Risky fishing

“Death is the great equalizer”
― Bangambiki Habyarimana,

The Great Pearl of Wisdom

13.1 - Overview

Risks of Death Everywhere

Death lurks around the corner in many disguises. Essayist E. B. White noted, "To confront death, in any guise, is to identify with the victim and face what is unsettling and sobering." Indeed the risk of death by "degrees," a "thousand cuts," and "misadventure" await many of us. Yes death has "a thousand exits."

The purpose of Homework Assignment #13 is to: (a) provide you with an appreciation and understanding of the many risks for death that await us all each day, and (b) to provide you with "hands on experience" in learning about the "many and sundry" risks in life that attempt to take our life away.

Topics include accidents, disasters, violence, war, and disease.

Caution - Please keep in mind, that while minimum length is suggested for each task assignment, a length of several times the minimum is generally necessary to obtain good to exceptional grades. Always be sure to weave in solid scholarship, as evidenced from the text and Website readings, and be certain to "compare and contrast" what you have learned. This will help to assure me that you in fact are learning each week. Thank you.

13.2 - Using The Internet To Conduct Psych Research

Researching Thanatology

Theme: In this "Internet Research Project" you are to seek out one of the following: (a) a scientific journal article, (b) a national media article or, (c) a Website that discusses, provides a fact sheet, or reports other such findings.

Task: Using one or more of the above resources, discuss some of the risks of death in our modern world. General topics might include risk taking behaviors, accidents, disasters, violence, war, and disease. Specific topics might include death by homicide, airplane, and misadventure such as mountain climbing or skydiving. You are urged to use the Internet exclusively, though you may use Plover Library or other such "land-based" resources.

Commentary : "Death and taxes and childbirth! There’s never any convenient time for any of them!" said U. S. novelist Margaret Mitchell (1900–1949), in her character Scarlett O’Hara, of the acclaimed book Gone with the Wind, (Vol. 2, pt. 4, Ch. 38, 1936). And so too, in Isaiah 22:13 of the Hebrew Bible are the words, "Let us eat and drink; for tomorrow we shall die." Almost the same words are found in 1 Corinthians 15:32 of the Holy Bible.

Clearly the topic of "risks of death in our modern society," is a complicated one. That is why it is important to understand the many shades and types of risks. The links that follow are generic for this overall exercise.

About.Com: Dying

Doyle Library (Click on Electronic Databases)

13.3 - Psychology Based Websites

Using Internet Tools To Learn About Death and Dying

Tasks: For the following psychologically oriented Website(s), report back what you learned from exploring any one of the many sub-categories listed. A tighly written paragraph--or better yet a typed, double-spaced page--sharing what you learned and what your reactions were, would be most appreciated.

Professor's Favorite Section: The following links include a good all around sampling of topics related to "risks of death in our modern society." The first link is Yahoo's "Death and Dying" resource Website. The second link takes you to the National Center for the Victims of Crime. Did you know that every day, eight African Americans, three Caucasian-Americans, three lesbians or gay men, three Jewish persons, and one Hispanic become victims of hate crime (Southern Poverty Law Center, 1999)? The third link examines one of the major dementia diseases, Alzheimer's. This disease strikes millions each year, ultimately resulting in death. The fourth link takes you to Mothers Against Drunk Driving (MADD). 39% of U. S. traffic crashes were alcohol-related in 1998--over 16,000 needless deaths.

End-of-Life Care Resources

National Center for the Victims of Crime

Alzheimers Disease

Mothers Against Drunk Driving (MADD)

13.4 - Reading Assignment - Chapter 13

Chapter 13 Risks, Perils, and Traumatic Death

Your primary textbook is The Last Dance (11th ed.) by Lynne Ann DeSpelder and Albert Lee Strickland (New York: McGraw-Hill, 2020).

Primary Readings

As you read Chapter 13, "Threats of Horrendous Death," you should keep in mind the following key questions and core concepts.

Content Overview

The likelihood of an encounter with death is increased by excessive risk taking, occupational stress, accidents, environmental pollution, violence, war, and AIDS and other emerging diseases.
Life unavoidably involves risk, but personal choices and social conditions can increase our exposure to potentially lethal risks.
Whether natural or human-caused, disasters can be defined as life-threatening events that affect a large number of people within a relatively brief period of time, bringing sudden and great misfortune. The risk of death from disasters can be minimized when communities take precautionary measures to lessen their impact.
The aftermath of a disaster entails both meeting the immediate needs of survivors and providing adequate postvention support to emergency workers who are exposed to the tragedy of human suffering.
Disasters result from natural phenomena as well as from human activities, with or without warning. Community responding, coping, and grieving is a complex process that may take months or years to fully resolve.
Stress is a natural part of human existence, but its nature has changed markedly in modern times because of more complex life styles, rising expectations, and inner discontent. In Japan, occupational stress has been named as a cause of death from karoshi, or sudden death from overwork.
Accidents involve events over which individuals have varying degrees of control; thus, the choices we make affect the probabilities of most accidents. A consideration of such factors as carelessness, lack of awareness, and neglect can lead to a better understanding of how and why accidents occur. When accidents of all types are considered, young males are at greatest risk of death.
Interpersonal violence is officially recognized as a public health problem. A powerful encounter with death, violence in its various forms can affect our well-being even though we ourselves have not been directly victimized.
Gang warfare is comparable to other forms of war; the members of gangs have been likened to combat veterans, and the casualties to soldiers who have died on a bloody battlefield.
To reduce the level of violence in society, it is useful to consider how violent behaviors might be prevented. Creating a safe and orderly environment, eliminating conditions that underlie dehumanizing perceptions of oneself and others, avoiding the use of derogatory labels, promoting communication between potential adversaries, and communicating positive community values are among the methods that can lessen the potential for violence.
War abrogates the conventional social sanctions against killing by substituting a different set of conventions and rules concerning moral conduct.
Modern warfare is characterized by technological alienation and psychic numbing; moreover, the traditional distinction between combatants and noncombatants has become increasingly blurred, if not erased.
Posttraumatic stress disorder (PTSD), a term used to describe a variety of protracted reactions to war, can also be considered as a kind of "delayed grief syndrome" that results from contact with the horror of killing and death and the absence of any formal rituals for grieving that might allow warriors to find solace.
Genocide--the systematic effort to destroy an entire group--was practiced with dire results during the course of the twentieth century.
Terrorism, another manifestation of violence, seeks to cause political, social, and economic disruption; in doing so, terrorists engage in planned as well as indiscriminate acts of murder, threatening our assumptive world and increasing our feelings of vulnerability.
AIDS is viewed in some quarters as the harbinger of an unknown number of emerging deadly diseases that will increasingly threaten the health of human beings worldwide. The threat of such emerging diseases is even more potent because of the political abandonment of urban areas in many countries, a situation that is intensifying conditions that cause rapid spread of infectious and virulent diseases. Such "urban desertification" is thought to be at least partially responsible for the reemergence of diseases believed to be under control, such as TB, as well as the emergence of new diseases such as the hemorrhagic fevers associated with Ebola virus, Marburg virus, and Lassa virus.
Traumatic deaths are often characterized by suddenness and lack of anticipation; randomness; level of violence, mutilation, and destruction; and multiple deaths. They are out of the ordinary and shatter our assumptive world.

Chapter Objectives

To describe the incidence and extent of accidents and injuries and to compare the factors influencing accidents in specific populations.
To assess one's level of risk-taking activities.
To recognize the local and global impact of disasters.
To identify personal and social strategies for coping with and reducing the impact of disasters.
To name and give examples of the factors increasing the likelihood of violence.
To differentiate between the moral standards of war and peacetime relative to taking of life.
To assess the effects of war and its aftermath on both combatants and noncombatants.
To identify the needs and motives that give rise to war and evaluate strategies for reducing conflict.
To define and give examples of genocide.
To develop a working definition of terrorism.
To explain how the amplification effect assists terrorists in achieving their aims.
Identify issues that arise in the context of rescue and recovery efforts in the aftermath of terrorist acts.
To describe social and psychological factors that motivate terrorists and suggest ways of reducing the influence of these factors.
To identify and explain the impact of AIDS and other emerging diseases.
To define traumatic death and cite examples.
To describe a healthy response in coping with risks and perils in the modern world.

Key Terms and Concepts

AIDS (acquired immunodeficiency syndrome)
amplification effect
conversion of the warrior
emerging diseases
epidemic
genocide
haiku obit
horrendous death
karoshi
pandemic
psychic maneuvers
psychic numbing
PTSD (posttraumatic stress disorder)
social thanatology
technological alienation
terrorism
trauma
urban desertification
wrongful death

Questions For Guided Study and Evaluation

Describe patterns of risk taking and suggest ways of managing risk.
Identify at least three factors that contribute to accidents.
Evaluate the argument that violence is contagious in American society.
Distinguish between serials killers and mass murderers.
Provide examples of factors favoring violence and guidelines for lessening the potential for violence.
Explain why war abrogates our moral and legal codes regarding killing.
Explain the meaning of the statement “Technological alienation is the most characteristic feature of the modern war machine.” Give examples.
Describe how the various definitions of terrorism help provide a comprehensive view of terrorist acts.
Explain the role of amplification effect in helping terrorists achieve their aims.
Distinguish between rescue and recovery efforts in the aftermath of terrorist acts.
Define and give examples of genocide.
Describe the impact of AIDS and other emerging diseases. Suggest ways of reducing the risk.
Define trauma and cite examples of traumatic death.
Identify examples of “horrendous death.”

Task 13.4: In the section above entitled: "Questions For Guided Study And Evaluation," briefly discuss any two questions you wish. Be sure to have enough length and quality to properly respond to each question.

Related Link: Letty Cottin Pogrebin, a 20th century U. S. editor and writer observed, "Much is made of the accelerating brutality of young people’s crimes, but rarely does our concern for dangerous children translate into concern for children in danger. We fail to make the connection between the use of force on children themselves, and violent antisocial behavior, or the connection between watching father batter mother and the child deducing a link between violence and masculinity" (Family and Politics, Ch. 5, 1983). So too, David Elkind, a 20th century U. S. child psychologist and author wrote: "We now recognize that abuse and neglect may be as frequent in nuclear families as love, protection, and commitment are in nonnuclear families" (Ties That Stress, Ch. 2, 1994).

There are many risks in life. Many, fortunately, are avoidable if we know how. Take the subject of violence, a topic with many dimensions. The following Websites take a look at three types of violence, "domestic violence," "teen violence," and "school violence."

Task: Provide at minimum, a half-page, typed, and double-spaced reaction to what you discover and learned at these Websites.

National Domestic Violence Hotline

Teen Youth Violence Prevention - Tools and Resources

School Violence Prevention - Tools and Resources

Practice Quiz - Chapter #13

In this section you will find a practice quiz for each assigned textbook chapter in The Last Dance. The quiz is presented in a link below.

Psych 56 - Chapter #13 Quiz - "Risks, Perils, & Traumatic Death"

13.5 - "Grieving Days, Healing Days" - The Workbook

Learning Through "Hands-On" Doing

Overview: Grieving Days, Healing Days (GDHD), is an interactive workbook written by Dr. J. Davis Mannino, 1996 - 2022 and formerly published by Simon & Schuster, 1996. It is required for this course, because specific pages in the workbook are assigned as part of each module homework assignment that you complete. The good news is you need not purchase Grieving Days, Healing Days (GDHD). I have uploaded all readings and activities you will need for this course.

Assignments to complete in GDHD will be listed in a similar section for each of the 15 module homework assignments for this course. Generally speaking, assignments are due by the module assigned date. Modules are loaded with workbook selections (readings, exercises, and activities) that will enhance your learning of many important topics in the study of aging, dying, and death --- a field that is known as "thanatology."

It is also important to remember that certain uploaded workbook pages will be required reading for assignments that you choose to complete elsewhere; such as extra-credit. Therefore, always read and complete all workbook pages assigned as part of all module course requirements.

GDHD Workbook Reading Assignments:

1. At minimum, read and complete ANY THREE of the following assignments from Grieving Days, Healing Days. Please note that while only three assigned readings and activities need proof of completion, the entire selection of assignments below should be read and reviewed. Though not required, have some fun and complete them all!

Death-Related Occupations, p. 64

High-Risk Vocations and High-Risk Avocations, p. 65

Risk of Living, p. 66

AIDS: How Much Do You Know?, p. 128

Violence in the News, p. 149

Art of Violence, p. 150 (Part #1)

Art of Violence, p. 152 (Part #2)

Death Penalty Attitudes, p. 152

Death Penalty Pros and Cons, p. 154

You, Alzheimer's, and the Dementia-Related Conditions, p. 164

Names Project AIDS Memorial Quilt, p. 203

13.6 - Death: A Personal Understanding

Overview: A “Hint of a Whisper of Enjoyment!”

Welcome to a new video feature for my online course in Aging, Dying, and Death! The goal is to provide at least a "hint of a whisper of enjoyment" from the ordinary, mundane, and often boring, classroom experience!

Each class module has a selection from a fascinating collection of YouTubevideo clips I have gathered. These instructional videos clips on aging, dying, and death are intended for college classrooms and adult learners. The selection of clips provided over the course of this class, were researched carefully by your professor, and in many cases recommended by former students.

The influence of digital videos on our everyday culture is undeniable. Online video sharing sites such as YouTube, Vimeo andMetacafeboast monthly audience numbers in the millions! With digital videos continuing to gain popularity, it seems only natural that this familiar and widespread platform should extend into the educational setting.

Students today are utilizing educational videos as a tool for learning everything from changing a tire to the latest dance craze. Remarkably, millennials make up 92% of the digital video viewing audience. Abstract topics that once seemed difficult to teach and learn are now more accessible and understandable thanks to the availability of educational videos.

Studies have shown that the use of short video clips allows for more efficient processing and memory recall. The visual and auditory nature of videos appeals to a wide audience and allows each user to process information in a way that’s natural to them.

Gain a greater understanding of aging, dying and death through case studies and moving personal stories of people facing their own death or the death of a loved one. This series explores a wide range of North American cultural perspectives on death within the context of current issues

Directions: Simply click on the video link below and enjoy. Captioning Note: For my students with disability challenges, there is a "closed captioning" option with each clip in this video series. I enjoy watching the video clip with captioning on as I have some hearing problems and I can catch everything everyone is saying; especially if they are not talking clearly.

Video # 13 - Pilot Risks Death For a Mere Thrill! - Supports One’s Understanding of "Dare Devils," "Thrill Seekers," and "Risk Takers," and other "Risk Factors" in Dying and Death [01:14 mins, 2015]. US airmen deliberately crashes plane in Alabama and is lucky to escape unhurt from debris. Filmed in 1920s and uploaded to YouTube in 2015.

Task: When done reviewing this assigned video clip, prepare a thorough reaction statement at the "Graded Responses Go Here!" section link described further down at the end of this module assignment.

Pilot Risks Death For a Mere Thrill!

13.6a - Course Discussion Board

Module #13 - Thought Provoking Question (TPQ) or Article

Overview: The purpose of a course discussion board is to allow students and professor an opportunity to interact about topics of common interest. A discussion board is also a fine tool to share commonly asked questions, answers, and concerns.

You are urged to use the message board, when you have questions that you think others may wish to know; when you have technical questions or answers that others may wish to know, and to share other useful tidbits with each other. I want each of you to become familiar with the message board system.

Once you have composed your thoughts and written them down in a word application program [i.e., Microsoft word] --- with grammar and spell check---you follow through with posting (copy and pasting) them. Remember, to be sure you also post your comments in the appropriate place in the task boxes that links later in this assignment. You only do this if you are also submitting this ENTIRE assignment as one of your required four online assignments for this course.

Task: In each class module, there will be one thought-provoking course related question or article for which discussion is expected from students. While not always directly related to assigned readings, they have important course-wide implications. You are expected to respond to each TPQ by the end of each class module's deadline Be sure to place the question/article module number (#) in the "subject line" so your classmates will know which module topic you are addressing.

Since there is only one "thought-provoking question or article " (TPQ) due per module during the regular semester, a minimum response of 250 to 500 words is required for each message board TPQ posting. Also, students need to post a TPQ for EACH of the 15 online assignments.

This Assignment's Thought Provoking Question or Article #13

The following link is a graded assignment for the TPQ. (1) Click on the link below, (2) read the TPQ or article, and then (3) respond in the student posting area provided at the end of the article.

Thought Provoking Reading #13 - "Internet Death in Cyberspace"

13.7 - Module Assignment #13 Responses

Composing Your Responses To Module #13 (Helpful Directions)

Overview: For each course module there is a major homework assignment that must be completed. Each of these module homework assignments has several tasks. Some entail reading, some include exploring and reviewing websites, reviewing videos, and still others involve written tasks --- work that ALL must be submitted for review and/or grading.

Responses to "tasks" must be sent on time or you will either fail the assignment or be severely penalized. Late homework assignments are perceived as both a student who is "absent from class" and who is "late with work." Please always maintain a backup copy of all your written work. Glitches occur in online technology-based education, but ultimately it is your responsibility to maintain adequate backup of all work submitted. You are also encouraged to compose your work within a word-processing application and then "copy and paste" into assigned module "task boxes." This is so you may avail yourself of spell and grammar check options provided in most modern word processing software.

Please be aware that all submissions are automatically received by the course "gradebook," where they will be evaluated by your professor for acceptance, rejection, or acceptance with penalty. So make sure your work is received promptly. Much the same way that attendance is determined by you presence in the traditional classroom at the regularly scheduled class time, so too is attendance determined by your prompt submission of assignments while enrolled in an online course. Furthermore, arriving to class without homework or with incomplete homework is also perceived in the same manner with an online course. Accordingly, you are encouraged to submit you weekly work prior to deadlines, to avoid computer glitches, "downtime," and other "technological spills and inconveniences."

Directions: Each numbered task box listed below corresponds with tasks described in each module's homework assignment. Usually, tasks outlined on this webpage require written reactions and/or responses.

Be sure to follow directions carefully and precisely when completing each task. "A word to the wise!" Minimal work receives a minimal grade. For example, if a task asks that you provide a written paragraph or two, and you provide just that, then you have provided only minimal work. Simply said, minimal work is "C" work. Well thought out writing that exceeds both excellence and minimal length (word count) and quality requirements is, generally speaking, graded higher and indicative of a "good and solidly motivated student." However length in of itself does not assure quality either, so learn to strike a balance. Good luck!

Particulars: Remember this module is due by a certain date or will be penalized. Overly late assignments may NOT be accepted at all, and at minimum, marked down. The discretion of the professor rules in all such matters. Was your assignment "Online and Ontime?" Before beginning this module homework assignment be sure you understand the word count and quality requirements --- 550 to 750 words --- depending on grade desire). See Grading Policy in Course Basics at the Course Syllabus for further information regarding requirements and grading of module submissions.

ALL students are responsible for completing ALL 15 modules and having a moderate understanding of each. Don't cheat yourself out of a good education.

Module Assignment #13 - Graded Responses Go Here!

Dr. J. Davis Mannino - Revised February 5, 2023