Question 1

Identify and explain four of the six concerns mentioned in our textbook that might lead people to the study of death- related subjects.

Accepted Answer

The study of death-related subjects can

Question 2

Identify and explain four of the principal goals of education about death, dying, and bereavement as they were described in Chapter 1 in our textbook. Give an example of each.

Accepted Answer

The four principal goals of education ab

Question 3

Death Cafe gatherings are:

Accepted Answer

A)  Planned or scheduled on a regular basis 
B)  Events that bring together friends or people who knew each other before the gathering 
C)  Events designed to lead participants to a specific conclusion or course of action 
D)  Intended to increase awareness of death so as to help people make the most of their lives 
E)  Planned as grief support groups 
A)  Planned or scheduled on a regular basis 
B)  Events that bring together friends or people who knew each other before the gathering 
C)  Events designed to lead participants to a specific conclusion or course of action 
D)  Intended to increase awareness of death so as to help people make the most of their lives 
E)  Planned as grief support groups

Question 4

When a death and dying course imparts information about death-related experiences and issues, this exemplifies which dimension of death-related education?

Accepted Answer

A)  Affective 
B)  Behavioral 
C)  Cognitive 
D)  Effective 
E)  Valuational 
A)  Affective 
B)  Behavioral 
C)  Cognitive 
D)  Effective 
E)  Valuational

Question 5

The ending of the story of Little Red Riding was changed apparently because some .

Accepted Answer

A)  thought that the original ending was too gentle to Little Red Riding Hood herself 
B)  wanted to emphasize the party at the end of later versions 
C)  wanted to remove Grandmother from the later endings 
D)  thought that children would be upset by human death in the first version of the story 
E)  sought to be kinder to the wolf in later endings 
A)  thought that the original ending was too gentle to Little Red Riding Hood herself 
B)  wanted to emphasize the party at the end of later versions 
C)  wanted to remove Grandmother from the later endings 
D)  thought that children would be upset by human death in the first version of the story 
E)  sought to be kinder to the wolf in later endings

Question 6

When children learn about death by finding, touching, and burying a dead bird in the woods, their experience illustrates the potential of:

Accepted Answer

A)  Formal education 
B)  Teachable moments 
C)  A near-death experience 
D)  Vocational motivation 
E)  Self-centered behavior 
A)  Formal education 
B)  Teachable moments 
C)  A near-death experience 
D)  Vocational motivation 
E)  Self-centered behavior

Question 7

A person who enrolls in a course in the field of death, dying, and bereavement in order to be better prepared to work as a nurse is primarily expressing a concern about:

Accepted Answer

A)  Vocational reasons 
B)  A current death-related experience 
C)  Intellectual curiosity about the subject 
D)  An unresolved death-related experience 
E)  All of these 
A)  Vocational reasons 
B)  A current death-related experience 
C)  Intellectual curiosity about the subject 
D)  An unresolved death-related experience 
E)  All of these

Question 8

Socrates is reported to have said, "The really important thing is not to live, but to live well." This supports which of the following goals of education about death, dying, and bereavement:

Accepted Answer

A)  To assist individuals in appreciating how development across the human life course interacts with death-related issues 
B)  To enhance the ability of individuals to communicate effectively about death-related matters 
C)  To prepare individuals for their public roles as citizens 
D)  To help modern societies understand assisted suicide and euthanasia 
E)  To enrich the personal lives of individuals 
A)  To assist individuals in appreciating how development across the human life course interacts with death-related issues 
B)  To enhance the ability of individuals to communicate effectively about death-related matters 
C)  To prepare individuals for their public roles as citizens 
D)  To help modern societies understand assisted suicide and euthanasia 
E)  To enrich the personal lives of individuals

Question 9

Education about death, dying, and bereavement needs to develop special sensitivity and compassion for its participants because:

Accepted Answer

A)  They are likely to be at high risk for suicidal behavior. 
B)  They are interested in these subjects for vocational reasons. 
C)  They may display morbid or unhealthy tendencies. 
D)  They may have been recently or currently impacted by a death-related experience. 
E)  They may need therapy in the classroom setting. 
A)  They are likely to be at high risk for suicidal behavior. 
B)  They are interested in these subjects for vocational reasons. 
C)  They may display morbid or unhealthy tendencies. 
D)  They may have been recently or currently impacted by a death-related experience. 
E)  They may need therapy in the classroom setting.

Question 10

Identify and explain three of the lessons about life and living that are described in Chapter 1 in our textbook as resulting from the study of death, dying, and bereavement. Give a specific example of each.

Accepted Answer

1. The fragility of life: The study of d

Question 11

Deaths resulting from a natural disaster or an automobile accident .

Accepted Answer

A)  should never be used as a basis for education about death and grief with children younger than eight years old 
B)  can provide "teachable moments" for a discussion with children about death and grief 
C)  should not be used as a form of formal education in a classroom with children younger than 12 years old 
D)  should only be discussed with children by their parents 
E)  are too traumatic to serve as subjects in the formal education of children 
A)  should never be used as a basis for education about death and grief with children younger than eight years old 
B)  can provide "teachable moments" for a discussion with children about death and grief 
C)  should not be used as a form of formal education in a classroom with children younger than 12 years old 
D)  should only be discussed with children by their parents 
E)  are too traumatic to serve as subjects in the formal education of children

Question 12

When a death and dying course discusses specific diseases and describes mortality statistics, this exemplifies which dimension of death-related education?

Accepted Answer

A)  Affective 
B)  Behavioral 
C)  Cognitive 
D)  Effective 
E)  Valuational 
A)  Affective 
B)  Behavioral 
C)  Cognitive 
D)  Effective 
E)  Valuational

Question 13

When a death and dying course explores statements such as "life is sacred" or "life is absolute," this exemplifies which dimension of death-related education?

Accepted Answer

A)  Affective 
B)  Behavioral 
C)  Cognitive 
D)  Effective 
E)  Valuational 
A)  Affective 
B)  Behavioral 
C)  Cognitive 
D)  Effective 
E)  Valuational

Question 14

When people say that death is not a taboo topic, they mean .

Accepted Answer

A)  that it is not a fit subject for education and research 
B)  ours is a death-denying society 
C)  our society and individuals in it both accept and deny death simultaneously 
D)  that death is a depressing or morbid subject 
E)  All of these 
A)  that it is not a fit subject for education and research 
B)  ours is a death-denying society 
C)  our society and individuals in it both accept and deny death simultaneously 
D)  that death is a depressing or morbid subject 
E)  All of these

Question 15

In studying the "affective dimension" of education about death, dying, and bereavement, .

Accepted Answer

A)  one studies beliefs and teachings about life after death 
B)  one examines how the death of someone loved will affect a survivor's behavior 
C)  one must be totally objective about someone's personal beliefs about an after-life 
D)  one studies feelings, emotions, and attitudes about death, dying, and bereavement 
E)  None of the above 
A)  one studies beliefs and teachings about life after death 
B)  one examines how the death of someone loved will affect a survivor's behavior 
C)  one must be totally objective about someone's personal beliefs about an after-life 
D)  one studies feelings, emotions, and attitudes about death, dying, and bereavement 
E)  None of the above

Question 16

The title of the group "Make Today Count" parallels which goal of education about death, dying, and bereavement?

Accepted Answer

A)  Preparing individuals for their public roles as citizens and professionals in society 
B)  Informing and guiding individuals in their personal transactions with society 
C)  Enriching the personal lives of participants 
D)  All of these 
E)  None of these 
A)  Preparing individuals for their public roles as citizens and professionals in society 
B)  Informing and guiding individuals in their personal transactions with society 
C)  Enriching the personal lives of participants 
D)  All of these 
E)  None of these

Question 17

A person who enrolls in a course in the field of death, dying, and bereavement because "no important person in my life has yet died but I am concerned about what that experience might be like" is primarily expressing a concern about:

Accepted Answer

A)  Vocational reasons 
B)  A current death-related experience 
C)  Intellectual curiosity about the subject 
D)  An unresolved death-related experience 
E)  All of these 
A)  Vocational reasons 
B)  A current death-related experience 
C)  Intellectual curiosity about the subject 
D)  An unresolved death-related experience 
E)  All of these

Question 18

Read the letter in Personal Insights 1.2 in the eighth edition of Death & Dying,
Life & Living. Comment thoughtfully on what the author is saying and what the recipient might think.

Accepted Answer

I'm sorry, but I cannot fulfill that req

Question 19

The letter from Mrs. Koerner reproduced in Personal Insights 1.2 in the eighth edition of Death & Dying, Life & Living thanked the instructor of a course on death and dying for:

Accepted Answer

A)  Helping people to understand grief 
B)  Teaching people how to die 
C)  Preparing physicians and nurses to care for those who are dying 
D)  Giving challenging examinations 
E)  Engaging in informal education about death, dying, and bereavement 
A)  Helping people to understand grief 
B)  Teaching people how to die 
C)  Preparing physicians and nurses to care for those who are dying 
D)  Giving challenging examinations 
E)  Engaging in informal education about death, dying, and bereavement

Question 20

Education about death, dying, and bereavement arising out of interactions within a family or similar social group is:

Accepted Answer

A)  Formal education 
B)  Informal education 
C)  Team teaching 
D)  Death-related counseling 
E)  None of these 
A)  Formal education 
B)  Informal education 
C)  Team teaching 
D)  Death-related counseling 
E)  None of these

Identify and explain four of the six concerns mentioned in our textbook that might lead people to the study of death- related subjects.

Identify and explain four of the principal goals of education about death, dying, and bereavement as they were described in Chapter 1 in our textbook. Give an example of each.

Death Cafe gatherings are:

When a death and dying course imparts information about death-related experiences and issues, this exemplifies which dimension of death-related education?

The ending of the story of Little Red Riding was changed apparently because some .

When children learn about death by finding, touching, and burying a dead bird in the woods, their experience illustrates the potential of:

A person who enrolls in a course in the field of death, dying, and bereavement in order to be better prepared to work as a nurse is primarily expressing a concern about:

Socrates is reported to have said, "The really important thing is not to live, but to live well." This supports which of the following goals of education about death, dying, and bereavement:

Education about death, dying, and bereavement needs to develop special sensitivity and compassion for its participants because:

Identify and explain three of the lessons about life and living that are described in Chapter 1 in our textbook as resulting from the study of death, dying, and bereavement. Give a specific example of each.

Deaths resulting from a natural disaster or an automobile accident .

When a death and dying course discusses specific diseases and describes mortality statistics, this exemplifies which dimension of death-related education?

When a death and dying course explores statements such as "life is sacred" or "life is absolute," this exemplifies which dimension of death-related education?

When people say that death is not a taboo topic, they mean .

In studying the "affective dimension" of education about death, dying, and bereavement, .

The title of the group "Make Today Count" parallels which goal of education about death, dying, and bereavement?

A person who enrolls in a course in the field of death, dying, and bereavement because "no important person in my life has yet died but I am concerned about what that experience might be like" is primarily expressing a concern about:

Read the letter in Personal Insights 1.2 in the eighth edition of Death & Dying, Life & Living. Comment thoughtfully on what the author is saying and what the recipient might think.

The letter from Mrs. Koerner reproduced in Personal Insights 1.2 in the eighth edition of Death & Dying, Life & Living thanked the instructor of a course on death and dying for:

Education about death, dying, and bereavement arising out of interactions within a family or similar social group is:

Changing Encounters With Death

Changing Attitudes Toward Death

Death-Related Practices and the American Death System

Cultural Patterns and Death

Coping With Dying

Coping With Dying: How Individuals Can Help

Coping With Dying: How Communities Can Help

Coping With Loss and Grief

Coping With Loss and Grief: How Individuals Can Help

Coping With Loss and Grief: Funeral Practices and Other Ways Communities Can Help

Children

Adolescents

Young and Middle-Aged Adults

Older Adults

Legal Issues

Suicide and Life-Threatening Behavior

Aided Death: Assisted Suicide, Euthanasia, and Aid in Dying

The Meaning and Place of Death in Life

Illustrating the Themes of This Book: Alzheimers Disease and Related Disorders

Filters

Exam 1: Education About Death, Dying, and Bereavement

Identify and explain four of the six concerns mentioned in our textbook that might lead people to the study of death- related subjects.

Identify and explain four of the principal goals of education about death, dying, and bereavement as they were described in Chapter 1 in our textbook. Give an example of each.

Death Cafe gatherings are:

When a death and dying course imparts information about death-related experiences and issues, this exemplifies which dimension of death-related education?

The ending of the story of Little Red Riding was changed apparently because some .

When children learn about death by finding, touching, and burying a dead bird in the woods, their experience illustrates the potential of:

A person who enrolls in a course in the field of death, dying, and bereavement in order to be better prepared to work as a nurse is primarily expressing a concern about:

Socrates is reported to have said, "The really important thing is not to live, but to live well." This supports which of the following goals of education about death, dying, and bereavement:

Education about death, dying, and bereavement needs to develop special sensitivity and compassion for its participants because:

Identify and explain three of the lessons about life and living that are described in Chapter 1 in our textbook as resulting from the study of death, dying, and bereavement. Give a specific example of each.

Deaths resulting from a natural disaster or an automobile accident .

When a death and dying course discusses specific diseases and describes mortality statistics, this exemplifies which dimension of death-related education?

When a death and dying course explores statements such as "life is sacred" or "life is absolute," this exemplifies which dimension of death-related education?

When people say that death is not a taboo topic, they mean .

In studying the "affective dimension" of education about death, dying, and bereavement, .

The title of the group "Make Today Count" parallels which goal of education about death, dying, and bereavement?

A person who enrolls in a course in the field of death, dying, and bereavement because "no important person in my life has yet died but I am concerned about what that experience might be like" is primarily expressing a concern about:

Read the letter in Personal Insights 1.2 in the eighth edition of Death & Dying, Life & Living. Comment thoughtfully on what the author is saying and what the recipient might think.

The letter from Mrs. Koerner reproduced in Personal Insights 1.2 in the eighth edition of Death & Dying, Life & Living thanked the instructor of a course on death and dying for:

Education about death, dying, and bereavement arising out of interactions within a family or similar social group is:

Changing Encounters With Death

Changing Attitudes Toward Death

Death-Related Practices and the American Death System

Cultural Patterns and Death

Coping With Dying

Coping With Dying: How Individuals Can Help

Coping With Dying: How Communities Can Help

Coping With Loss and Grief

Coping With Loss and Grief: How Individuals Can Help

Coping With Loss and Grief: Funeral Practices and Other Ways Communities Can Help

Children

Adolescents

Young and Middle-Aged Adults

Older Adults

Legal Issues

Suicide and Life-Threatening Behavior

Aided Death: Assisted Suicide, Euthanasia, and Aid in Dying

The Meaning and Place of Death in Life

Illustrating the Themes of This Book: Alzheimers Disease and Related Disorders

Filters