Below is the assignment Nr: 1
Knowledge
Learning outcomes Upon successful completion of this module, students will have demonstrated Knowledge:
- Critical analysis of factors affecting health, well-being and illness through the later life course.
- Evaluate theoretical perspectives of health, well-being, illness and social power and their application to adulthood and ageing.
Skills:
- Engage in self/directed learning in the development of an evaluative essay.
- Evaluation of the application of research, theories and approaches to health, wellbeing, and development through adulthood to old age, presented in an essay form.
Assignment 001
This assessment requires students to complete a 2500 word written assignment related to sociological analysis of the life course, with particular emphasis upon ageing.
This work will be assessed by staff testing learning outcomes 1/2/3 and will contribute to 50% of the final module. Mark Weighting:
50% Please note that this is an individual assignment and the policy of the University on “Policy on Cheating, Collusion and Plagiarism” applies.
Essay Title (please choose one title only)
- To what extent would you agree with the claim that death and dying are taboo subjects in contemporary society? Critically analyse this question and incorporate different historical constructions of death and dying.
- How might representations and experiences of old age differ across culture and history, and what are the challenges we face in an ageing society?
- Critically discuss and analyse the key physical, cognitive and psychosocial changes which occur during midlife, placing this within a life course perspective.
(picked this one among the 3questions)
Below is the assignment 2
Assignment 002 Due to the current social distancing measures there will be an alternative assessment to a time constrained test (TCT).
This assessment requires a 1500-word written essay on the title as below.
Que.2
Title: Discuss the statement that ‘we can all age successfully’ by evaluating the role of psychological and psychosocial factors and their relationship to health, wellbeing and illness through the later life-course.
This will be assessed by staff testing learning outcomes 1/2/4 and will contribute to 50% of the final module mark. This is also a submission Mark Weighting: 50% Assessment Regulations For further information regarding Assessment Regulations, extenuating circumstances or extensions and academic integrity.
Reading List Please access your reading list from the library website.
To access it, please go to https://moduleresources.sunderland.ac.uk/ and search for your module.
The assessment criteria covers,
Relevance, Knowledge, Analysis, Argument and Structure, Critical Evaluation, Presentation, Reference to Literature.
Generic Assessment Criteria – Undergraduate Bachelor’s degree These should be interpreted according to the level at which you are working Categories Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature 86 – 100%
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied.
At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. 76-85% The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.
There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied.
At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality 70 – 75%
The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. 60 – 69% Directly relevant to the requirements of the assessment A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein Good analysis, clear and orderly Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. Well written, with standard spelling and grammar, in a readable style with acceptable format Critical appraisal of uptodate and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources 50 – 59% Some attempt to address the requirements of the assessment: may drift away from this in less focused passages Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic Competently written, with only minor lapses from standard grammar, with acceptable format Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material. 40 – 49% Some correlation with the requirements of the assessment but there are instances of irrelevance Basic understanding of the subject but addressing a limited range of material Largely descriptive or narrative, with little evidence of analysis A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence Some evidence of a view starting to be formed but mainly derivative. A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. 4 | P a g e 35 – 39% Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging A limited understanding of a narrow range of material Heavy dependence on description, and/or on paraphrase, is common Little evidence of coherent argument: lacks development and may be repetitive or thin Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or Barely adequate use of literature. Over reliance on material provided by the tutor. terms repetitious style The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration. 30 – 34% The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. 15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. 0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are sat
