Website: Canvas Login – CSUEB (csueastbay.edu) www.csueastbay.edu/online/CanvasLogin/
Log into this website and go to “Critical Issues of the Body” and find 3-7 articles that are on Canvas and follow directions listed below to complete the essay:
FINAL ESSAY
First draft due for peer review on 11/29/22, 11:59pm
Final draft by 12/6/22, 11:59pm
100 points
NOTE: Before starting to write anything, make sure you outline your answers to these questions in bullet point form or using a visual word map (it helps to use a big piece of paper or a blackboard here). Then, discuss your ideas with a friend, classmate, family member, or colleague before re-organizing the outline for your paper.
PROMPT
Explanation of Issues
Using your own definitions of the body, mind, spirit, and soul (Unit 1), and using your self-perception of your body at the beginning of the class as a baseline for comparison, critically reflect on how your views on the body changed/stayed the same throughout this course.
This essay should be at least 2000 words, 12 point Times New Roman font, and double-spaced. No late submissions will be accepted.
Statement of Position
Make sure your paper is organized around a clear thesis.
Following are some questions that you should consider in the process of your critical reflection. You do NOT have address every single question listed here, but you should address enough of them to demonstrate not only your comprehension but also mastery of the ideas therein. Sample papers from former students, and which illustrate what I mean by comprehension and mastery, can be found under the appropriate link on Blackboard.
Use of Evidence
What course materials in this class spoke to you most, and why?
Given what you now know, what do you think the body means/symbolizes/signifies in society? In your own community, how do you see the body being used/abused and/or alienated from its “species essence” (Marx), and how can the body be a force for liberation from pain (Scarry) and the pursuit of a quality life (“flow”, Nakamura and Csikszentmihalyi)?
What do you think of the gendering (Fausto-Sterling, Wacquant, Knapp), racializing (Hartmann and Wiggins) and “disabling” (Wolff, Benshoff and Griffin, Rubin and Zupan), of bodies, as well as the future cyborg-ing of bodies? How do you think these different ways of understanding the bodies of others may impact your future professional practice, particularly in terms of the treatment of bodies?
Alternative Viewpoints
Choose at least 3 but no more than 7 course materials to draw on deeply to answer these questions and support your thesis. Next, in a “refuting the potential counterarguments” section of your paper, imagine how at least 2 contrasting theories might have impacted your definitions of body, mind, spirit, and soul and how your views have changed/stayed the same throughout the course. Why didn’t you choose these two contrasting theories? For example, if you chose to draw on Marxism, but didn’t draw on ideas of “flow”, say why/. How would your perspective be different if you had? Be explicit about what you are arguing against, and why.
Note: If you choose fewer sources, I will expect more depth than if you choose more sources. I grade primarily on how your paper coheres – that is, how each part of the paper fits with the other parts of the paper, not necessarily that you answered every question on this list.
Context, Assumptions
What assumptions did you have about the body, mind, spirit, and soul before you enrolled in this course? What assumptions do you make about the body, mind, spirit, and soul now that you have finished it? Now that the class has finished, and you have digested the course materials, how do you “see” the body, mind, spirit and soul, and how does that view compare to when you started the course?
Conclusions, implications and consequences
How did our history of the “normalized body” (Unit 2) impact your understandings and assumptions?
How did our cross-cultural and sociological studies (Unit 3) impact your understandings and assumptions?
How will you view your body, and the bodies of others, going forward? Will you take a more or less scientific perspective of the body, and why?
What does the expression “quality human body movement” mean to you now? What do you think future students in KIN 305 should know about the body, mind, spirit and soul, and what should know about this course?
Critical Thinking Rubric Approved by Academic Senate, March 2016
Description: Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
4
3
2
1
Explanation of issues
Explanation stated clearly and provides all relevant information necessary for full understanding.
Explanation stated less clearly and/or provides mostly relevant information necessary for full understanding.
Explanation stated provides some relevant information necessary for understanding.
Explanation too weak for necessary understanding or not provided.
Use of evidence
Provides sufficient information to support claims and conclusions made.
Provides some information to support claims and conclusions made.
Provides little information to support claims and conclusions made.
Lacks information to support claims and conclusions made.
Context, assumptions
Thoroughly analyzes strengths and weaknesses of one’s own and others’ assumptions; carefully evaluates influence of context.
Analyzes strengths and weaknesses of one’s own and others’ assumptions; evaluates context.
Minimally analyzes strengths and weaknesses of one’s own and others’ assumptions; minimally evaluates context.
Fails to analyze strengths and weaknesses of one’s own and others’ assumptions; does not evaluate context.
Alternative viewpoints
Carefully evaluates all relevant alternative viewpoints.
Evaluates most of the relevant alternative viewpoints.
Evaluates some of the relevant alternative viewpoints.
Evaluates little/none of the relevant alternative viewpoints.
Statement of position
States a clear position that is valid, original, and/or innovative, as appropriate.
States a relatively clear position that has some validity, originality and/or innovation, as appropriate.
States a position that lacks validity, originality, and/or innovation.
Does not state a position.
Conclusions, implications, and consequences
Conclusions, implications, and consequences flow from student’s analysis.
Conclusions, implications, and consequences generally flow from student’s analysis.
Conclusions, implications, and consequences minimally flow from student’s analysis.
Conclusions, implications, and consequences do not flow from student’s analysis.
THIS IS THE “INTERNSHIP” COURSE: Also, complete discussion boards 3-6 and respond to 2 other classmates responses based off of this information of me as a Physical Therapy aide at Vibrantcare Rehabilitation:
I was a physical therapy aide at Vibrantcare Rehabilitation.
I assisted the physical therapists with healing clients by teaching them exercises to help them recover their conditions, performed electrical stim and placed ice or heat on certain patients, cleaned the clinic, ensured that all the equipment was put back in its rightful place and also did the laundry.
I also multitasked as a receptionist at Vibrantcare Rehabilitation.
I dealt with the patient’s insurances, authorizations for getting more appointments approved, discharging patients no longer needed physical therapy, arrived patients on the online schedule when they came to their appointment, collected copays, created new patient’s paperwork, scanned the new patient’s photo IDs, insurance cards and new patient paperwork on their first appointment, pulled patients charts for the next day’s appointment schedule, did patients reports, and contacted new patients to recommend physical therapy at our clinic.
