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Consider one of the following:

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Part 1
ULOs reflected in discussion:
1. Describe the transition to adulthood and the theory of life course development. (CLO 1 and 4)
2. List features that distinguish young adulthood from middle and late adulthood. (CLO 1 and 2)
You are asked to take a virtual tour of the website provided. After your tour, you are asked to reflect upon the information that is provided in the context of the chapter covered in class during this unit.
• When you reflect upon this information, you are asked to use APA style and to specifically cite information from the text.
This week you are asked to take a virtual tour of Area Agencies on Aging (AAA). AAAs were established under the Older American Act and the Title VI Native American aging programs. Describe one of the services offered through AAAs and how it might support social roles and relationships. Choose one of the services on this page and describe it to you classmates in the context of social roles and relationships in the Third Age.
Here is the link:
• VIRTUAL TOUR: Links to an external site.147
Part 2
ULOs reflected in discussion:
1. Describe the transition to adulthood and the theory of life course development. (CLO 1 and 4).
2. Explain various theories of social relationships in adulthood. (CLO 1 and 3)
3. Specify the difference in intimate relationships between married, cohabitating, same sex, and single individuals. (CLO 3.)
The case of Claude and Jean Atwood from Fried and Mehrotra (1998)
Read the following scenario and post your first response in the discussion, then respond to one or more post:
Claude Atwood, a 68-year-old Native American, retired from his position with the U.S. Forest Service about 3 years ago. At the same time his wife Jean, also retired from her position with the Minnesota Department of Natural Resources. Upon retirement, the Atwoods decided to maintain their residence in Minneapolis, where they have lived for the past 10 years. They now spend about 5 hours a day in a Minneapolis High School that serves a large number of Native American students. In their role as teachers’ aides, they work closely with the teachers, especially those responsible for classes in science and mathematics. Students appreciate the help they receive from Claude and Jean in understanding difficulty concepts. It appears that the atwoods have a knack for explaining complex ideas and principles in an easy-to-understand manner. Their examples from many years of work experience make abstract concepts concrete and meaningful for the students. In addition, their use of hands-on instruction seems to be highly effective with Native American students.
In addition to tutoring, the Atwoods have also been able to offer some invaluable career advice to a large number of students. Jean’s ability to provided informed counseling to women and her sound knowledge of Indian traditions and culture have been much appreciated by the young Native American women who attend Minneapolis High. Both Claude and Jean have also brought to students’ attention summer work opportunities available in state and federal agencies.
Students also enjoy the stories the Atwoods tell them about what life was like when they were teenagers 50 years ago: no indoor plumbing, central heat, TV, VCRs, or computers. The could often share work-related experiences, stories from their travels, and the lessons they have learned in life. The principal and the teachers from Minneapolis High appreciate the perspectives the Atwoods bring to the school, the ongoing support they provide to th students, and the interaction they promote between the school and the American Indian community. At a recent school board meeting, the principal reported that, since the Atwoods’ arrival at her school, she has observed a significant increase in the participation of Native American parents in parent-teacher conferences and a variety of other school activities (P. 122).
Fried, S. B. & Mehrotra, C. M. (1998). Aging and diversity: An active learning experience. Washington, D.C.:Taylor & Francis.
CONSIDER ONE of the following:
• Describe the relationship between parenthood and marital happiness. How might this influence Claude and Jean’s volunteer work?
• Who established the “Third Age” theory and what is that referring too? How does the third age fit into consideration of social relationships? How does the volunteer experience of Claude and Jean relate with the Third Age theory?

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