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Home , Death and culture

RSOC200 – and Dying

Master Course Syllabus

Course Overview (QM Standards 1.2)

Course Description: Welcome to this course, Death and Dying. This course provides a comprehensive overview of the study of death and dying, covering the key issues and questions in the field. As you review your textbook, you will find coverage of death-related issues ranging from personal confrontations with mortality to the study of large-scale encounters with death such as disaster and terrorism. We look at the personal and social attitudes regarding death, dying and the dead in the U.S. society as well as those of other and times. This class takes an interdisciplinary approach which combines sociological, psychological, anthropological, historical, medical, and spiritual perspectives to investigate the course subject.

Course Goals: Upon satisfactory completion of the course, the student will be able to:

• Identify and discuss key issues and questions in the field of death and dying both on an individual (i.e., personal confrontations of morality) and a societal level (i.e., larger scale encounters with death such as disaster, crime, and ). • Describe the personal and social attitudes regarding death, dying and the dead in the U.S. society. • Analyze historical and cultural differences associated with dying, death, bereavement, and loss. • Relate the importance of sociology to critically assess the complexities of dying, death, bereavement, and loss as personal and social experiences. • Apply sociological concepts and theories to issues related to death and dying and discuss sociocultural dimensions of human experience of death and dying. • Identify the impact of death in a cosmopolitan society. • Describe the way a society responds to death by using three theoretical perspectives: social structure, symbolic interactionism, and social learning. • Write to explore your thoughts and feelings about death and dying, and how death and dying affect lives of living people.

Pre-Requisites (QM Standard 1.7)

No pre-requisites are required for this course.

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Minimum Technical Requirements and Online Resources (QM Standards 1.5 & 1.6)

In addition to a web browser (preferably Firefox) that is Blackboard compatible, you will need the following software in order to complete the activities in this class:

1. Word processing package capable of reading and creating .doc, .docx or rich text formatted (rtf) documents. 2. Adobe Acrobat Reader: If you do not have Adobe Acrobat Reader, you can download it free from http://www.adobe.com/products/acrobat/readstep.html 3. PDF Creator Software: If you are using a MAC or do not have software capable of saving a file as a .doc or .docx file and do not have the capability on your campus to print files to PDF, you can download a free version of CutePDF at http://www.cutepdf.com/Products/CutePDF/writer.asp This software installs a virtual printer on your PC that allows you to print files to the PDF format. 4. Virus Protection Software: This course requires you to download and upload files from your PC. Virus protection software protects your computer and my computer.

Online Resources: This course makes use of many online resources. I have made every effort to make sure the links I have are up-to-date. However, due to the changing nature of the web, you may find that a resource is temporarily unavailable or has been removed. If this should happen, please send me an email and I will find an alternative resource or modify the assignment accordingly.

Attendance Verification and Financial Aid (QM Standards 1.4)

Federal Guidelines require colleges to verify attendance in class. Attendance in a fully online class is verified by active student engagement in an activity. You must complete the Learner Responsibilities Quiz found in the orientation in order to receive verification of attendance. If you have financial aid and/or scholarships and do not complete the activity your financial aid and scholarship checks may be withheld. In addition, you must complete this activity before the first module of your course can be accessed.

Instructor Information (QM Standards 1.8 & 5.3)

Individual instructors complete this information.

Virtual Office Hours I am available in my virtual office by appointment only. Send me an email to set up an appointment. Personal Commitment My personal commitments to you as a participant include: • I will reply to course mail messages within 24 hours; • I will read all discussion postings and will reply where appropriate within 3 days

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• I will acknowledge my receipt of every course mail message immediately upon reading it. If I am unable to respond to the request or concern at the time of initial reply, I will give you an estimated time for my next reply. • If I am going to be away from the course space for more than a day or two, I will send a message to you indicating the length of my absence.

I will regularly update information regarding due dates in the course announcements.

Course Materials (QM Standards 4.1 & 4.4) You will find your required textbook information in the course catalog at http://ilearn- wvrocks.wvnet.edu. Links to all other required content are included in each of the modules.

Grading Policy (QM Standard 3.2)

Assessment and Grading:

Please see the course schedule for a list of course assignments, points per assignment, and due date/times for assignments.

Assignments vary in composition as described below:

• 8 Reading Comprehension Assignments (also known as RCAs) at 100 points each for 800 total points possible • 8 Discussion Board Assignments at 50 points each for 400 total points possible • 8 Reading Summaries at 20 points each for 160 total points possible

Final letter grades will be based on the following total points earned:

Total Points Earned Final Letter Grade 1224 - 1360 points A 1088 -1223 points B 952 - 1087 points C 816 - 951 points D Below 816 points F

List of Course Assignments with Point Values:

Assignment/Assessment Point M1S1: Self-Assessment (Do not ungraded submit.) M1A1: Reading Comprehension Assignment 100 (RCA) 1

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M1A2: “Foucault and the Medicalization 20 Critique” Summary M1A3: Discussion 1 (Personal and Social 50 Attitudes on Death and Dying) M2S1: The Socialization of Death and Dying ungraded Self-Assessment (Do not submit.) M2A1: Reading Comprehension Assignment 100 (RCA) 2 M2A2: “The State of Dying” Summary 20 M2A3: Discussion 2 (Learning About Death: 50 Socialization) M3S1: The Diversity of Death-related Rituals ungraded and Beliefs Found in Various Cultures Self- Assessment (Do not submit.) M3A1: Reading Comprehension Assignment 100 (RCA) 3 M3A2: “Morality: World Variations in Death 20 and Dying” Summary M3A3: Discussion 3 (Historical and Cultural 50 Perspectives of Death) M4S1: Practical Application of Death and Its ungraded Application Self-Assessment (Do not submit.) M4A1: Reading Comprehension Assignment 100 (RCA) 4 M4A2: “” Summary 20 M4A3: Discussion 4 (Mortality and Society) 50 M5S1: Rule of Double Effect Self- ungraded Assessment (Do not submit.) M5A1: Reading Comprehension Assignment 100 (RCA) 5 M5A2: “Quality End of Life Care” Summary 20 M5A3: Discussion 5 (End of Life Care) 50 M6S1: Options for Memorialization Self- ungraded Assessment (Do not submit.) M6A1: Reading Comprehension Assignment 100 (RCA) 6 M6A2: “Online Memorialization” Summary 20 M6A3: Discussion 6 (Memorialization) 50 M7S1: Coping Strategies in Bereavement ungraded Self-Assessment (Do not submit.) M7A1: Reading Comprehension Assignment 100 (RCA) 7 M7A2: “Grandparents’ Over Children 20 who Died of Cancer” Summary

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M7A3: Discussion 7 (The Experience of 50 Loss) M8S1: Views of Self-Assessment ungraded (Do not submit.) M8A1: Reading Comprehension Assignment 100 (RCA) 8 M8A2: “Key Challenges and Ways forward 20 in Researching the ‘Good Death’” Summary M8A3: Discussion 8 (Personal and Social 50 Choice) Total Points: 1360

Module Objectives and Assessments (QM Standard 2.2, 2.3, 2.4, 2.5, 3.4, 3.5, 5.1)

Module 1: Attitudes About Death and Dying

After you have completed the readings and content for this module you will be able to:

• Identify historical antecedents of current attitudes toward death. [M1A1: Reading Comprehension Assignment (RCA) 1, M1A2: "Foucault and the Medicalization Critique" Summary, M1A3: Discussion 1 (Personal and Social Attitudes on Death and Dying)] • Describe how attitudes toward death are expressed in the mass media and through language, music, literature, the visual arts, and humor. [M1A1: Reading Comprehension Assignment (RCA) 1, M1A2: "Foucault and the Medicalization Critique" Summary, M1A3: Discussion 1 (Personal and Social Attitudes on Death and Dying)] • Define thanatology and give examples of its various dimensions. [M1S1: Thanatology Self-Assessment, M1A1: Reading Comprehension Assignment (RCA) 1, M1A2: "Foucault and the Medicalization Critique" Summary, M1A3: Discussion 1 (Personal and Social Attitudes on Death and Dying)] • Summarize research and practice about death anxiety and terror management theory. [M1A1: Reading Comprehension Assignment (RCA) 1, M1A2: "Foucault and the Medicalization Critique" Summary, M1A3: Discussion 1 (Personal and Social Attitudes on Death and Dying)] • Identify key events and personalities in the rise of . [M1A1: Reading Comprehension Assignment (RCA) 1, M1A2: "Foucault and the Medicalization Critique" Summary, M1A3: Discussion 1 (Personal and Social Attitudes on Death and Dying)]

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• List and analyze factors that have contributed to a lessened familiarity with death. [M1A1: Reading Comprehension Assignment (RCA) 1, M1A2: "Foucault and the Medicalization Critique" Summary, M1A3: Discussion 1 (Personal and Social Attitudes on Death and Dying)]

Module 2: The Socialization of Death and Dying and the State of Death and Dying

After you have completed the readings and content for this module you will be able to:

• Identify the components of a mature concept of death. [M2A1: Reading Comprehension Assignment (RCA) 2, M2A2: "The State of Dying" Summary, M2A3: Discussion 2 (Learning About Death: Socialization)] • Describe the psychosocial and cognitive models of development and discuss their value in comprehending a child's understanding of death. [M2A1: Reading Comprehension Assignment (RCA) 2, M2A2: "The State of Dying" Summary, M2A3: Discussion 2 (Learning About Death: Socialization)] • Explain how various agents of socialization influence the understanding of death. [M2S1: The Socialization of Death and Dying Self-Assessment, M2A1: Reading Comprehension Assignment (RCA) 2, M2A2: "The State of Dying" Summary, M2A3: Discussion 2 (Learning About Death: Socialization)] • Appraise the impact of life experiences and environment on a child's understanding of death. [M2A1: Reading Comprehension Assignment (RCA) 2, M2A2: "The State of Dying" Summary, M2A3: Discussion 2 (Learning About Death: Socialization)] • Describe the impact of life experiences and environment on a child's understanding of death. [M2A1: Reading Comprehension Assignment (RCA) 2, M2A2: "The State of Dying" Summary, M2A3: Discussion 2 (Learning About Death: Socialization)]

Module 3: Death and

After you have completed the readings and content for this module you will be able to:

• Define various social structures. [M3A1: Reading Comprehension Assignment (RCA) 3, M3A2: "Morality: World Variations in Death and Dying" Summary, M3A3: Discussion 3 (Historical and Cultural Perspectives of Death)] • Give examples illustrating the diversity of death-related rituals and beliefs found in various cultures. [M3S1: The Diversity of Death-related Rituals and Beliefs Found in Various Cultures Self-Assessment, M3A1: Reading Comprehension Assignment (RCA) 3, M3A2: "Morality: World Variations in Death and Dying" Summary, M3A3: Discussion 3 (Historical and Cultural Perspectives of Death)] • Assess the correspondences among various cultures relative to death-related rituals and beliefs. [M3A1: Reading Comprehension Assignment (RCA) 3, M3A2: "Morality: World Variations in Death and Dying" Summary, M3A3: Discussion 3 (Historical and Cultural Perspectives of Death)] • Describe the historical changes in death-related beliefs and practices in . [M3A1: Reading Comprehension Assignment (RCA) 3, M3A2: "Morality: World

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Variations in Death and Dying" Summary, M3A3: Discussion 3 (Historical and Cultural Perspectives of Death)] • Recognize within the United States. [M3A1: Reading Comprehension Assignment (RCA) 3, M3A2: "Morality: World Variations in Death and Dying" Summary, M3A3: Discussion 3 (Historical and Cultural Perspectives of Death)] • Analyze the impact of various beliefs and practices and to assess their value for survivors. [M3A1: Reading Comprehension Assignment (RCA) 3, M3A2: "Morality: World Variations in Death and Dying" Summary, M3A3: Discussion 3 (Historical and Cultural Perspectives of Death)]

Module 4: Mortality and Society

After you have completed the readings and content for this module you will be able to:

• Identify the components and impact of the death system. [M4A1: Reading Comprehension Assignment (RCA) 4, M4A2: "Brain Death" Summary, M4A3: Discussion 4 (Mortality and Society)] • Evaluate the effects of . [M4A1: Reading Comprehension Assignment (RCA) 4, M4A2: "Brain Death" Summary, M4A3: Discussion 4 (Mortality and Society)] • Develop an alternative model for punishment. [M4A1: Reading Comprehension Assignment (RCA) 4, M4A2: "Brain Death" Summary, M4A3: Discussion 4 (Mortality and Society)] • Give an example of a practical definition of death and its application to making a determination of death. [M4S1: Practical Definition of Death and Its Application Self- Assessment, M4A1: Reading Comprehension Assignment (RCA) 4, M4A2: "Brain Death" Summary, M4A3: Discussion 4 (Mortality and Society)] • Describe the major points of view involved in the Uniform Determination of Death Act. [M4A1: Reading Comprehension Assignment (RCA) 4, M4A2: "Brain Death" Summary, M4A3: Discussion 4 (Mortality and Society)] • Describe the emotional, physical, and ethical components of organ transplantation. [M4A1: Reading Comprehension Assignment (RCA) 4, M4A2: "Brain Death" Summary, M4A3: Discussion 4 (Mortality and Society)] • Identify the functions and purposes of death certification. [M4A1: Reading Comprehension Assignment (RCA) 4, M4A2: "Brain Death" Summary, M4A3: Discussion 4 (Mortality and Society)] • Recognize cross-cultural issues related to medical ethics. [M4A1: Reading Comprehension Assignment (RCA) 4, M4A2: "Brain Death" Summary, M4A3: Discussion 4 (Mortality and Society)]

Module 5: End of Life Care

After you have completed the readings and content for this module you will be able to:

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• Explain how the ethical principles of autonomy, beneficence, and justice apply to medical ethics. [M5A1: Reading Comprehension Assignment (RCA) 5, M5A2: "Quality End of Life Care" Summary, M5A3: Discussion 5 (End of Life Care)] • Assess the challenges of informed consent and self-determination. [M5A1: Reading Comprehension Assignment (RCA) 5, M5A2: "Quality End of Life Care" Summary, M5A3: Discussion 5 (End of Life Care)] • Evaluate the ethical issues involved in physician-assisted death and . [M5A1: Reading Comprehension Assignment (RCA) 5, M5A2: "Quality End of Life Care" Summary, M5A3: Discussion 5 (End of Life Care)] • Define the Rule of Double Effect. [M5S1: Rule of Double Effect Self-Assessment, M5A1: Reading Comprehension Assignment (RCA) 5, M5A2: "Quality End of Life Care" Summary, M5A3: Discussion 5 (End of Life Care)] • Explain how issues regarding competency affect ethics decisions in cases involving infants or comatose patients. [M5A1: Reading Comprehension Assignment (RCA) 5, M5A2: "Quality End of Life Care" Summary, M5A3: Discussion 5 (End of Life Care)] • Identify the various designations (DNR, CPR, CMO) to inform medical staff of one's desires. [M5A1: Reading Comprehension Assignment (RCA) 5, M5A2: "Quality End of Life Care" Summary, M5A3: Discussion 5 (End of Life Care)]

Module 6: Memorialization

After you have completed the readings and content for this module you will be able to:

• Describe the function of and rituals, including their psychosocial aspects. [M6A1: Reading Comprehension Assignment (RCA) 6, M6A2: “Online Memorialization” Summary, M6A3: Discussion 6 (Memorialization)] • Identify social networks set up to identify online friends of a death. [M6A1: Reading Comprehension Assignment (RCA) 6, M6A2: “Online Memorialization” Summary, M6A3: Discussion 6 (Memorialization)] • Examine the historical changes in American funeral rituals and to assess the relevance of criticism with respect to current professional practices. [M6A1: Reading Comprehension Assignment (RCA) 6, M6A2: “Online Memorialization” Summary, M6A3: Discussion 6 (Memorialization)] • Describe practices and costs of various mortuary and options. [M6A1: Reading Comprehension Assignment (RCA) 6, M6A2: “Online Memorialization” Summary, M6A3: Discussion 6 (Memorialization)] • Identify options for body disposition. [M6A1: Reading Comprehension Assignment (RCA) 6, M6A2: “Online Memorialization” Summary, M6A3: Discussion 6 (Memorialization)] • Evaluate new directions in and body disposition. [M6A1: Reading Comprehension Assignment (RCA) 6, M6A2: “Online Memorialization” Summary, M6A3: Discussion 6 (Memorialization)] • Identify remembrance rituals and linking objects. [M6A1: Reading Comprehension Assignment (RCA) 6, M6A2: “Online Memorialization” Summary, M6A3: Discussion 6 (Memorialization)]

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• Identify options for memorialization. [M6S1: Options for Memorialization Self- Assessment, M6A1: Reading Comprehension Assignment (RCA) 6, M6A2: “Online Memorialization” Summary, M6A3: Discussion 6 (Memorialization)] • Design a personally meaningful funeral ritual for oneself. [M6A1: Reading Comprehension Assignment (RCA) 6, M6A2: “Online Memorialization” Summary, M6A3: Discussion 6 (Memorialization)]

Module 7: The Experience of Loss

After you have completed the readings and content for this module you will be able to:

• Describe and evaluate the major models of grief. [M7A1: Reading Comprehension Assignment (RCA) 7, M7A2: "Grandparents' Grief Over Children who Died of Cancer" Summary, M7A3: Discussion 7 (The Experience of Loss)] • Describe the experience of grief. [M7A1: Reading Comprehension Assignment (RCA) 7, M7A2: "Grandparents' Grief Over Children who Died of Cancer" Summary, M7A3: Discussion 7 (The Experience of Loss)] • Evaluate the concept of complicated . [M7A1: Reading Comprehension Assignment (RCA) 7, M7A2: "Grandparents' Grief Over Children who Died of Cancer" Summary, M7A3: Discussion 7 (The Experience of Loss)] • Explain the variables that influence grief. [M7A1: Reading Comprehension Assignment (RCA) 7, M7A2: "Grandparents' Grief Over Children who Died of Cancer" Summary, M7A3: Discussion 7 (The Experience of Loss)] • List various coping strategies in bereavement and assess the value of each. [M7S1: Coping Strategies in Bereavement Self-Assessment, M7A1: Reading Comprehension Assignment (RCA) 7, M7A2: "Grandparents' Grief Over Children who Died of Cancer" Summary, M7A3: Discussion 7 (The Experience of Loss)] • Identify patterns of grieving and gender stereotypes. [M7A1: Reading Comprehension Assignment (RCA) 7, M7A2: "Grandparents' Grief Over Children who Died of Cancer" Summary, M7A3: Discussion 7 (The Experience of Loss)] • Identify how mode of death influences grief. [M7A1: Reading Comprehension Assignment (RCA) 7, M7A2: "Grandparents' Grief Over Children who Died of Cancer" Summary, M7A3: Discussion 7 (The Experience of Loss)] • Explain the relationship between social support and disenfranchised grief. [M7A1: Reading Comprehension Assignment (RCA) 7, M7A2: "Grandparents' Grief Over Children who Died of Cancer" Summary, M7A3: Discussion 7 (The Experience of Loss)] • Define unfinished business as it relates to grief and bereavement. [M7A1: Reading Comprehension Assignment (RCA) 7, M7A2: "Grandparents' Grief Over Children who Died of Cancer" Summary, M7A3: Discussion 7 (The Experience of Loss)] • Assess arguments for and against grief counseling and grief therapy. [M7A1: Reading Comprehension Assignment (RCA) 7, M7A2: "Grandparents' Grief Over Children who Died of Cancer" Summary, M7A3: Discussion 7 (The Experience of Loss)]

Module 8: Personal and Social Choice

After you have completed the readings and content for this module you will be able to:

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• Compare and contrast the views of immortality in the Judaic, Hellenistic, Christian, Islamic, Asian and secular traditions. [M8S1: Views of Immortality Self-Assessment, M8A1: Reading Comprehension Assignment (RCA) 8, M8A2: "Key Challenges and Ways forward in Researching the 'Good Death' " Summary, M8A3: Discussion 8 (Personal and Social Choice)] • Compare and contrast Eastern religious views of life after death. [M8A1: Reading Comprehension Assignment (RCA) 8, M8A2: "Key Challenges and Ways forward in Researching the 'Good Death' " Summary, M8A3: Discussion 8 (Personal and Social Choice)] • Describe the consolation and comfort associated with . M8A1: Reading Comprehension Assignment (RCA) 8, M8A2: "Key Challenges and Ways forward in Researching the 'Good Death' " Summary, M8A3: Discussion 8 (Personal and Social Choice)] • Identify at least three secular alternatives to religious beliefs about immortality and the . M8A1: Reading Comprehension Assignment (RCA) 8, M8A2: "Key Challenges and Ways forward in Researching the 'Good Death' " Summary, M8A3: Discussion 8 (Personal and Social Choice)] • Describe the main features of near-death experiences. M8A1: Reading Comprehension Assignment (RCA) 8, M8A2: "Key Challenges and Ways forward in Researching the 'Good Death' " Summary, M8A3: Discussion 8 (Personal and Social Choice)] • Analyze the alternative interpretations of near-death experiences. M8A1: Reading Comprehension Assignment (RCA) 8, M8A2: "Key Challenges and Ways forward in Researching the 'Good Death' " Summary, M8A3: Discussion 8 (Personal and Social Choice)] • Explain how beliefs about what follows death influence a person's understanding of death and how they evidence themselves in choices regarding care of the dying as well as in daily life. M8A1: Reading Comprehension Assignment (RCA) 8, M8A2: "Key Challenges and Ways forward in Researching the 'Good Death' " Summary, M8A3: Discussion 8 (Personal and Social Choice)]

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