Transition
Transition
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LifeTransitionsPaperOutline21.docx
LifeTransitionsPaperOutline21.docx
Life Transitions Assignment PNUR1165
Assignment: Life Transitions Assignment
Weighting: 20% of final grade
Course Outcomes:
|
7.0 Life Transitions |
Discuss the various socioeconomic life transitions that the older adult will face in relation to: · Declining function · Shrinking social world · Widowhood · Late-Stage Divorce · Late-Stage remarriage · Grand parenting · Reduced income · Retirement, including the phases of retirement · Role changes · Awareness of mortality |
Purpose of Life Transitions Assignment: To interview an older adult (over the age of 65 years) on their late life transitions. Then discuss/analyze the relevant older adult late-life transitions as it compares/contrasts with the course content.
Instructions for Assignment:
1. Interview an older adult (someone over 65 years of age). Note their approximate age. This person can be a friend, relative, neighbour, parent, grandparent or someone you have met in the community. Acknowledge that you were instructed to interview an interesting person for your school assignment.
2. Develop your questions based on adult late-life transitions as it relates to a person’s lived experience.
3. When choosing a time for the interview, consider when the person feels most comfortable.
4. Consider the length of time you will be taking.
5. Assure the interviewee that they may refuse to answer any question.
6. Be empathic and nonjudgmental. Remember that the person is honouring you by sharing his/her life story.
7. Write a 2-3 pages paper analyzing the person’s lived experience. (page limit does not include the title page and the reference page)
8. Choose 2 or 3 late-life transitions that apply to your interviewee’s lived experience to analyze.
9. Do not use their name or location to maintain confidentiality. You may instead use a pseudonym.
10. Utilize APA format. The resources can be found at: https://lib.conestogac.on.ca/apa-conestoga
11. The essay must include a title page, in-text citations, and a reference page. (Do not reference the course slides - all the information is from the textbook unless otherwise referenced).
12. All work is expected to be your original work in your own words. All items copied from other sources must be quoted or paraphrased or summarized with appropriate citations or references. Academic honesty is expected and required of all Conestoga students. It is critical that you familiarize yourself with the Academic Offences Policy found in the Conestoga Student Guide .
13. This assignment will be evaluated in terms of how you use the course content to interpret or explain what you described in the interview. What various life transitions occurred during this person’s older adult years?
14. Do not include the interview transcript in this assignment.
15. Review the rubric to ensure you have addressed all elements that will be evaluated.
16. Submit to the Assignment Submission Folder on eConestoga.
17. Use of any form of generative Artificial Intelligence (AI) is strictly forbidden throughout all stages of this evaluation/assignment, including brainstorming, idea generation, outline formation, etc. Generative AI may include (but is not limited to) chatbots, coding tools and image/art-generating tools, or other technologies that produce work for you. Using AI in any generative capacity throughout the assessment/evaluation process will be in violation of Conestoga’s Academic Offences policy under the category of Unauthorized Aids and Assistance (Cheating) or Copying from Others or Self Copying. The consequence of this violation is that an academic offence will be filed, with the severity of the penalty dependent on previous offences.
NOTE: Grammarly is permitted as an assistive technology for proofreading for spelling and grammar only. If you choose to use Grammarly, please cite the tool at the end of your assignment as an assistive technology, using the following language: "Grammarly was used in this assignment for proofreading and spellcheck"
Instructions for Submission:
1. To be marked, this assignment must be submitted to the Assignment Submission Folder entitled “Life Transitions Assignment” in the PNUR1165 Adult Development and Aging Shell on eConestoga.
a. Click on “Course Tools” tab
b. Click on “Assignment”
c. Click on the Assignment Submission Folder called “Life Transitions Assignment”
d. Upload your file
e. Click “Submit”
2. Receive verification of a “Dropbox submission receipt” in your eConestoga inbox
a. Only the most recent submission to the Dropbox is kept to be marked
RUBRIC
|
|
Proficient
4 Points |
Capable
3 Points |
Developing
2 Points |
Needs Improvement 1 Point |
Did not occur 0 Points |
|
STRUCTURE Structure and layout of scholarly paper |
Assignment has a title page; Excellent introduction including a clearly defined thesis statement; One body paragraphs per topic; A clear succinct conclusion summarizing the content of the paper. |
Assignment has a title page; Introduction utilizing a thesis statement; Body paragraphs; Conclusion does not summarize the content of the paper. |
Assignment has a title page; Introduction thesis and statement not clear; Body paragraphs; Conclusion does not summarize the content of the paper |
Assignment has a title page; Introduction is missing a thesis statement or statement unrecognizable; Body paragraphs contain multiple topics; Conclusion does not summarize the content of the paper. |
Assignment is missing multiple components of a scholarly paper. |
|
ANALYSIS Application of life transitions theory to information gathered in the client view. |
8 Points Exceptional discussion.
Linkages created from the interviewee’s lived experience to the course content with complete analysis (relating/comparing contrasting) |
6 Points Comprehensive discussion.
Linkages created from the interviewee’s lived experience to the course content with complete analysis (relating/comparing/ contrasting) |
4 Points Fairly comprehensive discussion.
Exploration of at least 1 topic linked to the course content. Further elaboration is required for analysis. |
2 Points Basic discussion.
Linkages to the course content are not supported with analysis, that is superficial or not included. |
0 Points Poor discussion.
No linkage of the course content OR absence of analysis. |
|
QUALITY OF SCHOLARLY REFERENCES Use of Scholarly resources to support thoughts and ideas in the analysis. |
Scholarly resources utilized to support analysis are beyond the scholarly materials provided in the course. |
Scholarly resources utilized to support analysis are provided within the course. |
Scholarly resources are utilized to support some analysis, but one topic does not have a scholarly resource to support thoughts and ideas.
|
Scholarly resources are utilized to support some analysis, but two or more topics do not have a scholarly resource to support thoughts and ideas. |
The absence of scholarly resources to support analysis, thoughts and ideas. |
|
|
Proficient |
Capable |
Developing |
Needs Improvement |
Did Not Occur |
|
PRESENTATION Skill of pulling together information in a clear, organized and succinct manner for the reader |
Excellent organization and presentation of discussion.
Ideas are easy to follow. |
Good organization and presentation of discussion.
Ideas are easy to follow. |
Fair organization and presentation of discussion.
Most ideas are easy to follow. |
Lacks organization and presentation of discussion.
Ideas are difficult to follow. |
Organization and presentation of discussion are not evident.
Ideas are difficult to follow. |
|
SCHOLARLY WRITING Grammar; Spelling; Sentence Structure |
Exceptional scholarly writing with no errors in grammar, spelling, or sentence structure |
Three or less errors in total for spelling, punctuation, grammar, and sentence/ paragraph structure. |
Four to five errors in total for spelling, punctuation, grammar, and sentence/ paragraph structure. |
Six to ten errors in total for spelling, punctuation, grammar, and sentence/ paragraph structure. |
Eleven + errors in total for spelling, punctuation, grammar, and sentence/ paragraph structure. |
|
APA Use of APA 7th edition for formatting scholarly paper. APA@conestoga |
Correct use of APA references and citations. |
Correct use of APA references and citations with 1-2 errors. |
Use of APA references and citations with 3-4 errors. |
Use of APA references and citations with 5-6 errors. |
Significant errors in the use of APA references and citations with greater than 7 errors OR APA not used. |
|
TOTAL /28 |
|
|
|
|
|
image1.png
LifeTransitionsPaperOutline21.docx
Life Transitions Assignment PNUR1165
Assignment: Life Transitions Assignment
Weighting: 20% of final grade
Course Outcomes:
|
7.0 Life Transitions |
Discuss the various socioeconomic life transitions that the older adult will face in relation to: · Declining function · Shrinking social world · Widowhood · Late-Stage Divorce · Late-Stage remarriage · Grand parenting · Reduced income · Retirement, including the phases of retirement · Role changes · Awareness of mortality |
Purpose of Life Transitions Assignment: To interview an older adult (over the age of 65 years) on their late life transitions. Then discuss/analyze the relevant older adult late-life transitions as it compares/contrasts with the course content.
Instructions for Assignment:
1. Interview an older adult (someone over 65 years of age). Note their approximate age. This person can be a friend, relative, neighbour, parent, grandparent or someone you have met in the community. Acknowledge that you were instructed to interview an interesting person for your school assignment.
2. Develop your questions based on adult late-life transitions as it relates to a person’s lived experience.
3. When choosing a time for the interview, consider when the person feels most comfortable.
4. Consider the length of time you will be taking.
5. Assure the interviewee that they may refuse to answer any question.
6. Be empathic and nonjudgmental. Remember that the person is honouring you by sharing his/her life story.
7. Write a 2-3 pages paper analyzing the person’s lived experience. (page limit does not include the title page and the reference page)
8. Choose 2 or 3 late-life transitions that apply to your interviewee’s lived experience to analyze.
9. Do not use their name or location to maintain confidentiality. You may instead use a pseudonym.
10. Utilize APA format. The resources can be found at: https://lib.conestogac.on.ca/apa-conestoga
11. The essay must include a title page, in-text citations, and a reference page. (Do not reference the course slides - all the information is from the textbook unless otherwise referenced).
12. All work is expected to be your original work in your own words. All items copied from other sources must be quoted or paraphrased or summarized with appropriate citations or references. Academic honesty is expected and required of all Conestoga students. It is critical that you familiarize yourself with the Academic Offences Policy found in the Conestoga Student Guide .
13. This assignment will be evaluated in terms of how you use the course content to interpret or explain what you described in the interview. What various life transitions occurred during this person’s older adult years?
14. Do not include the interview transcript in this assignment.
15. Review the rubric to ensure you have addressed all elements that will be evaluated.
16. Submit to the Assignment Submission Folder on eConestoga.
17. Use of any form of generative Artificial Intelligence (AI) is strictly forbidden throughout all stages of this evaluation/assignment, including brainstorming, idea generation, outline formation, etc. Generative AI may include (but is not limited to) chatbots, coding tools and image/art-generating tools, or other technologies that produce work for you. Using AI in any generative capacity throughout the assessment/evaluation process will be in violation of Conestoga’s Academic Offences policy under the category of Unauthorized Aids and Assistance (Cheating) or Copying from Others or Self Copying. The consequence of this violation is that an academic offence will be filed, with the severity of the penalty dependent on previous offences.
NOTE: Grammarly is permitted as an assistive technology for proofreading for spelling and grammar only. If you choose to use Grammarly, please cite the tool at the end of your assignment as an assistive technology, using the following language: "Grammarly was used in this assignment for proofreading and spellcheck"
Instructions for Submission:
1. To be marked, this assignment must be submitted to the Assignment Submission Folder entitled “Life Transitions Assignment” in the PNUR1165 Adult Development and Aging Shell on eConestoga.
a. Click on “Course Tools” tab
b. Click on “Assignment”
c. Click on the Assignment Submission Folder called “Life Transitions Assignment”
d. Upload your file
e. Click “Submit”
2. Receive verification of a “Dropbox submission receipt” in your eConestoga inbox
a. Only the most recent submission to the Dropbox is kept to be marked
RUBRIC
|
|
Proficient
4 Points |
Capable
3 Points |
Developing
2 Points |
Needs Improvement 1 Point |
Did not occur 0 Points |
|
STRUCTURE Structure and layout of scholarly paper |
Assignment has a title page; Excellent introduction including a clearly defined thesis statement; One body paragraphs per topic; A clear succinct conclusion summarizing the content of the paper. |
Assignment has a title page; Introduction utilizing a thesis statement; Body paragraphs; Conclusion does not summarize the content of the paper. |
Assignment has a title page; Introduction thesis and statement not clear; Body paragraphs; Conclusion does not summarize the content of the paper |
Assignment has a title page; Introduction is missing a thesis statement or statement unrecognizable; Body paragraphs contain multiple topics; Conclusion does not summarize the content of the paper. |
Assignment is missing multiple components of a scholarly paper. |
|
ANALYSIS Application of life transitions theory to information gathered in the client view. |
8 Points Exceptional discussion.
Linkages created from the interviewee’s lived experience to the course content with complete analysis (relating/comparing contrasting) |
6 Points Comprehensive discussion.
Linkages created from the interviewee’s lived experience to the course content with complete analysis (relating/comparing/ contrasting) |
4 Points Fairly comprehensive discussion.
Exploration of at least 1 topic linked to the course content. Further elaboration is required for analysis. |
2 Points Basic discussion.
Linkages to the course content are not supported with analysis, that is superficial or not included. |
0 Points Poor discussion.
No linkage of the course content OR absence of analysis. |
|
QUALITY OF SCHOLARLY REFERENCES Use of Scholarly resources to support thoughts and ideas in the analysis. |
Scholarly resources utilized to support analysis are beyond the scholarly materials provided in the course. |
Scholarly resources utilized to support analysis are provided within the course. |
Scholarly resources are utilized to support some analysis, but one topic does not have a scholarly resource to support thoughts and ideas.
|
Scholarly resources are utilized to support some analysis, but two or more topics do not have a scholarly resource to support thoughts and ideas. |
The absence of scholarly resources to support analysis, thoughts and ideas. |
|
|
Proficient |
Capable |
Developing |
Needs Improvement |
Did Not Occur |
|
PRESENTATION Skill of pulling together information in a clear, organized and succinct manner for the reader |
Excellent organization and presentation of discussion.
Ideas are easy to follow. |
Good organization and presentation of discussion.
Ideas are easy to follow. |
Fair organization and presentation of discussion.
Most ideas are easy to follow. |
Lacks organization and presentation of discussion.
Ideas are difficult to follow. |
Organization and presentation of discussion are not evident.
Ideas are difficult to follow. |
|
SCHOLARLY WRITING Grammar; Spelling; Sentence Structure |
Exceptional scholarly writing with no errors in grammar, spelling, or sentence structure |
Three or less errors in total for spelling, punctuation, grammar, and sentence/ paragraph structure. |
Four to five errors in total for spelling, punctuation, grammar, and sentence/ paragraph structure. |
Six to ten errors in total for spelling, punctuation, grammar, and sentence/ paragraph structure. |
Eleven + errors in total for spelling, punctuation, grammar, and sentence/ paragraph structure. |
|
APA Use of APA 7th edition for formatting scholarly paper. APA@conestoga |
Correct use of APA references and citations. |
Correct use of APA references and citations with 1-2 errors. |
Use of APA references and citations with 3-4 errors. |
Use of APA references and citations with 5-6 errors. |
Significant errors in the use of APA references and citations with greater than 7 errors OR APA not used. |
|
TOTAL /28 |
|
|
|
|
|
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