GERONTOLOGY 2017 EL 12

Optimal Aging II
INSTRUCTOR: Dr. Behdin Nowrouzi-Kia, OT Reg. (Ont.)
Winter 2021
GERO 2017 EL 12: Optimal Aging II Course
Information
Page 1
CONTACT INFORMATION
Course Instructor:
Dr. Behdin Nowrouzi-Kia is an occupational therapist and has a Ph.D. from
Laurentian University. His postdoctoral training was at the Northern Ontario School
of Medicine, School of Human Kinetics (Laurentian University) and Toronto Rehab
(University Health Network). Dr. Nowrouzi-Kia is also a fellow in Work Disability
Prevention through the Canadian Institutes of Health Research and researcher at
the Centre for Research in Occupational Safety and Health at Laurentian
University. His research activities stem from his clinical work as an occupational
therapist for the past eleven years, working in private practice (OT Services North)
in the area of return to work and work disability prevention. Part of his clinical
practice includes working with older adults in the workplace and at home including
conducting home safety assessments, assessing for cognitive functioning and
administering standardized functional measures. His interests are in the area of
occupational health and safety, work disability management and prevention,
workplace musculoskeletal and mental health issues, and return to work.
Email: bx_nowrouzi@laurentian.ca
Email is the most effective way to contact your instructor.
Mail: Huntington University
935 Ramsey Lake Road
Sudbury, ON P3E 2C6
Telephone / Office Hours: Can be arranged as needed, on request by e-mail.
Director of Academic Services Dawn Noel de Tilly
The Director of Academic Services oversees the online and on-campus courses
at Huntington University. Please contact Dawn Noel de Tilly if you have questions
or concerns regarding course materials, change of address, or academic program
information. You may also leave a message for your instructor with Dawn.
Toll Free: 1-800-461-6366 ext. 201
Telephone: 1-705-673-4126 ext. 201
Email: dnoeldetilly@huntingtonu.ca
Mail: Huntington University
935 Ramsey Lake Road
Sudbury, ON P3E 2C6
COURSE OBJECTIVES
 To understand and apply the active aging model to learning in gerontology
GERO 2017 EL 12: Optimal Aging II Course
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 To understand and apply the person-environment model to learning in
gerontology
 To identify spiritual and social theories or perspectives of aging
 To discuss individual aging in the context of social relations and current
policy
 To identify the influence of culture and gender on aging
 To appreciate the holistic nature of optimal aging, recognizing how theories
and perspectives interconnect
 To develop an understanding of what it means to be a compassionate
caregiver
 To access academic resources using the Internet and online resources of
the library and to learn to provide accurate citations for references, using
the APA referencing system
REQUIRED TEXTBOOK
Hooyman, N. R. & Kiyak, H. A. (2010). Social gerontology: A multidisciplinary
perspective (10th ed.). Boston, MA: Pearson.
If you have an earlier edition, please take care as you compare it with the newest
edition of the textbook. Read the assigned chapters of the Study Guide, but
disregard the noted page numbers of the textbook, as these will change with each
new edition.
GERO 2017 EL 12: Optimal Aging II Course
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ASSIGNMENT Due Dates and Values
Assignment 1 Feb. 1 Annotated Bibliography 30%
Assignment 2 March 1 Analysis of a Case Example 30%
Final Exam Online exam (D2L/course website) 40%
Assignment 1: Annotated Bibliography (Maximum 750 words)
Purpose: To develop an annotated bibliography that focuses on ONE of the
following topics:
 Older workers
 Older adults’ religious participation
 Older adults’ spirituality
 Older adults’ volunteerism
 Older adults’ education/learning, or
 Older adults’ political activity
In Preparation:
Before you begin, complete the following readings
 Study Guide: Modules 1 and 2
 Textbook: (Hooyman & Kiyak) Chapters 8 and 12
Review what is meant by an annotated bibliograph. For information, see OWL
website on annotated bibliographies:
https://owl.english.purdue.edu/owl/resource/614/01/
Sometimes annotated bibliographies provide summaries, evaluations, and
reflections on how a reading contributes to a larger research project. For this
course assignment you are asked to provide a summary-type annotated
bibliography.
Process:
 Running head and title page are required
 Select one topic from the above list.
 Search for and select six academic journal articles on the selected topic.
 Your annotated bibliography must include six summaries of six academic
journal articles that were published in scholarly journals, in the past 5
GERO 2017 EL 12: Optimal Aging II Course
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years. (2012-2017).
You are expected to select academic journal articles through a search of the online
Journals from the Huntington/Laurentian University Library found at:
https://laurentian.ca/library or the Directory of Open Access Journals, found at:
https://doaj.org/
If you need help, refer to the Library site and / or ask a Librarian
Read the six articles, take notes, and assemble your thoughts about each article.
What are the key features you wish to remember about the article?
Does the article identify a theoretical perspective that guides the research?
Write a summary paragraph of the article in approximately 150 words. Do not quote
the article and do not write more than 150 words. It takes skill to hone
your thoughts and express them in a concise and clear manner.
Write a reference citation at the end of each article in APA format.
 Note that the word length of the reference is in addition to the 150 words that
comprise the summary.
 Note, you can see examples of APA referencing in the Study Guide, the
textbook, and OWL Purdue’s website on APA references.
https://owl.english.purdue.edu/owl/resource/560/05/
Write the conclusion:
Write a concluding paragraph of approximately 100 words in length. In this
paragraph, express what you have learned about current research on your topic
and why it is important to optimal aging.
For example, in the conclusion you may have learned that the topic is defined and
described in a similar manner or diverse manner in many of the articles. Learning
that the topic is defined similarly you may write that this contributes to public
advocacy for optimal aging goals and explain why. In contrast, if the topic is defined
differently in the articles, you may write that this may befuddle advocacy and policy
making for optimal aging goals. Note, do not repeat this example in your summary
paragraph even if it happens to be true.
Please note, your assignment must be submitted as a Microsoft word
compatiable file (e.g.., .docx., doc, .rtf). Assignments cannot be submitted
with a .pdf extension. All submissions must include a title page following
APA format.
GERO 2017 EL 12: Optimal Aging II Course
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Assignment 1: Grading Rubric Annotated Bibliography
Section Grade
Introduction State the topic of your paper and objectives. /1
Annotated
Bibliography
Six academic journal articles on the selected topic.
4 marks each
Summary of each limited to 150 words. Going over the
world limit will result in deductions.
Reference citation at the end of each article in APA format.
/24
Conclusion What you learned and why it is important to Optimal
Aging.
Approximately 100 words.
/ 2
APA and
Writing Style
APA format: Follow criteria in Course Outline /3
Comments /30
Please note, your assignment must be submitted as a Microsoft word
compatiable file (e.g.., .docx., doc, .rtf). Assignments cannot be submitted
with a .pdf extension.
Assignment 2: Discussion of a Case Example (Maximum 750 words)
Purpose:
Discuss intergenerational caregiving relationships as found in the case
example.
In Preparation: Complete the following readings first.
Study Guide: Modules 3 and 4
Textbook (Hooyman & Kiyak) Chapters 9 and 10.

Case Example:
Mrs. A. fell in the kitchen as she went to prepare for the noon meal. Her
daughter found her there later that day and was upset that her brother had not
checked on their mother at lunch, as he had agreed to do. The personal support
worker (PSW), who arrived in the midst of the crisis, checked on Mrs. A. Seeing
she was not injured, the PSW proceeded with providing a bath and personal
care. Meanwhile, the daughter called her brother over to the home to discuss
what happened.
Once Mrs. A. was cared for, the PSW spoke with the daughter, reminding her of
the brother’s regular stops at the mother’s home and their respectful work
GERO 2017 EL 12: Optimal Aging II Course
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together in supporting their mother in the past. When the brother arrived, he was
distraught and apologized for not checking on their mother. He explained that his
nine-year old daughter had become sick at school and he had to pick her up
during his lunch hour. Both mother and sister responded that they would have
done the same in similar circumstances.
Adapted from Brubaker and Brubaker, 1999.
Process:
Decide on your position or theme for this discussion.
Develop a thesis statement and then organize your paper in a manner that
integrates appropriate key terms and concepts related to this topic.
Select three academic references directly related to your thesis statement.
Ensure your discussion relates to and supports your thesis statement.
Format:
This case discussion is to be in research – essay form.
The paper is to include a short introduction, a discussion section, a conclusion,
and a reference page with at least three academic references.
APA style references and in-text citations are expected in this assignment.
Please note, your assignment must be submitted as a Microsoft word
compatiable file (e.g.., .docx., doc, .rtf). Assignments cannot be submitted
with a .pdf extension. All submissions must include a title page following
APA format.
Rubric Assignment 2: Discussion of a Case Example
Section Grade
Introduction State the purpose of your paper and thesis statement.
Identify key terms and concepts.
/2
Discussion
of Case
Study
Define key terms and concepts
Integrate key terms and concepts in your discussion of the
case study.
Support your discussion with at least three academic
references, directly related to your thesis statement.
Ensure your discussion relates to and supports your
thesis statement.
/24
Conclusion What you learned and why it is important to Optimal
Aging.
Approximately 100 words.
/ 2
APA and
Writing
Style
APA format: Follow criteria in Course Outline
Running head and title page are required
/2
Comments /30
GERO 2017 EL 12: Optimal Aging II Course
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Please note, your assignment must be submitted as a Microsoft word
compatiable file (e.g.., .docx., doc, .rtf). Assignments cannot be submitted
with a .pdf extension

  1. Final Exam: (40%)
    Exam Location Registration
    The final exam in this course will be administered through the ‘quiz’ section fo the
    D2L/course website. Announcements about the exam will be made on the course
    website. Learners are responsible for checking the content on the course website
    for updates regarding course content including the final exam.
    SUBMITTING TERM WORK
    Assignments must be submitted to the Desire 2 Learn Dropbox
    To learn how to use Dropbox:
  2. Log on to D2L scroll down the page and select this course.
  3. Click the “Help Link” found in the upper right corner of the blue menu bar.
  4. Click on the tab marked “Learning Environment”
  5. Scroll down and open “Dropbox”
  6. Follow the directions for submitting assignments.
  7. Continue reading about the Dropbox features to learn about tracking the
    assignment’s status: unopened, read, or published comments.
     Provide a cover page that includes the course name, assignment title,
    submission date, your name, and your instructor’s name
     Running head is required
     Always keep a copy of your assignments
     Number the pages of your assignment
     Note and comply with the assignment due dates.
     Submit your assignments in Microsoft Word format
     Include in-text citations and a reference page. APA format is preferred in
    GERO 2017 EL 12: Optimal Aging II Course
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    gerontology courses. Seek assistance from Laurentian University’s
    Academic Centre of Excellence or your instructor if you do not understand
    these requirements.
     Ensure you have practiced academic integrity. You are responsible for
    understanding what academic integrity means and what occurs if you don’t
    practice academic integrity. See Laurentian University’s policy at:
    https://intranet.laurentian.ca/policies/2010.Dec.14.Academic%20Integrity
    %20Policy%20EN.pdf
     The prescribed length should be observed. Any piece of work that falls
    short or exceeds the stipulated length by more than 10% could be
    penalized. Part of the art of marshaling your thoughts and committing these
    to writing is to be able to say what is important in a given word limit.
    Marks will be deducted – 2% per day – for late submissions, unless you
    have requested and received approval for an extension, by email, from the
    course instructor prior to or on the due date.
    A Writing Assistance Program is available to all students at the Academic
    Centre of Excellence, located on the 2nd Floor of the J.N. Desmarais Library. To
    book an appointment please email either excellence@laurentian.ca or
    online@laurentian.ca
    ACADEMIC REFERENCING: APA
    Suggested Resource for Writing Papers (available from the university libraries):
    Author. (2020). Publication manual of the American Psychological Association. (7
    th
    Ed.) Washington, D.C.: American Psychological Association.
    Academic referencing is to be used in all of your written assignments using APA
    style. Your referencing must be accurate and complete. This serves two purposes.
    It acknowledges the author of the ideas noted in your work, and also informs the
    reader where he/she can find the source of the idea for him/herself.
    The American Psychological Association (APA) is the referencing system used
    most often in the field of gerontology, and thus students are to use this referencing
    system when writing or presenting their work in this course. A reference page at
    GERO 2017 EL 12: Optimal Aging II Course
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    the end of the paper and citations within the text of a paper are expected. A cover
    page and page numbers are also required.
    ACADEMIC INTEGRITY
    The importance of academic integrity at the university cannot be emphasized
    enough. As the university’s policy on academic integrity states, “In simplest
    terms, for students, it (academic integrity) means completing and presenting
    original work.” Plagiarism is one form of academic dishonesty. If you plagiarize
    any portion of your assignments, the minimum penalty is a zero for the
    assignment and a notification of the breech of academic integrity is submitted to
    the Registrar. Review the university’s policy on academic integrity at:
    https://biblio.laurentian.ca/research/sites/default/files/pictures/ACADEMIC%20INTEGR
    ITY%20FOR%20STUDENTS.pdf You are responsible for understanding and
    applying this policy. Penalties for academic dishonesty will be applied.
    GERO 2017 EL 12: Optimal Aging II Course
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    MARKING PHILOSOPHY FOR GERO 2017
    The following guidelines are provided to help you understand how a mark is
    determined.
    A “D” refers to a mark in the 50s.
    This indicates that you met some objectives, but were missing some
    key requirements.
    A “C” refers to a mark in the 60s.
    This means that you met the basic requirements but there are
    concerns around sufficient content, examples missing, essay structure, or
    grammar.
    A “B” refers to a mark in the 70s
    This refers to a learner who met the objectives in the rubric for content,
    APA and writing style. Learner demonstrates a clear understanding of
    theory and provides appropriate examples based on peer-reviewed
    scholarly articles.
    An “A” refers to a mark in the 80s.
    This applies to a learner that demonstrates higher level understanding
    and critical thinking about the topic (See Bloom’s Taxonomy on line at:
    http://www.officeport.com/edu/blooms.htm), which could include
    your own ideas and insights, related experiences, comparisons, creative
    ways of presenting things, additional inclusions, and/or a particular
    passion you bring to the topic.
    An “A+” refers to a mark in the 90s.
    This applies to a learner who has gone beyond expectations in the
    rubric. The learner demonstrates an exceptionally high level of critical
    thinking and depth in identifying issues, themes, and insights gleaned.
    Application of the literature is creative or original. The learner shows a
    depth of personal connections with the topic specific to gerontology. APA
    and writing style is impeccable.
    Compensating factors are considered.
    A paper might receive a high “C” grade if it essentially a solid “B” paper but is
    missing some key elements outlined in the grading rubric, requires too many
    editing changes or is lacking adequate referencing.
    A strong “C” paper might be assigned a “B” if the learner demonstrates higher
    level critical thinking.
    An “A” may be given when something creative or exceptional is included
    although not all the B-level criteria are met.
    GERO 2017 EL 12: Optimal Aging II Course
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    The “real A” in Gerontology is not assigned, but is experienced by the
    following:
    Enjoying the course content and assignments and learning regardless of the
    grade.
    Engagement with course materials. Being totally immersed in it.
    Improving personal writing style and APA for future papers. Increased
    confidence in conducting research, writing papers, and communicating ideas.
    Personal growth and learning. Integrating learning and feedback into future
    courses and assignments.
    Enhanced personal communication and openness. A greater appreciation
    for the lived experience and listening to others instead of basing all knowledge on
    the text and being critical and judgmental.
    Enhanced connectedness between the course material and personal life
    experiences.
    Focus on learning and not just grades. Responding to feedback instead of
    reacting to it. Using constructive feedback for personal improvement.
    Appreciating areas requiring growth and further development. Following a 24
    hour or weekend rule in responding to grades. Taking that time to reflect on
    comments and their importance in the learning journey.
    Fittingness. Knowing the relevance of the course to my own goals. Finding
    my niche.
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