Term Paper Essay Example

Term Paper Essay Example Term Paper Essay Term Paper Essay Name: Course: Instructor: Date: Role of Course in the Miami Plan: This course is one of three tier three course options in gerontology thematic sequence GET 2 (Aging in Diverse Contexts). Students who enroll in GET 2 begin with an overview of the social, cultural, and personal experiences of aging. The second course provides the students with grounding in socio-cultural analyses of the contexts of aging, and the third course is an in-depth exploration of the sources of variation in the aging experience. Students completing this sequence will understand he ways in which the meanings and experiences of aging are shaped by social and physical location, and the ways in which diversity among the older population is produced. Miami Plan Principles: 1 . Critical thinking, which includes integrating and analyzing information from many different disciplines and sources to formulate ideas, and clear oral and written expression of these ideas. The critical article summaries and term paper described below are designed to help you practice your critical thinking skills. 2. Understanding contexts, or the ways in which political, cultural, economic, and demographic factors effect our thinking about aging. The term paper, summaries, and in-class discussion will give you an opportunity to pay attention to the different contexts in which aging unfolds. 3. Engaging with other learners through active listening and sharing ideas with classmates; As a seminar, interaction with the group in our class sessions over the semester is expected for all class periods and required for those sessions in which you are assigned to lead discussion and share your written critical summaries with your classmates. . Reflecting and acting?drawing on the knowledge and skills scribed above, students who complete this course should be better prepared for active and responsible involvement in meeting the needs of our aging population. The paper and class discussion in particular will give you an opportunity to reflect Paper Assignments: As a cross-listed undergraduate/graduate cours e, course requirements are divided as follows: Undergraduate Assignments: Most graded work for this seminar will consist of writing assignments of two types. First, all students will each complete critical summaries of 3 different assigned readings. Students will sign-up for their choices of readings during the first class meeting. Summaries should be about 2 to 3 pages in length. Each student should provide a copy of their summary to all other students as well as the instructor at the beginning of the class period in which the reading will be covered. Students will then lead the discussion on articles which they summarized (Typically, there will be more than one student assigned the same reading and also responsible for discussion). A critical review is a summary and analysis of a particular reading assigned in the course. Second, students will write a term paper (15-20 pages) based on an in-depth critique of a major area in race-ethnic aging research that includes theoretical and methodological summaries and evaluations of the body of literature examined. The term paper will require extensive and intensive reading of outside literature and a theoretical and methodological analysis of a major hypothesis or conceptual framework. Graduate Assignments: First, all students will each complete critical summaries of 6 different assigned meeting. Summaries should be about 3 pages in length. Each student should hen lead the discussion on articles which they summarized (Frequently, there will be Second, students will write a term paper (20-25 pages) based on an in-depth critique of a major area in minority aging research that includes theoretical and framework. Graduate work will be evaluated more critically than undergraduate work with an expectation of higher quality. Grades will be determined by the following distribution: Undergraduate Graduate Readings Summaries Final Paper 24% 54% 36% 56% Class Discussion/Leadership Expectations: You are expected to come to class.

Watson Surname Meaning and Origin

Watson Surname Meaning and Origin Watson is a patronymic surname meaning son of Watt. The popular Middle English given names Wat and Watt were pet forms of the name Walter, meaning powerful ruler or ruler of the army, from the elements wald, meaning rule, and heri, meaning army. Watson is the 19th most common surname in Scotland and the  76th most popular surname in the United States. Watson is also popular in England, coming in as the 44th most common surname. Surname Origin:  Scottish,  English Alternate Surname Spellings:  WATTIS, WATTS, WATTSON, WATS  See also WATT. Where Do People with the WATSON Surname Live The last name Watson is common in Scotland and the Border Country, according to WorldNames PublicProfiler, most especially the northeast English counties of Cumbria, Durham, and Northumberland and the Lowlands and East of Scotland, especially in the area around Aberdeen. Surname distribution data from Forebears concurs, placing the surname at the turn of the 20th century as most common in Aberdeenshire, Angus, Fife, Lanarkshire and Midlothian in Scotland, and Yorkshire, Lancashire, Durham, Northumberland, and Cumberland (a parent county of present-day Cumbria) in England. Famous People with the WATSON Surname John B. Watson: American psychologist, best known for his role in the development of behaviorismJames Watson: American molecular biologist and geneticist, best known as one of the co-discoverers of the structure of DNAJames Watt: Inventor of the modern steam engineEmma Watson: English actress and feminist advocate, best known for playing the role of Hermione Granger in the Harry Potter film franchiseTom Watson: American professional golfer Clan Watson The crest of Clan Watson is two hands coming from the clouds holding the trunk of a sprouting oak tree.  The Watson clan motto is Insperata floruit which means It has flourished beyond expectation. Sources Cottle, Basil. Penguin Dictionary of Surnames. Baltimore: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Bergenfield, NJ: Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia.  Bergenfield, NJ:  Avotaynu, 2004. Hanks, Patrick, and Flavia Hodges. A Dictionary of Surnames. New York: Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. New York: Oxford University Press, 2003. Hoffman, William F. Polish Surnames: Origins and Meanings.  Chicago:  Polish Genealogical Society, 1993. Rymut, Kazimierz. Nazwiska Polakow.  Wroclaw: Zaklad Narodowy im. Ossolinskich - Wydawnictwo, 1991. Smith, Elsdon C. American Surnames. Baltimore: Genealogical Publishing Company, 1997.