Graceful Aging Scale Discussion Response
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
Graceful Aging Scale Discussion Response
Graceful, Aging, Scale, Discussion, Response
Description
This online discussion involves a comparative case-study. Since our topic is ADULT DEVELOPMENT, I thought we might fool around with the “Graceful Aging Scale” (Vaillant, 2002) to see what insight we might gain from each other.
Here is what I would like you to do — armed with the scale, go into World and find an oldster (your call on how old, but generally over 60) that you would rate in the upper half of the scale and find another oldster that you would rate in the bottom half of the scale (that is, 0-7 & 8-15).
Then, start a new thread where you tell us a little about them — especially, why you think they ended up in the half of the scale that he or she did.
TEACHER – My goals here are “observation” and “sharing insight”.
EXAMPLE ATTACHED!
Instructions for using the Graceful Aging Scale:
You first identify two elder people by observation. You pick one person who you think would be in the upper part of the scale and one in the lower part. After you pick the two people, use the scale to assess the two people. You read the statement to your subject, and ask him/her to rank him/herself.
For example, “1. Maintains social utility, open to new ideas, cares about others (within the limits of physical health 0-3”. If your subject feels the statement describes her perfectly, assign a 3 to her. If your subject feels the statement does not describe her at all, assign a 0 to her. If your subject feels somewhat in between, assign 1 or 2 to her. Then add the numbers together for all six statements.
The summary at the end of the scale is for you to interpret the results. For example, if a person gets 14 points. This result means, “13-15 = unusually vigorous aging. Meets almost all of the criteria for successful aging and beloved by physician and grandchildren.”
If a person gets 3 points, this result means “0-3 = Moderate depression, complaining, dependency, rigidity, withdrawal, timidity, self-centered, unable to accept old age. The kind of elderly person doctors don’t like and that young relatives withdraw from.”
The Graceful Aging Scale:
1. Maintains social utility, open to new ideas, cares about others (within the limits of physical health) 0-3
Eriksonian Integrity, accepts the past and can take sustenance from past accomplishments. 0-2
Maintains other Eriksonian skills: Basic Trust (hope in life), sensible Autonomy, and Initiative. (In old age Industry, Generativity, and Intimacy are not always possible) 0-3
Enjoys life, retains sense of humor, capacity for joy and play. (Since “old age is not for sissies,” happiness may be possible) 0-3
Cheerful acceptance of “indignities of old age,” graceful about dependency issues, takes care of self, and when ill becomes a patient that a doctor would want to care for. 0-2
Cultivates relationships with surviving old friends and is successful in making new ones. 0-2
Summary Scale:
13-15 = Unusually vigorous aging. Meets almost all of the criteria for successful aging and beloved by physician and grandchildren.
10-12 = An old age adjustment that the rater would be content to have at 75.
7-9 = Real strengths, but some serious limitations.
4-6 = So-so adjustment — fits the young person’s stereotype of old age. More rigid and discontented than otherwise. Fails many of the above criteria.
0-3 = Moderate depression, complaining, dependency, rigidity, withdrawal, timidity, self-centered, unable to accept old age. The kind of elderly person doctors don’t like and that young relatives withdraw from.
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. |
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