Human Development

Human Development

NOTE-Kindly read step 3 carefully to explain unit , which means your case you chose.

– KINDLY SEE EVALUATION RUBLIC FOR CASE STUDY

LEARNING OBJECTIVES:

• Demonstrate understanding of theories of human development and proper use of theoretical concepts
• Practice application of theories of human development onto real life situations
• Practice critical analysis of human life situations from multiple theoretical perspectives

DESCRIPTION:

This assignment allows students the opportunity to demonstrate their understanding of various theories of human development and practice their application onto real life situations. The use of the course texts is mandatory.

To complete this assignment, please follow the steps below:

• Step 1: Review the Case Study Evaluation Rubric (see Assignment folder on the Blackboard)
• Step 2: Review the List of Case Studies for Assignment 2 below (also available on the Blackboard in the Assignments folder). Choose one case study that you will be analyzing in this assignment.
• Step 3: Part 1 of your write-up should include an introduction, where you offer a brief synopsis of the case study and introduce your unit of analysis (e.g., will you analyze the whole case study or focus on a portion of it? Will you analyze a particular situation or a character?). Try to narrow down your unit of analysis for clarity. Next, identify one theory of human development (from those learned in class) that you will be using to analyze your selected case study. Mention the second theory of your choice (from those learned in class) that you will use as a supplement. (Up to 1 page for this section)
• Step 4: Part 2 of your write-up will include a brief overview of the first selected theory, and all its main tenets and concepts. Next, apply these tenets and concepts to provide a plausible explanation of your unit of analysis from the perspective of the selected theoretical lens. (Up to 3 pages)
• Step 5: Part 3 of your write-up will include a brief overview of the second selected theory, its main tenets and concepts. Next, apply these tenets and concepts to provide a plausible explanation of your unit of analysis from the perspective of this additional theoretical lens. (Up to 3 pages)
• Step 6: Part 4 of your write-up is a conclusion, in which you will briefly compare the contributions of both theories to your understanding of the case study: How did the two theories help you understand the situation in the case study through different lens? Where do the theories agree? Where do they diverge? What sense do you derive from the different explanations that the theoretical perspectives provide onto same situation? With which theory would you agree more and why? How does your social location impact your choice? (Up to one page)
• Step 7: Please make sure that your paper is formatted within the APA 6th edition guidelines and your sources are cited accordingly. Use Times and Roman font (size 12), 1-inch margins throughout, double-spaced typing. Please make sure to include a title page and a reference list. Word limit: 8 pages, not including the title and reference pages.
• NOTE- Try to control your own opinions,no own judgements,wear the lens of theory become theorist. list of case studies are below choose one-
• 1. Discussion in Bioethics: Who Should Decide (Disability & Conception) https://www-nfb-ca.ezproxy.macewan.ca/film/discussions_in_bioethics_who_should_decide/
• 2. Unexpected (Pregnancy, Drug Use, and Health Care) https://www-nfb-ca.ezproxy.macewan.ca/film/unexpected/
• 3. A Child Unlike Any Other (Autism) https://www-nfb-ca.ezproxy.macewan.ca/film/child_unlike_any_other/
• 4. Making every moment count (Child palliative care) https://www-nfb-ca.ezproxy.macewan.ca/film/making_every_moment_count/
• 5. Transgender kids https://www.youtube.com/watch?v=qV8b8hsQups
• 6. Secret Intersex https://www.youtube.com/watch?v=QVHq8wb19jo&t=1847s
• 7. Four Feet Up (Poverty, Child Protection) https://www-nfb-ca.ezproxy.macewan.ca/film/four_feet_up/
• 8. When Children Grow Up (FASD and FAS) https://www-nfb-ca.ezproxy.macewan.ca/film/fas_when_the_children_grow_up/
• 9. Exiles in Lotusland (Teens and Substance Use)https://www.nfb.ca/film/exiles_in_lotusland/
• 10. Toward Intimacy (Disability, Marriage) https://www-nfb-ca.ezproxy.macewan.ca/film/toward_intimacy/
• 11. Some Kind Of Arrangement (Marriage, Culture) https://www-nfb-ca.ezproxy.macewan.ca/film/some_kind_of_arrangement/
• 12. Sylvie’s Story (Domestic Violence) https://www-nfb-ca.ezproxy.macewan.ca/film/sylvies_story/
• 13. Between: Living in the Hyphen (Race and Identity) https://www-nfb-ca.ezproxy.macewan.ca/film/between_living_in_the_hyphen/
• 14. Where I Belong (Immigration, Culture, Identity) https://www-nfb-ca.ezproxy.macewan.ca/film/where_i_belong/
• 15. Here at Home: Where I Belong (Mental Health) https://www-nfb-ca.ezproxy.macewan.ca/film/at_home_where_i_belong/
• 16. Aftermath: The Legacy of Suicide https://www-nfb-ca.ezproxy.macewan.ca/film/aftermath_the_legacy_of_suicide/
• 17. Foster Child https://www-nfb-ca.ezproxy.macewan.ca/film/foster_child/
• 18. First Stories – ati-wîcahsin (It’s Getting Easier) (Ageing) https://www-nfb-ca.ezproxy.macewan.ca/film/first_stories_its_getting_easier/
• 19. Augusta (Ageing, Indigenous Peoples) https://www-nfb-ca.ezproxy.macewan.ca/film/augusta/
• 20. Inhale, Exhale https://www-nfb-ca.ezproxy.macewan.ca/film/inhale_exhale

Answer  preview………..

Notably, being transgender is the gender identity and expression of one identifying him or her with a different gender rather than their assigned sexual gender (Bussey, 2011). However, it is a medical condition that requires special medical attention in a bid for the transgender to shift from one sex to the other successfully without the shift having much effect to their social lives such as stigmatization or even stereotyping. Moreover, people who are neither male nor female fall in the transgender category since they as not excessively masculine nor are they feminine, making them bigender, in the book Handbook of identity theory and research (pp. 603-628)….

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