SOS 3304—Death and Dying—Spring 2025—FINAL EXAM SOS 3304—Death and Dying—Spring 2025—FINAL EXAM

For up to 5 points each (a maximum of up to 15 points total toward your final grade), answer any three out of questions 1 through 4 below. Complete and return, via the “Assignments” tab in Canvas, by 11:59 PM on the scheduled Final Exam day—Monday, May 5—this is a firm deadline. To be sure that I receive your exam paper, you may also send a backup copy as an e-mail attachment (and forward a copy to yourself to be sure you can open it!). There are no “right” or “wrong” answers. The more specific detail and pertinent examples you provide, the more credit you stand to earn. You will be graded on the overall thoughtfulness and thoroughness of your papers; see page 2 of this exam for the criteria I use in grading responses to essay questions. Do not restrict yourself to answers or viewpoints found in your textbook, PowerPoints, class notes, and resource articles; your own creative reflection, bringing together what you have learned from various sources, can be a big plus. In formulating your responses, you may use whatever resources you wish—but be sure to credit your sources for any quotes or borrowed ideas. In most cases, responses of adequate depth will require at least one double-spaced page per question. Declaration regarding usage of generative artificial intelligence and AI-assisted technology in this assignment: As part of your assignment submission, please complete either 1. or 2. below. Failure to do so will result in a significant deduction from your score. 1. ___ I hereby certify that I did not utilize a generative AI tool (e.g., ChatGPT, Copilot, Gemini, or Claude), or an AI-assisted technology (such as Grammarly or a language translation app), in the preparation of this assignment. 2. ___ During the preparation of this assignment, I used ______ [NAME OF TOOL / SERVICE] in order to ______ [MY REASON]. After using this tool/service, (a) I reviewed and edited the content as needed; (b) I appropriately indicated and cited any verbiage that was copied word-for-word from the AI output; and (c) I hereby take full responsibility for the content of the assignment as submitted. 1. Describe some of the socially important functions of death rituals and burial rites in every society. Provide a detailed example of how each of these functions is fulfilled by specific normative practices within your own family, religious, and/or community tradition. How do all of these behaviors and rituals add up to promote social solidarity in the community and affirm the meanings of your culture? 2. Starting in the 19th century, how did the middle class achieve “death with order”? List and discuss as many indicators of the “dying of death” as you can think of. In your response, be sure to show various ways in which the “separate spheres” ideology played a part. What were the influences of the following occupations on the “dying of death”: life insurance agents, cemetery superintendents, and funeral directors? 3. What is palliative care, and how is it related to hospice care? How does it differ from the treatment given by most acute care hospitals? Discuss issues related to the family as a unit of care in hospice programs. How do hospices try to achieve quality of life for each “patient” they serve, and how does the interdisciplinary hospice team help accomplish this? What, in your opinion, are some negative aspects of hospice care—and how would you suggest they be rectified? 4. Describe the seven stages of grieving, and discuss how they can be applied to losses such as through divorce, natural disaster, moving from one place to another, or the amputation of a limb as well as through death. Provide specific examples—either hypothetical or from your own experience. Also describe the four necessary tasks of mourning. What are some practical steps one can take in accomplishing each of these tasks? Grading Criteria for Essay Questions What I look for in responses to essay questions (such as in Makeup/Replacement Exams or Final Exams) is considerably more than just a summary of what was presented in class or in the textbook. A response that does THIS reasonably well will start out earning 3 credit points—to be either REDUCED (for misinformation or confusion) or AUGMENTED (for evidence that you are actively engaging with the class material and MAKING IT YOUR OWN). The very best responses (worthy of a full 5 points credit per question) will accomplish the following: 1. Address ALL ASPECTS or parts of the question (or set of questions); 2. Bring up (and either support or refute) as many pertinent viewpoints (e.g., perspectives on controversial issues) as possible, so as to demonstrate broad comprehension of the material; and 3. Perhaps most importantly, provide SPECIFIC and DETAILED true (or at least true-to-life hypothetical) stories to illustrate and “flesh out” your points—showing how the concepts you have been studying apply to people’s real day-to-day life experiences. When grades are posted on this exam, my comments under “Grades” (e.g., “5+5+5=15” for a paper receiving full credit) will reflect your earned scores on each of the essay questions you answer (see Grading Criteria for Essay Questions above).