Symbolize each argument, providing a key. State whether the argument is valid or invalid, and state whether you think it is a persuasive/strong argument, and briefly explain why, being sure to use the concepts we have been covering in class when applicable. In some cases, you are told to assume you have some relevant knowledge.

  1. Your car won’t start. And when a car won’t start, it’s because it’s out of gas. So your car’s out of gas. (Assume you know it won’t start.)
  2. If your car is out of gas, then it won’t start. It won’t start. Obviously, it’s out of gas. (Assume you know it won’t start.)
  3. If your car is out of gas, then it won’t start. It is out of gas. Obviously, it won’t start. (Assume you know it is out of gas.)
  4. If on 9-11 the World Trade Center buildings were brought down by a controlled demolition secretly ordered by the Bush Administration, then the buildings would have collapsed straight down, falling into their own “footprint”. That’s how they fell. So, the buildings were brought down by a controlled demolition secretly ordered by the Bush Administration.
  5. Either there is intelligent life somewhere in the universe, or we are the only intelligent life anywhere. But if we are the only intelligent life anywhere in this mind-numbingly vast universe, then when life occurred here, it was just as mind-numbingly improbable–a random fluke. But life cannot be mind-numbingly improbable. That’s why I think there must be intelligent life elsewhere.
  6. The problem with the belief in extraterrestrial intelligence was best expressed by Enrico Fermi when he said, “Where is everyone?” By now we should have received some signals from somewhere. But we haven’t.
  7. If the thief entered through the window, then there should be marks on the window pane and dirt from the garden on the rug. We found both marks on the pane and dirt on the rug, so it’s pretty clear that’s how the thief got in. (Assume you can see the marks and the dirt.)
  8. We should get rid of the US electoral college. Either it’s useless (when the elector’s vote is simply redundant) or dangerous (when the elector’s vote is not redundant). But if it’s useless then we should get rid of it. If it’s dangerous then we should get rid of it. So there you have it.
  9. Either every event is caused by some previous event in the universe, or at least one event is caused by something else. But there cannot be a chain of events going back forever, so not every event is caused by a previous event in the universe. Thus, at some point in our past, there must be some unique event outside of the universe which got everything going–a supernatural event. And that’s why I believe in God.
  10. Even this killer does not deserve punishment for doing things he could not have possibly avoided doing. And because the killer’s actions were ultimately the product of brain cells just following the laws of physics, he couldn’t possibly have avoided committing those actions. Thus the killer doesn’t deserve to be punished.

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Making Acquaintances: Differences and Similarities (75 points)

Please review the samples before starting your work. 

1. Each student will provide a brief two-page cultural write-up relating to his/her representative country : (20 points) I chose Japan

  1. Historical background 
  2. Communication styles      (language, both verbal and non-verbal) 
  3. Beliefs (religion, family,      nature, etc.) 
  4. Society structure (gender      equality, role of children, family, ethnic groups, leaders, government,      political ideologies, hierarchies) 

VERY IMPORTANT – your final score will greatly depend on this.
In the next two sections, associations SHOULD be made with the value orientations addressed in the Values portion of this course: 

§  Human Nature (Universalism-Particularism, Good/Evil, High-Context/Low-Context, Uncertainty Avoidance) 

§  Relation to Nature (Subjugation, Harmony, Mastery, Inner-/Outer-Directed) 

§  Activity Orientation (Achievement/Ascription, Doing-Being-Being-Becoming) 

§  Human Relationships (Affectivity/Affective Neutrality, Instrumental/Expressive, Self (Individualistic)/Collective (Collateral)/Linear, Egalitarian/Hierarchical, Power Distance) 

§  Relation to Time (Past-Present-Future, Monochronic/Polychronic, Low-Context/High- Context 

2. Each student will provide a two-page list of ‘Reasons for Codes of Cultural Behavior’ for tourists visiting his/her representative country. This list will explain to tourists why it is important that they follow each of the Do’s and Don’ts, from the hosts’ cultural (values of the culture) perspective, and should include the following: (40 points

a. Five major ‘Do’s’ for tourists
i. At least one appropriate value orientation of the culture for each ‘Do’ (20 points) (Describe in detail 

one distinct value orientation for each Do. Do not repeat value orientations for the items on the list of Dos.)


b. Five major ‘Don’ts’ for tourists 

i. At least one appropriate value orientation of the culture for each ‘Don’t’ (20 points) (Describe in detail one distinct value orientation for each Don’t. Do not repeat value orientations for the items on the list of Don’t’s.) 

  1. Each student will provide      APA-style citations within the text whenever applicable and compile a list      of APA-style references (reference page) for all resources used in his/her      write-up (5 points
  • Direction.docx
  • Sample1Turkey.docx
  • Sample2Italy.docx

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Sociological Aspects of Later Adulthood

Zastrow and Kirst-Ashman (2016) refer to adults in later adulthood as “a population at risk” (p. 717). Why are individuals in later adulthood a vulnerable population? What role might social work play in addressing the needs of this population?

This week, you consider factors that impact the vulnerability of individuals in later adulthood, including differing cultural perspectives of older individuals and consider ways to increase support for this population in your local community.

Learning Objectives

Students will:
  • Analyze sociocultural differences in perspectives on aging
  • Apply perspectives on aging to social work practice
  • Evaluate local community resources for older individuals

Photo Credit: vm / E+ / Getty Images

Learning Resources

Required Readings

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.
Chapter 16, “Sociological Aspects of Later Adulthood”

Optional Resources

Use the link below to access the MSW home page, which provides resources for your social work program.
MSW home page

Tucker-Seeley, R. D., Li, Y., Sorensen, G., & Subramanian, S. V. (2011). Lifecourse socioeconomic circumstances and multimorbidity among older adults. BMC Public Health, 11(4), 313–321.

Discussion: Sociocultural Differences in Perspectives on Aging

Western cultures think of time in linear terms while other cultures perceive the passage of time in cyclical terms (Helman, 2005). Helman states, “The clock, the watch and the calendar are among the main cultural symbols of Western industrial society” (para. 3). How might a culture’s perception of time influence views of individuals in later adulthood? What other cultural differences might impact a people’s view of aging? This week, you explore different cultures’ perspectives on aging and consider how these differences might impact social work.

To prepare for this Discussion, research two cultures different from your own and compare their perspectives on aging to that of your own culture.

By Day 3

Post a Discussion that compares your culture’s perspective on aging to the perspectives of the two cultures you researched. Explain why you think these differences exist. Also, explain how different perspectives on aging might impact social work practice.

Read a selection of your colleagues’ posts.

By Day 5

Respond to at least two colleagues who addressed cultures that are different from the ones you addressed. Share an insight from reading your colleagues’ postings. Describe how you might incorporate the cultural perspectives on aging described by your colleagues into your own social work practice.

Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

Assignment: Community Resources for Older Individuals

Volunteers and political officials in local communities often campaign to improve conditions and provide services to increase the well-being of individuals and families living in those communities. If you are the parent of young children, you might focus on improving the local school or creating safe places where children can play. If you are an individual in later adulthood or a caregiver for an individual in later adulthood, what community resources might be important to you? For this week’s Assignment, you evaluate the resources that your local community provides for its older members.

To prepare for this Assignment, research the resources available in your local community to support the issues and concerns of the older population. Note any gaps in these services and consider what improvements might be made to existing services as well as what services should be added.

By Day 7

Submit a 2- to 4-page paper that includes the following:

  • A description of the services in your local community that support individuals in later adulthood
  • An evaluation of the effectiveness of the services you identified
  • A description of service gaps you identified
  • An explanation of how to improve existing services
  • A description of services that should be added, and why

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Answer the following question before you watch the preceding videos.  Be reflective and honest with your response (500 word min. for all responses combined).

(1) What is your opinion of the immigration policy in America? Why do you feel this way?

Now watch the following videos and respond to the questions below.

Follow-up Questions:

(2) Overall, in the last decade, how do you think American perspectives on immigration have changed? Why do you think this has happened? 

(3) Why do you feel the topic of immigration is so polarized? (i.e., many people feel so strongly one way or another)

(4) If you had the power to change the immigration policy in America, how would you change it? Why?

(5) Now, put yourself on the opposing end of your previous answers. Why do you think someone else may view immigration differently? 

(6) After watching the 3 videos above, do you feel any different than you did when responding to question #1? Why? Why not? 

Additional videos arguing both sides of immigration in the U.S. (These are for your own knowledge. You do not need to respond directly to these).  (warning: powerful video)


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