Main DBs Are A Core Part Of The Class And Are Meant To Critically Engage You With The Material Main Discussion Board 1 MLA CITATION

Instructions for this week’s Discussion Board follow these guidelines.

Your Main DBs are a core part of the class and are meant to critically engage you with the material, each other, and occasionally with me. I review and respond to some of your discussions and monitor all of your discussions with one another.

In addition to noting the late guidelines in the syllabus about these assignments (make sure you understand these, as they differ from regular assignments), you should follow the required writing guidelines in your syllabus, as with all of your assignments for this class. Points are deducted for not doing so.

Although Discussion Boards tend to lend themselves to brevity and colloquial language, you should not engage in either. Instead, think of these as thoughtful, “mini-essays” where you proofread, properly cite, and produce thoughtful critical engagement with the questions and course material.

When responding to your colleagues, you should write a full paragraph. Be thoughtful and responsive, feel free to ask probing questions. Please do not “correct” one another, or leave any grading language in these responses. Do not write “good job!”, etc. Engage one another in your discussions. Be interesting and interested.

If I ask you a question, usually it’s to prompt you to grab at an opportunity to improve your grade. Watch for these queries throughout the term.

The rules of engagement are as follows; please respect our space in our learning community.

Ground Rules for All Discussions

  1. Confidentiality – Be sure to respect the privacy of other students in the classroom by refraining from identifying your colleagues when talking to people about the class. That is, what is said in class (or more specifically, who said what in class) should stay there.
  2. Respect – While it is difficult to always know what each person will consider “being respectful,” we can make an effort. These are some of the guidelines we should keep in mind:
  3. Make sure you understand what someone is saying before you respond. Don’t jump to the conclusion that you understand their intent; check it out with them first. Contact me when and if you think something is being said that shouldn’t.
  4. Remember that everyone has different knowledge bases. Assume that people aren’t being willfully ignorant when they do not understand something.
  5. Own your attitudes and opinions. That is, don’t use passive voice when you are talking about something that you think or believe.  If you say something that someone else takes offense to, acknowledge it and move on.  This classroom is a safe space for everyone to express their opinions; all of them.  Come to me with concerns, always.
  6. Do not dominate the class discussion. Discussion can get very interesting (which it should).  Please, however, do not overpower your colleagues by saying everything that comes to mind.  Remember many people in class have a lot to say, and some people can be shy, even in an online environment.
  7. Speak for yourself.
  8. NO ONE should be understood to be “representing” the racial/ethnic, gender, class, etc. group to which they belong. Very specifically, no Chicana/o speaks for all Chicana/os, no Vietnamese American speaks for all Vietnamese Americans, no Native American/Indian speaks for all Native Americans/Indians, no single parent speaks for all single parents, and so on.  Among all groups there exists a diversity of opinions, feelings, and analyses.  We can have access to this richness through discussion, readings, films, and other media – no one person can represent the complexity of any group.

Discussion Board 1:

This section covers three chapters (5, 6, 7) and one film (The Lightbulb Conspiracy). You are expected to incorporate all of them.  Use the topic of Age and Ageism in U.S. culture to discuss the ways in which Elders are or are not involved in political debates (I don’t mean politicians) involving their future care and choices.  Discuss also the ways in which media and technology may have served to hinder or benefit elders. 

Think about some of the following:

Social Security: https://www.nasi.org/learn/socialsecurity/overview
Dead with dignity: https://www.deathwithdignity.org/

Hospice: http://www.vitas.com/

Access to Technology (from your Key Terms): https://prezi.com/asnjyt3kcy2_/social-problems-key-terms-2/?utm_campaign=share&utm_medium=copy

Planned Obsolescence (from the film): The Lightbulb Conspiracy

Any examples you come up with as well.  Cite when you use the text or the film.

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