Assignment on Critical Thinking
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Read the accompanying Perez Family Case Study and consider what has happened to the family structure since Ramon, the grandfather, passed away. After reading the case study, respond to the following questions. Clarity, integration of information from the text and scholarly literature, and proofreading evidence will all be considered when judging your work.
Transitions and Trajectories were first introduced to us in Chapter 10. People, for better or worse, face difficulties and changes that originate and impact life-altering transitions, as we learned from reading chapter 10. These life-altering upheavals might also result in behavioral changes.
We learn about Elizabeth Kübler-“5 Ross’s Stages of Accepting Impending Death” in Chapter 16.
Elisabeth Kübler-Ross (born July 8, 1926, Zürich) (Links to an external site.) (Links to an external site.) (Links to an external site.) (Links to an external site.) (Links to an external site.) (Links to an external site.) (Links to an external site.) (Links to an external site.) (Links to an external site.) (Links to an (Links to an external site.)Links to an external site., Ariz.), Swiss-born American psychiatrist and author who was a pioneer in the study of death (Links to an external site.)Links to an external site., Ariz.), Swiss-born American psychiatrist and author who was a pioneer in the study of death (Links to an external site.)Links to an external site. and dying, whose work revolutionized the care of the terminally sick and influenced public perceptions of pain management and death. She was particularly well-known for identifying five stages of mourning that people who are dying go through: denial, anger, bargaining, sadness, and acceptance. Kübler-Ross, one of three identical triplets whose survival was initially questioned, knew she wanted to be a doctor from a young age and opposed her father’s plans for her to work as his secretary at the firm he ran. Instead, she worked in a variety of jobs and undertook volunteer rescue work in Poland after World War II (Links to an external site.)Links to an external site. ended before enrolling at the University of Zürich, where she received her medical degree in 1957. She traveled to the United States the next year and was saddened to learn of the medical community’s refusal to face the reality of death in terminally ill patients, denying them the aid they needed to cope. Kübler-Ross began to try to enlighten (Links to an external site.)Links to an external site. her students on the subject in the early 1960s as a teaching fellow at the University of Colorado’s medical school, and while working in Chicago, she held seminars in which the terminally ill were interviewed and allowed to express themselves. She built her definition of the five stages of accepting death based on these interviews.
https://www.britannica.com/biography/Elisabeth-Kubler-Ross (This is a link to another website.) This is a link to another website.
Our beliefs about individuals are frequently based on our own prior experiences, as well as what we see on the surface. This means that crucial information is hidden from view during first impressions. Regrettably, almost everyone has made a hasty decision based on these faulty impressions. People are profiled based on how they wear their hair, whether their shirt is tucked in or loose, and whether or not they are wearing a tie or a t-shirt. Simple and often erroneous initial impressions often influence a person’s actions, attitudes, and how we treat others. We must be aware of the phrase “cope,” as well as the presence or absence of coping skills, as well as the positive and bad behaviors that go along with them. Keep in mind that coping is a verb that describes how well someone or something handles a challenging situation.
It would be simple to infer that an unkempt, foul-smelling person who reeked of alcohol entered your office is not a successful functioning member of society. You’ve missed the opportunity to turn the page and uncover the narrative that lies within. Learning how to put judging glasses aside and see a person through the prism of empathy and understanding is a talent to master.
To empathize is to be able to recognize and understand another person’s feelings without having to go through them yourself at the time. It is the power to physically experience the world through the eyes of another person; to walk in their shoes, see life through their eyes, and feel what it is like to be that person.
What have they gone through? Do they know how to cope in a positive way? Is there a good support system in place for them? Are they conscious of their own abilities? Is their reactionary behavior?
These are just a few examples of inquiries that can aid in gaining a comprehensive or multidimensional understanding of a person. A multi-dimensional perspective, as we all know, contains
Physical, emotional, mental, and spiritual factors, as well as conscious and subconscious parts, rational and irrational aspects, are all considered.
INSTRUCTIONS:
You must address the following topics after reading the Perez Case Study and how they pertain to this case. In this assignment, you must demonstrate depth and thought. Deductions will be made if your submission shows a lack of effort. Always be proud of your accomplishments!
a) For each of the following family members, list and describe the significant changes and trajectories. Rolando (2 points), Carmen (2 points), Luis (2 points), Ramon (2 points) (2 points).
b) Apply the Kübler-Ross Grieving Process Model to Carmen’s condition. Explain how each of the five stages relates to Carmen. Give examples for each one. (two points)
Perez Family as a Case Study
Luis, 41, and Maria, 40, Perez, along with their seven children, moved to the United States from Argentina. Rolando, the family’s eldest and only son, is 19 years old. Lupe, 17, Anna, 15, Roselina, 13, Gracelia, 10, Yesenia, 8, Gariella, 6, and Maritza, 3, were all excited about moving to the United States.
Ramon, 81, and Carmen, 79, Luis’ elderly parents, have also joined the family, leaving behind most of their goods as well as two dogs that Carmen had raised since they were four-week-old puppies.
The family was prosperous in Argentina, but Luis decided to immigrate because he believed his children would have better chances in the United States. The family was able to purchase a tiny plot of land in a rural hamlet in the western United States in order to grow grapes for sale to a winery.
Although Spanish is the primary language spoken at home, Luis and the children are extremely fluent in English. Maria understands some English but is unsure of her ability to communicate in it. Ramon and Carmen don’t speak English and have no desire to acquire it, but they are determined to keeping the family’s traditions alive.
Luis is Ramon and Carmen’s youngest son, and he was raised in a strict Catholic family, where he was schooled by nuns until the 12th grade. Luis has always been in terrific health and is a physically powerful individual. Luis married Maria, his childhood sweetheart, when he was 20 years old.
Maria has known Luis since she was a child, and she married him at the age of 19, fresh out of a convent all-girls school. Prior to their marriage, whatever time they spent together was accompanied by a great aunt. Maria’s parents were killed in an automobile accident when she was a child. Maria is the lone child in her family. Luis’s family is now her only living relatives. In terms of roles, the marriage is extremely traditional.
Carmen and Maria used to start their days with mass, but they can no longer go because the nearest church is over 15 miles away and neither of them can drive.
Rolando is Luis and Maria’s firstborn and only child, as well as the heir to their family name. Luis anticipates Rolando’s entry into this new family company, as well as the numerous grandchildren Rolando will bring to the family. Rolando holds his parents, relatives, and heritage in high regard and strives to satisfy everyone. Rolando wants to go to college but is having trouble figuring out who he is.
Lupe is a social butterfly who has quickly adapted to her new surroundings. Lupe has made a lot of friends at her new school and is looking forward to going away to college to get away from her family’s rigidity.
Anna is an extremely shy person. She hasn’t been able to establish friends, and going to school every day is a struggle. Anna spends the majority of her time with either her mother or grandmother. She withdraws to her room if she is not with them. Anna’s grades are slipping, and she is becoming increasingly isolated from everyone. Anna is exhausted and empty and wishes she could be somewhere else. Even on hot days, Anna has begun to dress in loose clothing with long sleeves.
Roselina is similar to Lupe in that she makes friends quickly. She is a high-achieving student who is also quite sporty. Going to the mall with her friends has become a new hobby for her. Roselina has a habit of being late for dinner and forgetting to complete her housework. Roselina is uninterested in “family stories,” as she describes them. Roselina used to be close to Anna, but she now prefers to be with her new acquaintances.
Gracelia has been working hard in school and making new friends. She is quiet and enjoys reading.
Yesenia and Gariella are ecstatic about their new home and school; they adore their teachers and have been begging for a puppy for quite some time.
Maritza is always close to her mother. Maritza had been out of diapers for quite some time when they relocated to the United States, but she suddenly appears to be having a lot of accidents and regressing in her vocabulary use.
Luis has started to feel particularly tired and has experienced some unsteadiness while working in the vineyard. He has experienced numbness and hazy vision, which he attributes to the long hours.
Luis and Ramon have been collaborating. Ramon collapses and dies en route to the hospital after complaining of a headache caused by too much sun.
Carmen has only known the sixty years she and her husband have been married. Ramon was in charge of the family’s finances and had made all of the big family decisions. During
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
|
|
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
|
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!! |
|
|