elderly persons (Langs, 1997). Methodology of the study The study was specifically for the old person living at Aurangabad city. The study included institution sector units as well as family sector units. The hypotheses formulated for the purposes of the study were to be tested by collecting relevant data from the participants who took part in the study. One of the hypotheses tested by the study that is relevant to this particular essay is that the elderly individuals who live in institutions tend to experience more anxiety of death as compared to those who live in the family. The study included both the females and the males; it did not sideline participants from a certain gender (Mimrot, 2011). The sample for the study included 200 old persons. These 200 old persons belong to both the sexes to various families and institutions, of Aurangabad city. Of the 200 people, 50 were male who lived with family, and 50 females who lived with family, as well as 50 males who lived in institutions and 50 females who lived with family. The sample for the study was selected by the use of random sampling technique. In addition to the selection of the sample for the study, the tool used for the methodology was Death Anxiety Scale. The scale was made up of 10 units and was constructed and developed by Upinder Dhar, Savita Mehta, as well as Santosh Dhar. The split-half reliability coefficient was = 0.87. The scale reliability was determined by calculating split-half reliability coefficient, corrected for full length, on a sample of 200 subjects (25-55 years) Besides face validity, as all items of the scale are concerned with the variables under focus, the scale has high content validity. The reliability index was calculated by the reaserchers for purposes of establishing validity from the coefficient of reliability Norms for the scale were available on a sample of subjects belonging to the age range of 25-55 years (Mimrot, 2011). The data analysis for the study was carried out with the help of descriptive statistics including Means, Standard Deviation, and multiple univariate 2 x 2 ANOVA for Death Anxiety. Discussion There are significant differences between mean scores of old people living in the family and institutionalized old people on death anxiety. (F = 11.875, df1 = 1, df2 =196 P Based on the analyses that were interpreted in the study, there was a major difference between old age people living in family and old age institutionalized people in terms of their anxiety of death. Based on the mean value interpreted from the study, the elderly people living in the family have high death anxiety (6.00) than institutionalized old people (5.44). this is an indication that those living with their families are highly dependent on their family members as compared to those living in institutions since they have no family member to depend on. This particular interpretation of data from the study failed to support the hypothesis that old age people living in the institution would experience more death anxiety than old age people living in the family (Madnawat Singh, 2007). The hypothesis was therefore rejected for the study. In connection with the above-mentioned findings, some of the psychological scholars found the ageing process is associated with a number of factors like economic independence, health status, their role expectation in the family and status accorded to the elders in the family. From the results of the study conducted by Dr.Bharat H.Mimrot, it is clear that elderly individuals who are dependent on others have higher levels of anxiety of death as compared to the elderly individuals who are independent (Ens Bond, 2005). In this particular case, the independent old people were represented by individuals who were living in institutions whereas dependent elderly persons on others in life were represented by those who were living with their families. In support of Erickson psychological theory that states that the death anxiety of an elderly person tends to lower down suppose the individual reaches the ego integrity level. As discussed in the previous paragraphs, such a level is usually reached when an individual takes a full review of his or her life and finds that it is worth living. For instance, the elderly persons living with their families in this particular study were found to be having a higher level of anxiety of death as compared to their counterparts since they failed to find the essence in continuing living. The fact that they fail to have the urge of continuing living is due to them relying on their families for their upkeep. The individuals feel that at their age they are supposed to have made enough in their entire lives that would support them during their old age instead of being a burden to their family members (Epstein, 1979). On the other hand, the results of the study indicated that the elderly individuals who live in institutions have a lower anxiety of death. This is according to their ego integrity level. These particular individuals find the sense of continuing to live after they review their entire lives. In the institutions where these elderly persons live, they do not rely on others for their upkeep but rather pay for the services that are offered to them, which is unlike the individuals who live with their families. They find the essence of continuing living because they feel that they are not a burden to any individual and that they achieved much in their entire lives that is worth continuing living. This particular discussion is supported by the psychological theory of Erik Erickson (Mimrot, 2011). Conclusion In conclusion, anxiety of death not only affects the elderly persons, as many in the society perceive, but can also affect children and the young adults. Among the variables that affect anxiety of death in ones life, age seems to be the principle variable. The elderly persons are less anxious of death while the youngsters are highly anxious of death. As discussed in above essay, it is clear that the elderly who are dependent on other people in life have a higher level of death anxiety as compared to those who are independent in life.

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is  assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information 1 2 LEARNING PLAN: HISTORY DEBATE CLASS literacy/interpretation skills of online material (assessed by reviewing the  reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to participate in new media opportunities within an educational context. Learning Plan Context Setting †¢The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. †¢There will be 25-30 students in an individual classroom. †¢The lesson will take place the week after the Civil War unit is finished. †¢It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. †¢The content area is US History/Politics. The grade level is Juniors (11th grade). †¢In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. 2 3 LEARNING PLAN: HISTORY DEBATE CLASS Standards †¢According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both  sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢ Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard. (http://www. cde. ca.gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) Learning Objective 3 4 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from  online sources, by formulating arguments to be presented within a debate. Learning Theory Applications †¢Constructivism is certainly at play in this lesson plan: †¢The activity allows knowledge to be organized into schemas, concepts, and worldviews. †¢This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). †¢The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. †¢Finally, students are working autonomously with the help of the  teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: †¢Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. 4 5 LEARNING PLAN: HISTORY DEBATE CLASS †¢Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also, at least two of these words must be incorporated into the arguments of their team. †¢Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www. teachersfirst. com/gifted_strategies. cfm) The first situation to consider is a student who is gifted/talented, but not academically 5 6 LEARNING PLAN: HISTORY DEBATE CLASS rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the  teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the  cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: †¢Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so 6 7 LEARNING PLAN: HISTORY DEBATE CLASS teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. †¢Mid tech: One computer connected to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. †¢High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will  start even earlier (in the pre-planning stage). Content-Based Literacy Skills †¢In terms of text-based literacy; students must incorporate information from their textbook into their arguments †¢Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy. ) New Media Literacy Skills  Ã¢â‚¬ ¢Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. 7 8 LEARNING PLAN: HISTORY DEBATE CLASS †¢Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. †¢Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. †¢Networking: Once again, this skill is illustrated when students must  search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: †¢Textbook: Learners will need textbook so that they can recall information. †¢Paper, pen: Leaners will need so that they can write down information. †¢Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. †¢Notes: Learners will need them as a reference when formulating arguments. †¢Stopwatch/watch: This will be given to the student whose job is timekeeper. †¢Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity †¢Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most 8 9 LEARNING PLAN: HISTORY DEBATE CLASS poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer. ) †¢In a class of 30 chair/table. There will be 15 chairs/ tables on each side  of the room. They will be facing eachother. †¢Learners will enter the classroom and sit down immediately with their team. †¢The teacher will then show the video as soon as the class is seated and quiet. †¢This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: †¢During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. †¢Teacher will tell all students to take out their rubrics. †¢She/He will go over some key point from the rubric as it relates to the debate. 9 10 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. †¢The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. †¢Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact, concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the  other team presents their arguments? †, â€Å"Are my responses to the other’s teams arguments not insulting? † etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook? †, â€Å"Did my team use at least two credible internet sources within the argument? †, â€Å"Did my team follow special instructions assigned by the teacher (e. g. incorporating ideas from IEP students, ELL student, gifted students)?. † †¢This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They  also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity 10 11 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of  Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. †¢The teacher will select one team to present their arguments first. †¢Recording will begin †¢The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is  presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War. † In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. †¢The student will finish the presentation of his/her argument. 11 12 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell the next team to present its argument. The team will follow the same procedure as above. †¢The teacher will then stop recording of the debate. †¢This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination †¢The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. †¢The teacher will also ask students how their team’s or the other team’s  information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. †¢As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Extension †¢For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. 12 13 LEARNING PLAN: HISTORY DEBATE CLASS Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their  argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second 13 14 LEARNING PLAN: HISTORY DEBATE CLASS phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf Jenkins, H. , Clinton, K. , Purushotma, R. , Robison, A. J. , and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. † Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www. teachersfirst. com/gifted_strategies. cfm 14 15 LEARNING PLAN: HISTORY DEBATE CLASS.

Foundations of Human Development Worksheet Essay

Write the key features, listed below, into the correct life stage of development and most significantly affected age range. In your own words, provide an explanation of the term and how it affects the developmental stage. An example is provided for reference. For the purposes of this assignment, field marked N/A do not need to be completed. Teratogens Attachment ADHD Temperament Preoperational Thought PeriodIn-Vitro Fertilization ConservationSelf-Concept Refined motor skillsZygote Positive Reinforcement Sensorimotor Period Mobility Biological DevelopmentPsychological or Cognitive DevelopmentSocial DevelopmentConception and Pre-birthExample Teratogens are substances, including drugs, that cause malformations in the fetus (Zastrow Kirst-Ashman, 2010, p.54). For example, the text states that teratogens are Certain drugs affect biological development by causing malformations of body parts and organs. Newborn children of drug addicts, for example, experience a number of potential developm ental problems such as low birth weight, muscle tremors, and physical birth defects (Zastrow Kirst-Ashman, 2010, p.54). A zygote is a single cell formed by the combination of the genetic material in a womans egg and sperm. In-Vitro Fertilization is a process in which eggs are removed from a womans body, fertilized with sperm in a laboratory dish, and then implanted in the womans uterus (Zastrow Kirst-Ashman, 2010, p.90). N/A N/AInfancy The central theme of attachment theory is that primary caregivers who are available and responsive to an infants needs allow the child to develop a sense of security. Bowlby believed that the earliest bonds formed by children with their caregivers have a tremendous impact that continues throughout life. He suggested attachment also serves to keep the infant close to the mother, thus improving the childs chances of survival.Temperament is each individuals distinguishing mental and emotional nature that results in a characteristic pattern of responses to people and situations (Zastrow Kirst-Ashman, 2010, p.125). There are three broad categories of infant temperament that are often used as guidelines for determining normal infant behavior. The three categories of infant temperament are easy, slow-to-warm-up, and difficult. N/AChildhood ADHD, a psychiatric diagnosis, is a syndrome of learning and behavioral problems beginning in childhood (Zastrow Kirst-Ashman, 2010, p.146). Children often fail to give close attention to details and make  careless mistakes in their schoolwork or in other activities. Also, they have difficulties organizing their tasks and activities. They are easily distracted by extraneous stimuli and they tend to be forgetful in their daily activities Piagets second stage of cognitive development, the preoperational thought period, extends from approximately ages 2 to 7 (Zastrow Kirst-Ashman, 2010, p.116). Increased use of verbal representation but speech is egocentric. The beginnings of symbolic rather than simple motor play. Can think about something without the object be ing present by use of language. Conservation is the idea that a substance can be changed in one way while remaining the same in another (Zastrow Kirst-Ashman, 2010, p.115). This means that the child understands that although the appearance of something changes, the thing itself does not. Fine motor skills are necessary to engage in smaller, more precise movements, normally using the hands and fingers. Fine motor skills are different than gross motor skills, which require less precision to perform. The sensorimotor period identifies a child as they progress from simple thoughtless reflex reactions to a basic understanding of the environment (Zastrow Kirst-Ashman, 2010, p.116). Behaviors are limited to simple motor responses caused by sensory stimuli. Children utilize skills and abilities they were born with (such as looking, sucking, grasping, and listening) to learn more about the environment. Baumeister provides the following self-concept definition the individuals belief about himself or herself, including the persons attributes and who and what the self is (Baumeister, 1999). The self-concept is how we think about and evaluate ourselves. To be aware of oneself is to have a concept of oneself.Positive reinforcement refers to positive events or consequences that follow a behavior and strengthen it (Zastrow Kirst-Ashman, 2010, p.169). Successful positive reinforcement results in a behavior occurring more frequently in the future. It can make learning fun, increase participation and cooperation, and help children learn valuable skills. Because of their mobility, children need constant supervision. Their interest in exploration, falling down, and getting into dangerous situations are all constant possibilities (Zastrow Kirst-Ashman, 2010, p.67). Baumeister provides the following self-concept definition the individuals belief about himself or herself, including the persons attributes and who and what the self is (Baumeister, 1999). Its psychological development due  to self-evaluation, but its also social development due to the benchmark we judge others by. References Baumeister, R. F. (Ed.) (1999). The Self in Social Psychology. Philadelphia, PA Psychology Press (Taylor Francis). Zastrow, C. H., Kirst-Ashman, K. K. (2010). Understanding Human Behavior and the Social Environment (8th ed.). Mason, OH Cengage Learning Foundations of Human Development Worksheet

The Existence Of God Evil - 1293 Words

The Existence of God Throughout the years as the human species keeps learning about the world we live in, we are finding out that we are surrounded everywhere by evil. This seems to conflict with the belief of theism, one who believes in a God or Gods, especially a personal God who’s in control of the world. If there was an all-omnipotent, all-omniscient, and all-benevolent God, then he should have consummate knowledge that there’s evil in the world. Given that, if he knows there’s corruption in the world then he should have pure benevolence to stop the evil. So if God wanted to cease evil, he could since he should have complete power to cause the evil vanish. Nevertheless, we†¦show more content†¦The reason for believing that necessary evil justifies the existence of an all-omnipotent, all-omniscient, and all-benevolent God is because theism conceptualizes that, â€Å"the evil in the world is necessary to prevent a greater evil or to bring about something good, then it is justified†(taken from Doing Philosophy, Lewis Vaughn). This explanation given by theism illustrates that the evil established in this world is something that’s controllable and necessary in order to terminate the formation of an uncontrollable and unnecessary evil. An example of an uncontrollable and unnecessary evil is an all-powerful, all-knowing, and all-evil being known as Satan. To give an illustration, we are told that, â€Å"Some try to justify evil by blaming it on Satan. God doesn’t create evil; Satan does†(taken from Doing Philosophy, Lewis Vaughn). Overall, this argument helps solidify the theistic beliefs that there’s an all-omnipotent, all-omniscient, and all-benevolent God who is cognisant of how much evil is brought in the world by humans and nonhuman factors and how much is able to be controlled and kept in equilibrium with the good. If we were to be controlled by a force beyond our control, alike God, then we would be perfectly goo d beings who would always choose the good decision over the evil one. Several of the evil in this world are mentioned to be caused by humans and the choices they execute. In other words, it is implemented that we live in a world where our actions aren’tShow MoreRelatedEvil And The Existence Of God1147 Words   |  5 PagesThis essay is based on how the problem of evil attacks head on into the existence of god who is all good, all powerful and all knowing. The problem of evil is a wide area that can t be outrun easily. The concept of evil has been problematic to many philosophers. When speaking about evil, we all have the idea that is the absence of good. For some religious people, Evil has been described as a supernatural force, although for others is been described as part of the human nature. Blackburn mainly raiseRead MoreThe Existence Of God : Evil1297 Words   |  6 PagesThe Existence of God Throughout the years as the human species keeps learning about the world we live in, we are finding out that we are surrounded everywhere by evil. This seems to conflict with the belief of theism, one who believes in a God or Gods, especially a personal God who’s in control of the world. If there was an all-omnipotent, all-omniscient, and all-benevolent God, then he should have consummate knowledge that there’s evil in the world. 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Gottfried Wilhelm Leibniz, was a German philosopher who argued about the topic of the problem of evil. Leibniz argued that (1) evil is not necessary; (2) that there is evil in the world because as humans we are restricted in our knowledge since we areRead MoreThe Problem Of Evil Questions God s Existence995 Words   |  4 PagesThe Problem of Evil Questions God’s Existence An argument against the existence of God is based on the presence of evil in the world. This deductively valid argument is divided into two categories; human action and natural evil (Sober, 2005, p. 120). Human action discusses how experiences makes us better people, while natural evil are tragic events that are not under the control of humans. 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