DAY 15 - 18 Freudian Slips! and Behaviour Modification Project - Let's Get Some Work Done!

Beginning our look at normal development and socialization from babyhood to adulthood, we looked at Freud and his Theory of  Psycho Sexual Development.

We also had a look through the Freud PowerPoint presentation on the same topic.

Then we had a look at the fun questionnaire, What Gender is Your Brain, which is a quick (albeit completely unscientific yet fun) look at whether your brain is hard-wired more in line with a typically female or male brain in problem-solving thought patterns.

Sigmund Freud is considered the "Father of Psychoanalysis" and some of his pioneering work in this field is considered important today, but to be fair, much of his work is widely considered to be incorrect - his legacy and popularity live on perhaps because he was widely read and ground-breaking in his connection to psychology and sexual drives in people, a topic considered "taboo" in at the time of his writing in the largely still Victorian-age Europe.  



After considering Freud for part of the class we had a look back at Behaviour Modification - first the three short videos from the other day, then an explanation of your first project in the course.

Behaviour Modification Project: for today, start with a behaviour of yours that you would like to change.  Brainstorm ideas of how/why that behaviour is easy for your to engage in and put the reasons into the left hand column of a chart that you make.

On the right hand side of that chart list the reasons that make it difficult for you to stop the behaviour.

Below the chart list things (modifications) that you could put into place that might help you to curb or improve the behaviour.

Behaviour Modification Project  Baseline Due Monday, Final Project Due Thursday, March 12.  You will be pasting the link to a Google tool that I will share with you later.  There is also some daily work that must be done for this project, and yes, you will be marked daily on it.

DAY 13 Maslow's Hierarchy of Human Needs

Maslow Intro Video - in this video some of the shortcomings of Maslow's theory are highlighted.  In fact they are not actual shortcomings but because most people understand this theory incorrectly they appear to be shortcomings.

Maslow did not require that we meet our more basic needs before acting on our higher needs.  He suggested that our behaviours are motivated by our most immediate needs.  Also he suggested that most well-adjusted people have satisfied most of their needs at each level.  And, in order to be a "self-actualized" person, it tends to be easier if most of our other needs are met, however this is certainly not always the case.  The idea of being "self-actualized", typically the pinnacle of Maslow's Hierarchy, simply means that we are at our best, achieving goals and moving on to other goals and to continue to be "at our best."

Examples of this include war correspondents who die in the line of duty.  Here's a recent example from the news in Syria . . . link to news story of reporters killed in Syria . . . these reporters did not have their safety needs met, in fact they were doing their jobs knowing full well that their lives were in danger, yet they still worked and were being very self-actualized in that way - they were at the height of their abilities as reporters and photographers but were constantly in mortal danger.  Also, if you have read the story of the Uruguayan rugby team that crashed in the Andes you'll find that many of them had interesting relationships and accomplished great things for three months before being saved despite being in peril each day.

Here's the handout from the class.  Maslow's Hierarchy of Human Needs

After discussing each of Maslow's needs, briefly, you are to complete your own Hierarchy of Needs by completing the "pyramid" that I distributed (it's in the link above).  This should give you a good indication of what behaviours you engage in that result in your needs being met.

DAY 11, 12 The Skinner Box and "Operant Conditioning"

Today we got into the idea of Skinner's Theory of Operant Conditioning (Presentation) .  During this presentation we covered many aspects of his theory including:

Rewards and Punishments to alter behaviours.

There are Positive and Negative Rewards.

And there are Positive and Negative Punishments.

In this context, "Positive" means that something is added to the situation, e.g. a candy reward, a "thank you", an electric shock into the Skinner box (probably seen as a positive punishment), etc.

In this context, "Negative" means that something is removed from the situation, e.g. getting grounded (your right to go out has been removed), the annoying electric jolts in the Skinner box are shut off, etc.

A quick video on the Skinner Box.

Here's a video on some work done on "Baby Albert" showing how conditioning of someone's responses to various things can actually work.  It has come out recently that little Baby Albert was, in fact, probably developmentally challenged.  It should also be noted that such experiments on children or babies in modern times would be considered child abuse, so do not attempt this at home!

Here is a Youtube video on Skinner's ideas and how they can translate to other areas of Psychological concern, especially the Superstitions that People have.

Here's another clip on Operant Conditioning from The Big Bang Theory.

DAYS 9 & 10 Erik Erikson's Theory of Psychosocial Development

Erik Erikson’s Stages of Psychosocial Development

Erikson, who died in 1994, is the modern “father of Psychosocial Development”, and saw personality as developing throughout the lifetime and looked at identity crises at the focal point for each stage of human development.

Erikson’s Theory of Psychosocial Development has eight distinct stages, each with two possible outcomes. According to the theory, successful completion of each stage results in a healthy personality and successful interactions with others.

Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self.  These stages, however, can be resolved successfully at a later time.

1. Trust vs Mistrust (birth - 1 year)     Is the world a safe place or is it full of unpredictable events and accidents waiting to happen?

Erikson claimed that in this stage the child will develop a sense of basic trust in the world and in his ability to affect events around him.  The development of this depends on the consistency of the child’s major caregiver.  If the care the child receives is consistent, predictable and reliable then the child will develop a sense of trust which he will carry with him to other relationships, and is able to feel secure even when threatened.  Success in this stage will lead to the virtue of hope.

However, if the care has been harsh or inconsistent, unpredictable and unreliable then the child will develop a sense of mistrust and will not have confidence in the world around them or in their abilities to influence events.  This child will carry the basic sense of mistrust with him to other relationships. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the world around them.

2. Autonomy vs. Shame and Doubt (2 - 3 years)

The child is developing physically and becoming more mobile. Between the ages of one and three, children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc.

Erikson says that this is the point at which the child can develop a certain amount of independence/autonomy.  It is at this stage that the child needs support from parents so that repeated failures and ridicule are not the only experiences encountered.  So, the parents need to encourage the child to becoming more independent whilst at the same time protecting the child so that constant failure is avoided. 

A delicate balance is required from the parent .... parents must try not to do everything for the child but if the child fails at a particular task they must not criticize the child for failures and accidents (particularly when toilet training).  The aim has to be “self control without a loss of self-esteem”.  Success in this stage will lead to the virtue of will.

If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world.  If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their own abilities.

3. Initiative vs. Guilt (3 - 5 years)

These are particularly lively, rapid-developing years in a child’s life. It is a “time of vigor of action and of behaviors that the parents may see as aggressive”.  The child takes initiatives which the parents will often try to stop in order to protect the child.  The child will often overstep the mark in his forcefulness and the danger is that the parents will tend to punish the child and restrict his initiatives too much.

Around age three and continuing to age six, children assert themselves more frequently.  They begin to plan activities, make up games, and initiate activities with others.  If given this opportunity, children develop a sense of initiative, and feel secure in their ability to lead others and make decisions.  Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt. They may feel like a nuisance to others and will therefore remain followers, lacking in self-initiative.

It is at this stage that the child will begin to ask many questions as his thirst for knowledge grows.  If the parents treat the child’s questions as trivial, a nuisance or embarrassing or other aspects of their behavior as threatening then the child may have feelings of guilt for “being a nuisance”.  Too much guilt can make the child slow to interact with others and may inhibit their creativity.  Some guilt is, of course, necessary otherwise the child would not know how to exercise self control or have a conscience. A healthy balance between initiative and guilt is important.  Success in this stage will lead to the virtue of purpose.

4. Industry (competence) vs. Inferiority (6 - 12 years)

Children are at the stage where they will be learning to read and write, to do sums, to make things on their own. Teachers begin to take an important role in the child’s life as they teach the child specific skills.  It is at this stage that the child’s peer group will gain greater significance and will become a major source of the child’s self esteem.  The child now feels the need to win approval by demonstrating specific competences that are valued by society, and begin to develop a sense of pride in their accomplishments.

If children are encouraged and reinforced for their initiative, they begin to feel industrious and feel confident in their ability to achieve goals.  If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and therefore may not reach his potential.

If the child cannot develop the specific skill they feel society is demanding then they may develop a sense of inferiority.  Some failure may be necessary so that the child can develop some modesty. Yet again, a balance between competence and modesty is necessary.  Success in this stage will lead to the virtue of competence.

5. Identity vs. Role Confusion (13 - 18 years)

During adolescence, the transition from childhood to adulthood is most important.  Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc.

This is a major stage in development where the child has to learn the roles she/he will occupy as an adult. It is during this stage that the adolescent will re-examine their identity and try to find out exactly who they are.  Erikson suggests that two identities are involved: the sexual and the occupational. 

What should happen at the end of this stage is “a reintegrated sense of self, of what one wants to do or be, and of one’s appropriate sex role”. During this stage the body image of the adolescent changes.

Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and “grow into” the changes.  Success in this stage will lead to the virtue of fidelity.

During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations.  This sense of who they are can be hindered, which results in a sense of confusion ("I don’t know what I want to be when I grow up") about themselves and their role in the world.

6. Intimacy vs. Isolation (young adulthood)

Occurring in Young adulthood, we begin to share ourselves more intimately with others. We explore relationships leading toward longer term commitments with someone other than a family member.  Successful completion can lead to comfortable relationships and a sense of commitment, safety, and care within a relationship.  Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression.

7. Generativity vs. Stagnation (middle adulthood)

During middle adulthood, we establish our careers, settle down within a relationship, begin our own families and develop a sense of being a part of the bigger picture.  We give back to society through raising our children, being productive at work, and becoming involved in community activities and organizations.  By failing to achieve these objectives, we become stagnant and feel unproductive.

8. Ego Integrity vs. Despair (old age)

As we grow older and become senior citizens, we tend to slow down our productivity, and explore life as a retired person.  It is during this time that we contemplate our accomplishments and are able to develop integrity if we see ourselves as leading a successful life. 

Erik Erikson believed if we see our lives as unproductive, feel guilt about our pasts, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness.

DAY 6,7 Let's Look at our Brain

So, I should have given you a pop quiz on Gardner's Multiple Intelligence Theory, but I didn't.  As you now know, you are responsible for everything we do in class each day, even if you miss school for any reason.  The information from class will always be on the blog so you can always access it.  Also, I tried to teach you that the best way to study is to skim/scan your entire set of notes a few times a week, every week.  That constant repetition and practice, even though it's not intensive or too demanding, will most definitely help your mind form permanent and easily accessible memories and understandings of the information.  Try to get into the habit of doing just that, skim/scanning your entire set of notes a few times a week.

Today we looked at various functions of the human brain starting with a look at the old "science" of Phrenology - reading bumps on one's head.  Mine's nice and round like a cue-ball so there's not much inside to worry about.

Here's the completed "map" of the brain with a bit of information about various parts as discussed during class and in the PowerPoint Presentation on the Brain that we looked at today and that we'll finish tomorrow.

The reason that I asked you to take notes during my presentation and then afterwards I gave you a completed set of notes is so that your brain had to perform several more functions than if I had simply given you the completed set of notes.  By performing more tasks involving processing that information about the brain and its functions via my presentation you are much more likely to understand and retain more of the information.  You had to listen, see, interpret, ask questions, and finally formulate it all into your own notes - lots of work for your brain to process but now you will better understand and remember the information.

In addition to today's work on the brain you can have a look at the article, "Fertile Minds: How Our Brains Grow..  This article explains how neurons connect with each other in a developing brain and then what effect that might have.  And this is what we'll look at tomorrow.

Day 5 (Feb 9) The Human Brain in Action !

So, why did I give you a pop-quiz (that I will not be counting in your marks) on the eight Multiple Intelligences from Gardner's theory?  As you now know, you are responsible for everything we do in class each day, even if you miss school for any reason.  The information from class will always be on the blog so you can always access it.  Also, I tried to teach you that the best way to study is to skim/scan your entire set of notes a few times a week, every week.  That constant repetition and practice, even though it's not intensive or too demanding, will most definitely help your mind form permanent and easily accessible memories and understandings of the information.  Try to get into the habit of doing just that, skim/scanning your entire set of notes a few times a week.

Today we looked at various functions of the human brain starting with a look at the old "science" of Phrenology - reading bumps on one's head.  Mine's nice and round like a cue-ball so there's not much inside to worry about.

Here's the completed "map" of the brain with a bit of information about various parts as discussed during class and in the PowerPoint Presentation on the Brain that we looked at today.

The reason that I asked you to take notes during my presentation and then afterwards I gave you a completed set of notes is so that your brain had to perform several more functions than if I had simply given you the completed set of notes.  By performing more tasks involving processing that information about the brain and its functions via my presentation you are much more likely to understand and retain more of the information.  You had to listen, see, interpret, ask questions, and finally formulate it all into your own notes - lots of work for your brain to process but now you will better understand and remember the information.

In addition you can have a look at the article, "Fertile Minds: How Our Brains Grow..  This article explains how neurons connect with each other in a developing brain and then what effect that might have.

Day 3 - Multiple Intelligence Theory

Yesterday everyone did the Mensa Mental Workout test - then we discussed various aspects of test taking, what the test actually tests, what does "Intelligence" actually mean.

Then I asked everyone to begin discussing your opinions to help with your thinking on the Mensa Follow Up.

So far so good, everyone - I'm thinking that you are all doing a great job so far!!  Yay!

Remember - I never ask, "How Intelligent Are You?".

Rather, I ask, "How Are You Intelligent?".

Here's a link to the lecture on the nature of intelligence and our school systems' inability to embrace all intelligences.  Here's the link to Sir Ken Robinson.

We discussed the nature of Intelligence further today and then we distributed a handout on the current thinking about Intelligence.

Here's the Multiple Intelligence Handout for the day (and here's the 2nd one for the day on MI.)

We went through the definitions of Intelligence and then you got into groups and created lovely chart pages, life-size! - with all the information on intelligence that we need and then you all did a great job of presenting your information to the class - now it's much clearer where Multiple Intelligence shows up in society.

Day 2 (Feb 4) Intelligence . . . What Really Is It?? And Sir Ken Robinson on Creativity

You enjoyed your first test of the semester today - you all did a Mensa Mental Workout - the Mensa organization has an interesting website with many fun mental acuity tests like the one you did today.  We didn't spend much time on taking up the answers, we'll do that on Friday, at least we'll help resolve the question about whether such a test actually measures one's intelligence or not.

We followed up with the TED Talks Sir Ken Robinson lecture on how modern education kills creativity.  Much to think about in his ideas . . . more on that on tomorrow.

Day 1 (Feb 3) Welcome to Triologies

DAY 1 Oh the Places You'll GO ! ! !

We began the first class with an old fashioned story-time story, "Oh the Places You'll Go", by Dr. Seuss.  My personal message to all of you is that you are at the beginning of the best journey of your life, the journey into fully fledged adulthood and you are all well on your way to great things.

After the story we had a good look at some ideas about Anthropology, Sociology and Psychology through a slide show and accompanying questions.  Some of the ideas centered around what makes people think, say and do the things they think, say and do.  This will be one of the underlying themes in most days of this course, that is, trying to understand human behaviour, within our own minds, with others in social settings and with the larger population in culture.  I can't wait for us to really get under way in this class!

The slide show indicated various ways that the fields of Anthropology, Psychology and Sociology would look at different situations from around the world.  Great discussion everyone!

Part 2 Summative Task (Performance Task)

For the second part of this culminating activity project, you focus on the historical background research for your research topic. 

Researching the history that shapes your research topic may require reading material from a variety of sources. 

Researching the history of your topic, write a minimum 250 word essay that focuses specifically  on your topic.

Topics that may be included in your essay include:

• Political influence
• Social climate
• Economic factors
• The history and evolution of your topic to its current state

These topics do not have to be used because they may not apply to all student topics. This essay requires the use of a formal writing style which includes an opening paragraph, thesis statement, arguments, and a concluding paragraph. Information used in this essay must be cited using the APA citation format. Include with the essay a reference page citing the sources included in the writing.

Rubric

Historical Research Essay

Categories	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge and Understanding -shows evidence of topic background information CHI.01, IS1.03	-shows evidence of topic background information with a limited degree of effectiveness	-shows evidence of topic background information with some degree of effectiveness	-shows evidence of topic background information with a considerable degree of effectiveness	-shows evidence of topic background information with a high degree of effectiveness
Thinking/Inquiry -shows evidence of synthesis with research topic CH2.01, CH2.04, IS1.02	-shows evidence of synthesis with research topic with a limited degree of effectiveness	-shows evidence of synthesis with research topic with some degree of effectiveness	-shows evidence of synthesis with research topic with considerable degree of effectiveness	-shows evidence of synthesis with research topic with a high degree of effectiveness
Communication -Properly uses spelling and grammatical conventions for written work IS2.02, IS3.03	-properly uses spelling and grammatical conventions for written work with a limited degree of effectiveness	-properly uses spelling and grammatical conventions for written work with some degree of effectiveness	-properly uses spelling and grammatical conventions for written work with considerable degree of effectiveness	-properly uses spelling and grammatical conventions for written work with a high degree of effectiveness

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Part 1 Performance Task (aka Summative)

This Performance Task activity contains threeparts. Components are submitted in individual parts during each activity. In this activity, you will choose a topic related to the course and prepare the following documents:  Due today, Wednesday, are # 1, 2 & 3 below.

1. A reference page, written in APA format, containing seven references relating to the student's research topic.
2. Five sentences relating to the key issues surrounding the research topic.
3. A hypothesis to be tested by the research project.

If you choose a topic that is not on the list below please let me know what it is first - I'll need to approve your topic idea.  

Topics must be related to the course content. Keep your expectations for this research paper realistic. With unlimited resources and unlimited time anything can be researched. Deadlines require research be completed in an accurate and timely manner. Keep your expectations in line with your available resources. For example, if you want to research senior transitioning to second stage housing and you have a relative who works at one of these facilities; it is realistic to collect information on this topic. Studying mental illness, but not having access to this population may make it a difficult topic to research. In the case of an inaccessible population, you will need to focus on modifying the study so an accessible population can be researched. The research topic may need to be changed to focus on attitudes and/or the understanding of the mentally ill by a population that the researcher can access; for example, the attitudes of students to the mentally ill. 

Research topic choices

Wellness and health choices Lifespan development Factors that promote/ inhibit change Issues affecting Canadian birth choices Birth patterns and the choices that influence these patterns Personal, social, and cultural implications of the human life cycle Implication of an ageing Canadian population Impediments to accessing health care from a personal, or social, or cultural perspective Ethical issues relating to healthcare (blood supply, organ donation, alternative health care, access and use, mental health, etc.) Practices leading to health impairing activities Demographic and social trends in Canadian society Impact of specific communities on economic, legal, political and social institutions Impact of technology on the lives of Canadians Hate and intolerance in Canadian society Gender issues of equality in Canadian society

After choosing a topic of interest, you will research the topic idea and provide a reference page consisting of a minimum of two book sources and a five other sources of another media type. Write the reference following the American Psychological Association format for written and electronic material.

Check out the APA home page where you will find citation information about referencing and citing other work.

After reading the information on your topic, write a set of five sentences discussing key arguments related to your topic Later the sentences will be developed into different topic areas within the research paper. For example, a study looking at emergency-room wait-times in Ontario hospitals may use the following statements to address key arguments for this topic (5 sentence example): What are the current government promises related to healthcare and what, if any, plans are being initiated to change wait-times? What is the current availability of qualified medical personnel to meet the needs of the current population? What are the current hospital admittance organizations and procedures? These practices require evaluation to determine if further efficiencies can be realized. Which past disease outbreaks required an increased use of medical facilities and personnel? What changes to the system were made to accommodate the increased influx of patients? Can these procedures be adapted to meet the daily needs of emergency-room service demands? What are the current plans to allow nursing staff to perform activities previously only performed by doctors? What other activities can be downloaded to other personnel to reduce the individual workload of staff members?

The above is not an exhaustive list of key points relating to emergency waiting room times, but it shows different sides to this complex issue.

Finally, writing a hypothesis is necessary to focus a research project. The final project must have a hypothesis to guide its research. After reading information on a topic, a researcher is able to make an educated guess about a specific situation related to the research topic. It is important to remember that a hypothesis must make a stand and test conditions, and must not simply make a statement of fact.

Part One - Final Research Project  Due Wednesday, Jan. 16.

This final culminating activity is comprised of multiple parts. Components are submitted in individual parts during each activity. In this first activity you will choose a topic related to the course, prepare and submit the following documents:

1. A reference page, written in APA format and The Owl Purdue Writing Lab, containing seven references relating to your research topic.
2. Five sentences relating to the key issues surrounding the research topic.
3. A hypothesis to be tested by the research project.

Before submitting activities, please consult the rubric outlining the assessment for these activities.



Rubric

APA Resources, Hypothesis, and Key Issues

Categories	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge and Understanding -evidence of APA format use IS2.02, IS3.03	-evidence of APA format use demonstrated with a limited degree of effectiveness	-evidence of APA format use demonstrated with some degree of effectiveness	-evidence of APA format use demonstrated with a considerable degree of effectiveness	-evidence of APA format use demonstrated with a high degree of effectiveness
Thinking/Inquiry -shows evidence that research topic sentences represent topic arguments CH1.01, CH2.04, IS1.03	-shows evidence that research topic sentences represent topic arguments with a limited degree of effectiveness	-shows evidence that research topic sentences represent topic arguments with some degree of effectiveness	-shows evidence that research topic sentences represent topic arguments with considerable degree of effectiveness	-shows evidence that research topic sentences represent topic arguments with a high degree of effectiveness
Application -ability to create a hypothesis that relates to the research topic CH2.01, IS1.03	-ability to create a hypothesis that relates to the research topic with a limited degree of effectiveness	-ability to create a hypothesis that relates to the research topic with some degree of effectiveness	-ability to create a hypothesis that relates to the research topic with a considerable degree of effectiveness	-ability to create a hypothesis that relates to the research topic with a high degree of effectiveness

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

DAY 55 Forces of Cultural Change

Today we broke into groups and you did an exercise to define several terms, explain using examples of how they have played a positive or negative role in change in society and you explained how they helped change or hindered it.

Here's the handout - Forces of Cultural Change.

Here's the list of Forces:

1. Worldview

2. Anomie

3. Alienation

4. Conformity

5. Charismatic Leadership

6. Subjective Validity

7. Pluralism

8. Dominant Paradigm

9. Traditional Cultural Values

In your assigned groups you were to do the following with the conditions listed:

1. Define it in your own words.

2. Using real world examples, explain how your condition has helped with social change somewhere in the world.  Explain how this has been a positive and/or negative for the people affected.

  3. Using real world examples, explain how your condition has acted as a barrier to social change somewhere in the world. Explain how this has been a positive and/or negative for the people affected.

DAY 54 Stanford Prison & Turnitin

The first thing to do is create an account in Turnitin.com - that is how I will accept work for this assignment.

Here's the link to Create an Account in Turnitin.

Then look at yesterday's post to access the assignment.

DAY 53 (Nov 21) Stanford Prison Experiment

Here are some handouts from the past few days, in case you missed 'em!

Subcultures at School Project  &  Subcultures at School Marksheet

Defining Youth (Hippies & Today's Youth)

Generations Chart (Boomers, Gen X, Y & Z)

Today we'll start working on the Stanford Prison Experiment project.  To begin you'll need to watch this video on the Stanley Milgram Obedience to Authority Experiment.

Stanford Prison Experiment Assignment  &  Stanford Prison Experiment Marksheet

There are many Youtube videos on the original Stanford Prison Experiment - check some out.

DAY 48 Demographics & Generation X, Y & Z

Today we are having a look at Demographics - the study of populations and trends in populations.

We will follow this up with the following thinking handout:

Generation X, Y, Z & Beyond

Assignments & Discussions

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 Assignment 1  -  Demographics

Take a look at the following world demographic trends:

·         Infant Mortality Rates have declined.

·         Fertility has declined.

·         There have been large increases in urbanization.

·         There have been large increases in literacy.

For each of the trends (social changes listed above) answer the questions below.

1.    List one major question that an anthropologist, a psychologist and a sociologist might ask regarding each particular social change.

2.    List the agents of change (what caused the change) and the impediments to change for each.

3.    Predict the possible effects of these changes on individuals, society and Canadian culture.

4.    Outline two appropriate social science research methods for examining each social change.

5.    Explain the challenges (for example, possible bias, ethical concern) that a social scientist would face in examining each social change with the research methods you recommended.

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 Discussion 1

 Discussion on Demographics

For the last of the social changes listed above, "There have been large increases in Literacy," be prepared to discuss your answers to the first three questions above and be prepared to comment on the ideas of your classmates.