Human Growth & Development ii Assignment 8 Directions

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November 19, 2020
Human Growth & Development
November 19, 2020

Human Growth & Development ii Assignment 8 Directions

[Human Growth & Development ii Assignment 8 Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in c

[Human Growth & Development ii

Assignment 8

Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the “Assignment Format” page for specific format requirements.

Part A

  1. Compare and contrast Erikson’s generativity versus stagnation stage with his ego-integrity versus despair stage for middle and late adulthood. Include at least three examples from your text as you compare and contrast the two stages.
  2. Write a well thought-out paragraph for each of the following:

• The occurrences that can affect positive or negative outcomes in Erickson’s generativity versus stagnation stage.• Three proactive changes you can make personally to improve your generativity in your lifetime.

Part B

  1. Describe the physical and cognitive changes that occur in late adulthood, including how some of these changes may lead to decline and eventual death.
  2. Explain how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths. Use at least three examples of supportive evidence from your text.
  3. Write a well thought-out paragraph on each of the following:

• Three proactive ways you personally can improve your physical health• Three ways you personally can improve your cognitive health in your lifetime

Hide Rubrics Rubric Name: Assignment 8This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaExemplarySatisfactoryUnsatisfactoryUnacceptableCriterion Score PART A: (1) Compare and contrast Erikson’s generativity versus stagnation stage with his ego-integrity versus despair stage for middle and late adulthood20 points

Student accurately compares and contrasts Erikson’s generativity versus stagnation stage with his ego-integrity versus despair stage for middle and late adulthood. Student uses at least three examples in his or her answer.

15 points

Student is mostly accurate in comparing and contrasting Erikson’s generativity versus stagnation stage with his ego-integrity versus despair stage for middle and late adulthood. Student uses at least two examples in his or her answer.

10 points

Student is only partially accurate in comparing and contrasting Erikson’s generativity versus stagnation stage with his ego-integrity versus despair stage stage for middle and late adulthood. Student uses at least one example in his or her answer.

0 points

Student did not compare and contrast Erikson’s generativity versus stagnation stage with his ego-integrity versus despair stage for middle and late adulthood.

/ 20PART A: (2) Two paragraphs: Describe the occurences that can affect positive or negative outcomes of generativity, and three ways to personally improve your own15 points

Student wrote a well thought-out paragraph for each: 1) Occurrences that can affect positive or negative outcomes in Erickson’s generativity versus stagnation stage; 2) Three proactive changes the student can make personally to improve his or her own generativity.

10 points

Student wrote mostly well thought-out paragraphs about 1) Occurrences that can affect positive or negative outcomes in Erickson’s generativity versus stagnation stage; 2) Three proactive changes the student can make personally to improve his or her own generativity.

5 points

Student wrote weak or unclear paragraphs about 1) Occurrences that can affect positive or negative outcomes in Erickson’s generativity versus stagnation stage; 2) Three proactive changes the student can make personally to improve his or her own generativity.

0 points

Student did not write paragraphs about 1) Occurrences that can affect positive or negative outcomes in Erickson’s generativity versus stagnation stage; 2) Three proactive changes the student can make personally to improve his or her own generativity.

/ 15PART B – (1) Describe the physical and cognitive changes that occur in late adulthood20 points

Student accurately describes the physical and cognitive changes that occur in late adulthood, including how the changes may lead to decline and eventual death.

15 points

Student mostly accurately describes the physical and cognitive changes that occur in late adulthood, including how the changes may lead to decline and eventual death.

10 points

Student provides a weak or unclear description of the physical and cognitive changes that occur in late adulthood, including how the changes may lead to decline and eventual death.

0 points

Student did not describe the physical and cognitive changes that occur in late adulthood.

/ 20PART B – (2) Explain how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths15 points

Student accurately explains how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths. Student uses at least two examples of supportive evidence from the text.

10 points

Student mostly accurately explains how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths. Student uses at least two examples of supportive evidence from the text.

5 points

Student provides a weak or unclear description of how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths. Student uses at least one example of supportive evidence from the text.

0 points

Student did not explain how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths.

/ 15PART B – (3) Two paragraphs: Describe three proactive ways you personally can improve your physical health, and three ways you personally can improve your cognitive health in your lifetime10 points

Student wrote a well thought-out paragraph for each: 1) Three proactive ways to personally improve his or her physical health; 2) Three proactive changes to personally improve his or her cognitive health.

7 points

Student wrote mostly well thought-out paragraphs about 1) Three proactive ways to personally improve his or her physical health; 2) Three proactive changes to personally improve his or her cognitive health.

4 points

Student wrote weak or unclear paragraphs about 1) Three proactive ways to personally improve his or her physical health; 2) Three proactive changes to personally improve his or her cognitive health.

0 points

Student did not write two paragraphs about 1) Three proactive ways to personally improve his or her physical health; 2) Three proactive changes to personally improve his or her cognitive health.

/ 10Mechanics – Grammar, Punctuation, Spelling5 points

Student makes no errors in grammar, punctuation, or spelling that distract the reader from the content.

4 points

Student makes 1-2 errors in grammar, punctuation, or spelling that distract the reader from the content.

2 points

Student makes 3-4 errors in grammar, punctuation, or spelling that distract the reader from the content.

0 points

Student makes more than 4 errors in grammar, punctuation, or spelling that distract the reader from the content.

/ 5Writing Style – Organization, Transitions, Tone5 points

The assignment is written with excellent organization, thoughtful transitions, and the appropriate tone.

4 points

This writing assignment is adequately organized, but has some errors in the transitions or the tone.

2 points

This writing assignment is poorly organized, or it contains ineffective transitions and/or inappropriate tone.

0 points

This writing assignment displays little to no organization or transitions, and/or does not use the appropriate tone.

/ 5APA Format – Margins, Font, Spacing, Headings and cover page5 points

The margins, font, spacing, headings, and cover page are all formatted properly.

4 points

There are 1-2 errors in the formatting of the margins, font, spacing, headings, or cover page.

2 points

There are 3-4 errors in the formatting of the margins, font, spacing, headings, or cover page.

0 points

There are more than 4 errors in the formatting of the margins, font, spacing, headings, or cover page.

/ 5APA Format – Citations and References5 points

All sources used for quotes and facts are credible and cited, and the references and in-text citations are all properly formatted. Each reference has an in-text citation and in-text citation has a reference.

4 points

All sources used for quotes and facts are credible and cited, but slight errors are present in the format of the in-text citations or references. Or there may be one in-text citation or reference missing.

2 points

Some sources used for quotes and facts are either not credible or there are significant errors in the in-text citations and/or references. Or there are multiple missing in-text citations or references.

0 points

The sources used for quotes and facts are not credible and/or not cited. The in-text citations and/or references are not present.

/ 5Rubric Total ScoreTotal/ 100Overall ScoreOverall ScoreA90 points minimum

B80 points minimum

C70 points minimum

F0 points minimum

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