Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Myths and Stereotypes Matrix Example
Myths and Stereotypes Matrix Example
Overview
Prepare a matrix similar to the example provided that explains the myths and stereotypes associated with older adults.
Include the following in your matrix:
- Four myths or stereotypes
- Common issues associated with each myth and stereotype
- The fact or reality associated with each myth or stereotype
- Examine the cultural and ethnic perspectives surrounding the myth or stereotype
- An explanation of what is being done to prevent or eliminate these myths and stereotypes
- Each box (common issue, reality, prevent or eliminate, and culture/ethnic perspective) should be at least 50 words for each myth or stereotype
- APA format for citation and references
Myth or Stereotype Common Issues Fact or Reality Attempts to Prevent or Eliminate Cultural and Ethnic Perspectives The elderly are all alike. The common issues of stereotyping alikeness with aging is the individual can be discriminated or have prejudice attitudes toward them. Prejudice attitudes are negative feelings that someone can have toward a group and discrimination is the behavior toward a group. Prejudice can also include the beliefs of undesirable characteristics toward the aging. Discrimination can include not hiring someone because of their age or firing a person because they believe they are too old to perform job responsibilities. The negative stereotypes can also inhibit the elderly to be more active or participate in new activities (Carstensen & Hartel, 2006). The elderly have significant differences within each individual. The health of one 65 year old can be different than another. The health of the elderly is not specifically related to their age (Cox, 2006). As we get older, the years become more unlikely that people will be more alike. People learn differently, people face different situations, and more importantly people can be considered old at 65 or young at 90. Everyone ages differently and at different rates. The older we get, the bigger the chance that you will be different than others (DHS, 2012). The perception that older Americans retire and live in seasonal homes are by far the truth because there are different classes of means, including for the elderly. One way to dispel the stereotype that elderly are alike is to teach our society about cultural lag. Society has an image of aging; growing older is much different than the reality of it. An example is a grandmother and a four-year-old grandchild. We perceive grandmothers to be in their older years, such as 80 or so. In reality, an 80-year-old woman would doubtfully have a four-year-old grandchild. More than likely, a fifty-year-old woman would have a four-year-old grandchild. This is cultural lag. Society views grandmothers as in their older years, rather than in their middle ages (Losrios, 2015). The aging population will quadruple by 2050 and adults 65 years and older will outnumber children by the age of five. Americans have a perception of the elderly. The views Americans have on the elderly is perceived as youthful and fear of growing old. Our cultural lifestyle preferences, values, and products reflect the youthful perception. Our cultural perception sees growing older as negative outputs, such as loneliness, sickness, and impotence. Even the media portrays negative outputs of aging, including magazines, newspapers, and television. Even joking comics about aging can be perceived as ageism (Losrios, 2015).
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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