Chapter 1-5 from text The Last Dance 7th ed by DeSpelder, Strickland
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| show | Greek word thanatos= "death"
*the study of death.
***Robert Kastenbaum definition: "the study of live with death left in"
🗑
|
||||
| show | fourty-seven (47)
🗑
|
||||
| show | seventy-seven (77)
🗑
|
||||
| Chap1-4: causes of death in 1900 v.s today? | show 🗑
|
||||
| show | Is a historical shift in disease patterns characterized mainly by redistribution of deaths from young to the old.
🗑
|
||||
| show | 1. Mask the reality
2. devalue and depersonalize death ex. "body count" during war or "collateral damage"-->lessen the horror
3.Sympathy and condolence ex. greeting cards
🗑
|
||||
| show | Humor helps diffuse some anxiety about death helps but fears in to a more manageable perspective.
🗑
|
||||
| show | An understanding of death that includes recognition of the observable facts about death.
*1. universality
*2. Irresversibility
*3. Nonfunctionality
*4. Causality
5.personal motality-may be added but related to the Universality conce
🗑
|
||||
| show | ideas not subject to scientific proof- deal mainly with the notion that humanbeings survive in some form beyond deathof the physical body.
🗑
|
||||
| show | term use by Speece and Brent.
The notion, usually related to spiritual or religious beliefs, that the human personality or soul survives in some form after the death of the physical body.
🗑
|
||||
| show | 1900 in the house. Today in institutional settings such as hospitals and nursig homes.
🗑
|
||||
| show | substitutions of indirect or vague words and phrases for ones considered harsh or blunt.
🗑
|
||||
| show | euphemisms, metaphors, and slang are use as coping mechanisms. They may lessen anxiety and fear.
Use indirect.
ex. Words death and dying replace by "pass away" or laid to rest.
🗑
|
||||
| how does music fuction as an expressions of attitude toward death? | show 🗑
|
||||
| show | influences the way we think and respond to death.
tend not to resemble the losses we experience in our lives. Protrays death as coming from the outside and violent. cause people to be less sensitive to the real violence and its victims.
🗑
|
||||
| how does HUMOR fuction as an expressions of attitude toward death? | show 🗑
|
||||
| how does visual arts fuction as an expressions of attitude toward death? | show 🗑
|
||||
| show | A situation in which the symbolic use of death contributes to a "discourse of fear" leading to a heightened sense of danger and irrational dread of dying.
🗑
|
||||
| Universality | show 🗑
|
||||
| show | Death is final
🗑
|
||||
| show | cessation of all physiological functioning
🗑
|
||||
| Causality | show 🗑
|
||||
| show | I will die
🗑
|
||||
| when does personal mortality emerge? | show 🗑
|
||||
| show | 9-10years old and father and refined during adolescence and young adulthood and fluactuates throughout life
🗑
|
||||
| show | experience
🗑
|
||||
| show | developmental sequence
🗑
|
||||
| Erickson's modelof human development focuses on? | show 🗑
|
||||
| trust v.s. m | show 🗑
|
||||
| show | informal death education ex. sudden death of gerbil, accident such as Columbia, Challeger, 911, death of famous person
Informal opportunities for learning that arise out of ordinary experiences and occur in an interactive and usually spontaneous process.
🗑
|
||||
| show | cognitive trasformation
4 stges that are based on how an individual organizes their experience of the world.
🗑
|
||||
| show | death in an infant caregiver can lead to mistrust: parent important, a loss in the care givers life can also affect childs sense of predictability about the world
🗑
|
||||
| show | experiencing independent while also shame/doubt is a hallmart of this stage ex. potty train. period of letting go, death of some one close may interfer with independence and cause regression to earlier behaviors
🗑
|
||||
| initiative v.s. guilt (4-6yrs old) or Preoperational (2-7) | show 🗑
|
||||
| show | interaction with peers. Encouragement is crucial. compare self to other classmates. been different is unwanted . capable of naming intentional and unintetional means of death.
🗑
|
||||
| show | close death may cause rapid growing up, may bring to surface unsolved issues. death threatens achivements. chess. understand death but personal death may not be accepted.
🗑
|
||||
| socialization | show 🗑
|
||||
| show | A group of people who share a common culture, a common territory, and a common identity, and who interact in socially structured relationships.
🗑
|
||||
| show | Family, school and peers, Mass Media, Literature, religion
🗑
|
||||
| Culture | show 🗑
|
||||
| culture operates as? | show 🗑
|
||||
| show | The restructuring of basic attitudes, values, or identities that occurs when adults assume new roles that require a reevaluation of their existing values and modes of behavior. ex. marriege, new job, having children
🗑
|
||||
| show | In the context of informal death education, strategies used to change individuals' perceptions and behaviors about some aspect of their social world. ex. hospice
🗑
|
||||
| show | offers solace, suggest meaning of dying, provide mourning rituals
🗑
|
||||
| religious affiliation | show 🗑
|
||||
| show | The relative importance of religion in a person's life.
🗑
|
||||
| Experimential Religiosity | show 🗑
|
||||
| show | participation in religious ceremonies
🗑
|
||||
| ideological religiosity | show 🗑
|
||||
| show | degree to which religion is integrated into the person's daily life
🗑
|
||||
| show | knowledge about the religion's traditions, beliefs, and practices
🗑
|
||||
| show | social, spiritual, enviromental factors
🗑
|
||||
| name 3theoretical perspectives on socialization. | show 🗑
|
||||
| Symbolic interactionism | show 🗑
|
||||
| show | The idea that individuals learn how to behave as members of a society through a process of conditioning that involves reinforcement of social norms by means of rewards and punishments.
🗑
|
||||
| structural-functionalist | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
melissa77788
Popular Medical sets