Online class SU10

Añadido: 2026-05-16

[00:00:02]the classes so much can't believe it's ending and now you're experiencing some grief and you might not know what what that is. So luckily we will discuss it a little bit today. Um for the majority of you I think you might be relieved. Um I'm I'm guessing you're just in denial at this stage. So we'll we'll help you on the right path again.

[00:00:23]All right colleagues I don't think we need to introduce ourselves again. We did introduce ourselves in orientation and said unit five. So hopefully everybody does know who each of us are and where we are. Um yeah but then long as yeah we can just take it from there.

[00:00:38]So today we're basically going to go through the activity um that that's on Eundi and see um you guys are going to have another opportunity to answer it.

[00:00:47]Now um what's what's important is we uploaded it onto Eundi for you to be able to do beforehand. Um, and then we can review those answers. So, this for students that don't know, we the lecturers can see your answers and we can see who's actually been using the textbook and who's been using AI to answer these things. And luckily, you can't change your answers. So, it's it's stuck. Um, so we we have those that have been using it. Those of you that have been using the textbook, thank you very much. It's very helpful. Um, we can see where your understanding is and where you guys are struggling. All right. we will refer to the um slides here and there or the content where needed. So if you guys are for example struggling with specific content um or if you have questions um you're welcome to ask just raise your hand um or you can put it in the Q&A. It should be open but it's easiest if you just raise your hand and just unmute yourself quickly and then we can all discuss and hear what your question is and then we'll take it from there. All right. So you guys remember the more you engage the more we engage the more tips you give us. If you are quiet we are quiet and then you don't get anything. All right. So it's in your own best interest to engage and talk with us. It's going to help everybody the most. All right.

[00:02:05]>> Colleague I can see um there are 213 people that have that are attending now.

[00:02:12]So guys, please um don't forget to maybe more especially um glass reps to remind um your people on your WhatsApp group about the class. Thank you.

[00:02:26]Thank you. Yeah. Yeah. So um it's very important to always attend these as well. I know it's not within a designated class time, so it might be one of the the reasons there's not as many attending. Um but it's still yeah it's quite a important um thing to attend to get more tips in in real time.

[00:02:45]All right I just want to see quickly I'm just setting up the the groups. Okay colleagues is anything from your side before we start?

[00:02:57]>> Nothing from my end colleague.

[00:03:02]>> Nothing from my side.

[00:03:04]Nothing for my end either.

[00:03:07]>> All right. Okay. We're about 220. So if I make 10 groups, that should be about 22 people in a group. And then um yeah, we can split it in the sense of I can take maybe group one to three. Um Leah, if you'll take four to six, Mulo, if you can take seven till 9. And then Kia, if you can take um Yeah, I'm trying to think those that don't get split into rooms that are maybe left behind. And then we just have group 10. I'll I'll go to group 10 as well.

[00:03:39]>> Okay, I'll definitely stay behind.

[00:03:42]>> All right. And then yeah, we'll just jump around the the rooms and see what everybody's answers are.

[00:03:48]Let me just quickly get the the question up for everybody.

[00:03:57]Here we go. Okay.

[00:04:00]All right. So, this is on Eundi as well.

[00:04:02]Um, but the case study, I'm just going to read it to you quickly. Marlene, a 45 yearear-old female is currently receiving paliotative care following a diagnosis of endstage lung disease attributed to long-term electronic cigarettes um or vape usage. So, despite the perceived safety of vaping compared to traditional smoking, Marlene developed severe respiratory complications over the years, ultimately resulting in terminal lung failure. She is widowed and sle caregiver to her three children. They are 11, 13, and 15 years old. Um, and they are all currently being supported by their grandparents as they prepare for the loss of their um remaining parent or their mother.

[00:04:42]In her final days, Marlene expressed significant emotional distress and regret regarding her health choices. And she also blamed her parents for smoking.

[00:04:51]So, she said it's her parents' fault that she's um smoking. and she also experiences this distress regarding the anticipated impact of her death on her children's well-being.

[00:05:02]All right, so you can see there's a lot happening with with Marlene at this stage.

[00:05:09]If we go over and we look at the very first question. So using the information from your textbook, briefly discuss at least three different factors that could have contributed to Marlene's parents the grandparents now successful aging and then use the case study to identify two factors that may hinder their successful aging and explain. All right.

[00:05:29]So you need to find or you need to discuss three possible things that could have contri contributed to them aging successfully and then you need to find at least two things in the case study that ended it. All right, meaning that stopped them from successfully aging.

[00:05:44]All right, so that's the the question. I will put this in the the comments as well. Just makes it a bit easier for everybody to to read.

[00:05:58]Okay, there's the first one.

[00:06:09]Okay, that's for 10 marks.

[00:06:17]Okay, so I'm going to split us into the rooms now and then we can jump around between them.

[00:06:30]Just checking all the rooms have been created. I'm just going to All right, I'm going to open the rooms now and then we will um go into the Yeah, we as the lectures will jump around and and see your discussion. So remember what's important is someone needs to um take the lead and then somebody else needs to write down what your answers are, right? So it's very important. So, please have your textbook with you. Um, so you can refer to the textbook to see what the successful aging um areas are and then you can um use that to answer your questions. All right. If your room is very quiet or if nobody's engaging, we're going to ask you your room specifically to give feedback. All right? So, please do engage.

[00:07:14]Okay. Let's go.

[00:07:23]All right, colleagues, we can jump to our our rooms.

[00:07:26]>> All right.

[00:08:18]Okay. Um, those who are left behind, um, feel free to write your answer on the chat.

[00:08:26]Remember, it's always important to underline in order for you to understand the question.

[00:08:36]Okay, feel free to write your answer in the chat.

[00:08:45]Let me give you a little bit of a time.

[00:08:50]Time is it? Okay.

[00:09:14]It's important for you to underline for you to understand the question and feel free if you want to answer. And remember this is our last study in it.

[00:09:56]You can also write your answer in the chat.

[00:10:22]Okay, I can see um is it saying Maline is experiencing um severe physical and emotional suffering, palative care due to endstage lung disease caused by long-term vaping. She feels regret, guilt, and fear about leaving her three children without parents. Her children are also emotionally vulnerable as they supportive role during this difficult time. This case highlights the serious health risk associated with electronic um cigarette use and the importance of emotional psychological and family support in care. Thank you so much for your answer.

[00:11:24]Interesting.

[00:11:27]Okay. And then I can see another one from easel um nail saying number one absence of um disease and disease related disain high cognitive and physical functioning.

[00:11:46]Number three active participation in social productive activities.

[00:11:52]And then factors that could have contributed to Maline's parents um successful aging are according to him or her um it's absence of disease and disease related disability.

[00:12:08]Number two maintaining high cognitive and physical functioning. Um number three active participation in social um productive activities.

[00:12:21]Um and then factors that may hinder they are successful and aging according to him or her.

[00:12:30]Um they say Malen's three children are being supported and taken care of by their grandparents and this may hinder their grandparents successful agent since um caring for three children can be emotionally and physically demanding which can lead to chronic stress and causing um diseases. Interesting. Um the other um the other one is um that um the grandparents are preparing for the imminent loss of their daughter Maline.

[00:13:07]Loss of a loved one can cause grief which may lead to the grandparents social withdrawal which means they won't have an active participation in social productive um activities. Nice one.

[00:13:23]Thank you so much. Um nail other ones what do you think? Thank you so much now and remember this is our last class. So guys make sure that you participate another one. Okay, let me give you time to think.

[00:13:55]It's sometimes important, you know, to be granted time to think.

[00:14:03]So, I'm giving you a little bit of a time to think.

[00:14:21]And you did you want to say something?

[00:14:36]Oh, I can see um Kayla um saying do we have to answer on the chat if we already answered the questions on no my darling it's okay if you answered on ifi it's okay other people what do you think I'm giving you a little bit of Time to Pink.

[00:15:48]Oh, thank you. Um, Sanga Sunundu.

[00:15:53]Um, they say factors that may hinder the successful aging as chronic illness or functional decline. explain how it limits independence and increases burden. And then number two is lower social support or isolation. And it explains how lack of contact increases risk of depression. Okay, interesting.

[00:16:23]And number three is financial strain. um whereby poor living conditions or can give us stress linked to stress and reduces the quality of life. Okay, thank you very much. Um thank you.

[00:16:46]Another one.

[00:16:56]Anyone?

[00:17:06]Are you still thinking?

[00:17:12]Okay, let me give you time.

[00:17:16]to think and thank you so much guys for your participation anyone okay let me give you time to think I know that soon you'll give me answers is Oh, okay. Um, here's another answer from um the two factors that hind the two factors that hinder their successful aging are um emotional distress and bereavement. The death of a child is one of the major psychological stresses in the late adulthood as identified in the textbook. H okay. Um the loss of their daughter Marine and imminent birth is a situation that puts them at risk of pathological grief, depression.

[00:20:15]Okay. And then such emotional distress can negatively affect their mental health and quality of life. So and then the second one is um financial and physical strain.

[00:20:32]Um they they may be um a huge financial and physical burden due to the responsibility of taking care of three children and incorporating piative care burden is created due to creative care and also the sudden um responsibility of three children. So financial security is one of the nine aspects of successful aging when they are limited.

[00:21:10]Sorry about that.

[00:21:13]Uh oo this thing.

[00:21:32]I don't know what's going on with my chat.

[00:21:38]I thank you so much guys for um okay um as um she was saying um financial security is one of the nine aspects okay um of successful aging when they are living on a tight budget to support the wellbeing of their children, their wellbeing and access to health care may s suffer. Additionally, um caring for an older child comes with its own set of physical challenges that can result in caregiver burnout which can impact the physical health um factor. Thank you so much. Thank you so much for your answer.

[00:22:48]And then we also have um an answer from Kayla saying um dependency um personality traits, major life events and daily hustles. Number two is factors that will hinder their aging are socioeconomic conditions.

[00:23:08]I can see a lot of you guys have been mentioning this one. The grandparents may be affected by socioeconomic conditions such as um poverty and what and education because they now have to care for three teenagers and they have to ensure that these kids get education dependency.

[00:23:33]If they get older and more fragile, they will not be able to look after the kids anymore. they will then be dependent on the kids and not the other way around.

[00:23:45]Okay, interesting. Thank you so much for your answer.

[00:23:50]And then we also have an answer from um saying that major life events and daily hustles. So older um elders rather do not usually find themselves in daily hustles as they as there is less potential for such hustles to occur.

[00:24:16]Therefore, this major life event for Marine's parents could help them ease the situation by taking care of the kids and helping Marine out effectively in her final days. And then number two, um active um lifestyle.

[00:24:40]Um Marlin's parents probably engage in the continuity your view of maintaining the same activities behavior and normalize which will be good for the children. And number three, religion and spirituality. Marines parents probably pray to God and read the Bible every day for strength and for strength, resilience, and also guidance. Thank you so much for your answer.

[00:25:24]Oo, thank you so much for your or um gifted, do you want to say something? I can see your mic is unmuted.

[00:25:41]Okay. Um is saying again those are for the three factors to successful aging is with noticed. Thank you so much. Um and then saying um attitudes to towards aging. If the grandparents hold a positive aging and see themselves as capable of adapting, it protects their wellbeing. By stepping in into care for Marine children, they are showing they are viewed later life as a stage where they can still be active and responsible, not passive or limited. A positive attit attitude is linked to better physical health, lower depression and greater longevity.

[00:26:44]And then um number two they say um active lifestyle caring for 11, 13 and a 15 year old requires daily activity, problem solving and also routine. So managing meals, schools and house and household tasks keep them physically and mentally um engaged. Staying active helps maintain more cognit cognitive function and a sense of purpose which Okay.

[00:27:32]All right. What they say?

[00:27:35]Oh, you back colleagues. Thank you so much.

[00:27:37]>> Yeah, we back. Thank you. Yeah.

[00:27:39]>> Um guys, thank you so much for engaging on the chat. Thank you so much.

[00:27:50]All right. Thank you very much. Welcome back everybody. Um, Leahankia Mulalo, how was the discussions in your groups?

[00:28:01]>> Yeah, maybe let me give feedback. Some students participated, some did not. I've taken note of their student numbers and we'll just take it that when we take class attendance that they were not here.

[00:28:14]>> Yeah. All right. I also had the same in my groups. I think I only had two students that engaged. Um, so those two students that were with me, I I told the one student, I forgot to tell the other student that if they have any questions, they can stay behind and then we'll give them some some tips. Um, but not not the rest of them.

[00:28:34]>> And then from >> Yeah, sorry.

[00:28:37]>> Sorry, carry on. Oh um I was saying from my group honestly they've been um participating on the chat and some have been um writing on the oni.

[00:28:50]So honestly they have been participating.

[00:28:54]All right, please. I'll see. Yeah.

[00:28:59]>> Yes. Sorry, Malo.

[00:29:00]>> Sorry. Um, group nine did very well.

[00:29:03]They were participating and engaging.

[00:29:06]But the other two groups just they you had to force it out of them. But I will indeed uh write down the student numbers of the students who have been participating and it will count for their class participation. So yeah, we'll see how it goes with the other questions.

[00:29:26]>> All right. Okay. I think then for for the first question, um I'm not going to give a memo now because it seems the majority of the students weren't interested. I think those students that did engage um they can if they reach out, we will give them the answers or the memo. Um I know in the two groups where or the two people that did discuss it, they you know got quite a few good points or good areas. Um and I did help them identify one or two areas that they can improve on. Um yeah, I think for for now we can we can do it like that and then if at the end if the students have questions or they want to re-engage with question one, we can go back to the memo or discuss what's you know what's important there. Um but yeah, for now only those that that did engage, I think we can we can share it with them.

[00:30:15]All right. Okay. Shall we move over to the second question and then um yeah move over to the second question?

[00:30:27]So question number two, I'm just going to put that in the comments again and we can just all read it there.

[00:30:36]Okay, let me just share the case study as well. I see there's a lot of other comments in between.

[00:30:44]Okay, there's the case study.

[00:30:47]Question two for 10 marks again.

[00:30:52]Yes. So, using the information from your textbook, elaborate on what kinds of death anxieties each of the family members may experience in the case study.

[00:31:02]All right. So, you'll see the the textbook speaks about very specific death anxieties. um you need to know those ones only, the ones that are in the the textbook and what they mean and what they look like. All right, so we're going to go over into the the rooms again. Remember students, please um engage, discuss, and share. It's for your own benefit. If there's only one or two students that discuss and engage, then we will only help those one or two. I just want to see him. Timbo, you have a raised hand.

[00:31:43]Timbo, I'm not sure if you want to speak or not. Your hand is raised.

[00:31:53]Okay, the hand went down. All right, I have assigned all the people to groups that did join a little bit late. So, you should all um be in a group at the moment.

[00:32:05]Um, if you're not, don't worry. If you're staying in the main room, that's your group. And then, um, Dr. Clow will will assist you in in the main group.

[00:32:13]So, don't worry if you aren't in one, then you become group 11. Yes, I'm also >> I'm also taking their names the people that I am answered but I can see I think also um wrote on the chat um saying um they can't answer because they are currently attending at last as well.

[00:32:35]>> All right. Okay, then at least just try and in the chat where possible.

[00:32:42]All right.

[00:32:44]Um, okay. So, we're going to open the rooms now. There's a time limit. Sorry, I didn't set the time limit for the previous one, but we got a time limit for 10 minutes on this one. And then we're going to come back. All right.

[00:32:54]Let's go.

[00:33:15]Okay, group 11. Um, please um don't feel free to write your answer on the chat.

[00:33:21]Remember, I'm also um writing your names down in terms of participation.

[00:33:28]So, um I'm just going to give you a few minutes to think about it and then also answer on the chat.

[00:34:57]Okay. Um before um I read um Sabu.

[00:35:02]Oh, okay. Um I can see Sab saying um good morning. The group's change keeps kicking me out and it takes long to rejoin because there's no electricity and my data is pretty slow because of that. Can I stay here? Yes, we can stay here. Um, this is also a group. Um, Sabu, it's okay.

[00:35:37]So, um before I read out um your answers um for question one, um the people that answered was Okay. Um, thank you so much guys. Okay.

[00:36:12]Um, I can see question two answers for question two.

[00:36:38]Um Kayla saying um fear of nonbeing, fear of the effect of death um on those who outlive you. Thank you so much um Kayla for your response.

[00:37:00]Okay. And then um they say that Marlin she might experience the fear of physical um suffering. Her lung disease might cause a lot of pain and bodily deterioration.

[00:37:23]Therefore, the fear of the prominent um and terminal disease might uh make her extremely anxious. She might also experience the fear of n being as she wouldn't exist anymore. She might also experience the fear of not achieving important goals because before she dies because she is young at the end of the day, 45 years old. Okay. And she is she still has a lot to do and live for.

[00:38:00]Okay. Thank you so much for your answer.

[00:38:06]What's going on with my chat?

[00:38:16]Okay.

[00:38:21]And then she continues to say um grandparents they they might experience the fear of death of others. Losing a loved one is truly difficult and this can cause serious anxiety for your loved ones. And then for children, the children might experience the fear of of death of others too as they will be losing their mom and she won't be there to see them. Thank you so much.

[00:38:52]And then I don't know if I'm saying it right. Let me quickly.

[00:39:00]Yes. Um, Marine may experience she has severe respiratory um complications and may result in terminal lung failure since the pain associated with the disease are overwhelming.

[00:39:23]Fear of failing to achieve important goals since she won't be able to since she won't be um able to see her children grow up. fear of the effect of death on those who outlive you. Since Marlin is distressed about the impact her death will have on the children's wellbeing, the children and grandparents may experience fear of death of others since they have to prepare for the innate loss of a maline.

[00:40:06]Um, sorry about this. Hey, because I don't know what's going on with the chat.

[00:40:19]But guys, don't worry. Even if I don't read your answer, just know that um I'll be taking um your name down. And so the children and grandparents may experience the fear of death of others since they they have to prepare for the innate loss of Marlin's children's mother and their grandparents daughter.

[00:40:47]Thank you so much. And then Johnny Johnny the brain says um Marilen may experience fear of um her own death.

[00:41:16]I don't know what's going on with the chat.

[00:41:39]Okay. U Marlin may experience fear of her own death and fear of the dying process. She may feel pain, breathing difficulties, loss of independence and leaving her children behind. Her regret about vaping also shows emotional dis distress about dying. Her children are likely to experience fear of the death of others, especially losing their mother and being left without parents.

[00:42:05]They may also fear watching her suffer during the dying process. The grandparents may experience fear of death of other of others because they are preparing for the loss of their daughter. They may also fear their own death worrying about whether they will live long enough to take care of their children. Each family member experiences the anxiety differently based on their role, emotional attachment and also concerns about the future. Thank you so much um Jenny Drain for your answer. Okay, we also have Katy Katy Olivia.

[00:42:58]Okay.

[00:42:59]Kate Olivia. Okay. Saying that um um Marlin is experiencing the fear of physical suffering because she has lung um disease. The grandparents are experiencing the fear of outliving their daughter and the children are experiencing the fear of the unknown.

[00:43:23]Thank you so much. Um interesting. Thank you. Um Katie and then we also have >> Yeah, we are back.

[00:43:31]>> Oh yeah, back. Okay, >> great.

[00:43:35]>> Thank you. All right, welcome back colleagues. Um I had a I had a change of pace. I was in room one and we had such fruitful discussions that I didn't get to room two, three or 10 at this stage.

[00:43:47]Um but yeah, it went much better on on on our side. How did it go with the rest of you?

[00:43:53]Yeah, I also um had some good discussions with um group four and five that I didn't make it to group six.

[00:44:01]>> So, it um much better this time. Yeah.

[00:44:04]>> Yeah.

[00:44:07]>> Yeah. It it went really well. Um group seven, eight, when I got to group nine, they were proud of themselves and like we really did get a good answer, but I could not hear their responses. But thank you very much for participation to all the students >> and also on my side the participation went very well better than um question one. So a lot of people were engaging.

[00:44:34]Thank you.

[00:44:37]>> All right. I'm glad.

[00:44:40]Um yeah, should I quickly I can discuss some of the the tips and that that I gave in in in on in room one or some of the things um if then the rest of you can follow up or follow in where where needed.

[00:44:54]Um but yeah, basically um one of the the students they gave a lot of different um death anxieties and then copied, you know, specific sections from the case study over to to to motivate that. um it was all correct but then I told them you know if they do it that way they might even though they got everything correct they might only get 50% of the answers or 50% of the marks in a way um and then I explained to them just saying the theory and then copying and pasting from the textbook is pretty much a form of plagiarism um so we can't mark that we want you to make it your own words all right so that's quite important where use the information that's in the case to make it a bit more of your own words so for example if we look at the case study and we just look at the last sentence you know, she's also experiencing distress regarding the anticipated impact of the death um of her death on her children's well-being. You can link this to, you know, fear of impact on loved ones. All right, so that's one of the death anxieties. But please don't just quote that sentence then from the case study. You can say, you know, we can clearly see she's experiencing distress or fear or emotional turmoil because she's not sure who's going to look after her children or how, you know, what's going to happen to their well-being after she has passed away. If I read that, I'm like, "Oh, beautiful.

[00:46:10]You understand it. I'm giving you full marks for for that part of the the answer." All right? So, please, when you are um answering the questions, um don't copy and paste from the case study.

[00:46:20]Please make it your own words. That way, we know you understand it. As soon as you do that and I start reading and I see everything is your own words and it makes sense you know it's much easier to give you full marks then um colleagues I don't know if there's anything else from from your sides >> um nothing from my side um colleague the the student that's that is a good point the students in the two groups that I attended did um make it their own words use their own words um so that was also quite good that they they were doing that. Yeah.

[00:46:57]Um I think one thing that I had to highlight was that um students needed to indicate that okay now they are speaking about the grandparents now they speaking about the ch the children because if that is not clearly indicated students will lose marks um because the marker then has to figure out who exactly are you talking about >> yes >> I think that's an important thing yeah thank Yeah. No, that is important. Thank you.

[00:47:27]I think in in our group as well, the one student that answered everything, they did it very well. They said in Marlene's case, the following. In the children's case, the following. In the grandparents case, the following. Um, so they put it up there nicely. Then it's also nice and easy to follow.

[00:47:42]>> Yes. Um, colleagues also on my side.

[00:47:45]Honestly, um, the students made it clear for for for me to to understand um, which person are they talking about.

[00:47:55]Thank you.

[00:47:59]>> All right, I'll quickly give some of the the answers that um I'm just going to give the theory and students can just go and apply it. Nelly, yes, your hand is up.

[00:48:12]You can >> I'm not sure if I'm the only one who's experiencing this, but every time when we have to answer questions and we are separated to groups, it kicks me out and it sent me to room 10 this time around.

[00:48:25]And then I answered and then I kept seeing other students and their answers through but I couldn't hear when the discussions was being made because I was out again and then when I read I was at Mato's um room and then I answered again and I hear the discussion and then I got kicked out again and when I joined you were speaking about um other rooms.

[00:48:49]Basically the time for us to answer was already up. I'm not sure if I'm the only one experiencing the same problem.

[00:48:56]>> It could just be a connection problem maybe that's kicking you out the whole time. Um especially if you were in one of the groups then it might have just kicked you out with a connection and then when you rejoined it it doesn't automatically put you back in the room sometimes. So it could have just been that that happened.

[00:49:12]Um yeah, but if you are in in um with with Dr. Kia then that's also fine because she's she also facilitates those that get kicked out of the room. So you can just carry on with the discussion there.

[00:49:23]Okay, your hand is up.

[00:49:32]>> Sorry, you are very very soft. We can't hear what you're saying. I'm not sure if you've got a >> a microphone or something in earphones maybe.

[00:49:42]>> Can you hear me now?

[00:49:45]>> Very softly, but I can. Yes. Um, it says that I cannot answer in the chat box because chat is only available during the meeting. That's what it says. I cannot answer at all.

[00:49:58]>> All right. But otherwise, you can just unmute yourself as well. Um, we don't have to put it in the in the chat box.

[00:50:05]We prefer having the discussion. I understand some students can't can't unmute now, but yeah, otherwise just unmute and then you can discuss with All right. We're not here to judge your answers. I can promise you that. We're really here just to help find you know where where you misunderstanding and how can you improve.

[00:50:22]>> Okay. Thank you sir.

[00:50:23]>> Thank you.

[00:50:25]>> All right. Okay. Just to quickly give some some um of a theory that's correct that you can just go and use and read up on with the case study and see how you can apply it. So fear of suffering is one of them. You can go and think who can this apply to. Um technically almost all of these can apply to Marlene if I can put it like that. It just depends on how you motivate it. Um fear of isolation and loneliness can also be there. Fear of non-being can be there. Um fear of failing goals also. Fear of humiliation.

[00:50:59]Um I suppose it depends on how you you motivate it. Fear of impact on loved ones. This is definitely there. Fear of punishment or the unknown can also be there. and fear of death of others. So this is more specifically um not necessarily on on Marlene but somebody else within the family members. All right. So you can technically use all of them. It just depends on how you you motivated as long as you motivated correctly.

[00:51:25]All right. Should I elaborate more colleagues or should we just let the students figure it out from there as well?

[00:51:35]>> I think they can figure it out colleague.

[00:51:39]Yeah.

[00:51:42]Okay.

[00:51:44]We can then yeah go over to our last question for for the day and then we'll discuss some some admin things afterwards.

[00:51:54]Yeah. Let me just quickly copy and paste it into the chat again.

[00:52:07]See?

[00:52:17]Okay. Question three.

[00:52:21]Okay. Using the textbook again, support um to support your answers. Provide an explanation of how each of the stages of dying might present in Marley.

[00:52:32]All right. So you need to use the information in the textbook. But how would each one of these stages of dying present in Bali? And with other words, how would they look? How would she display each of these stages? All right.

[00:52:45]Going to move over into the rooms again.

[00:52:48]I just want to reassign everybody that haven't been assigned yet.

[00:53:01]Okay, let's we just open our rooms.

[00:53:49]Okay guys, um please um write your answers on the chat and guys if I didn't read out your your um answer don't give Don't forget me. I already took your name, so don't worry about that. Thank you so much for your participation. I really, really appreciate it. I can see on the second question, we had um 33 people who answered. So, thank you so much. Um I'm going to give you a little bit of a time um to think about it and then answer on the chat. Thank you so much.

[00:55:00]Okay. Um I can see question three. Um Kayla Kitting saying um it's denial because um she did not want to stop vaping.

[00:55:13]Okay. And then anger. Um she is blaming her parents.

[00:55:32]I'm sorry about that. And then um we also have acceptance which is in the end she accepted that she is going to die because she was scared of what will happen to her and her kids. Thank you so much Kayla. And then we also have saying anger. She blames her parents.

[00:55:54]Okay. Number two, denial because um she can't believe it this is happening to her because she is young. Number three, depression, feeling hopeless and just sad because she can't change the situation. And number four, bargaining.

[00:56:17]She may talk to God to to keep her for a bit long.

[00:56:24]um to to to be with her kids and watch them grow and my promise to quit vaping if she leaves. And then number five, acceptance, which is the very last stage. This there is nothing she can do because she's gone through the other faces. So she will just try to make the best out of her last few moments. Thank you so much. Um, and then we have Razia Netti saying stage one, um, denial.

[00:57:17]um saying that how it might present in Marine. Upon first learning of her and stage lung disease diagnosis, Marine would refuse to accept the reality of her terminal condition. She would likely seek alternative um explanations for her symptoms. Um thoughts. This can be happening to me. The doctors mistake.

[00:57:43]Vaping is supposed to be safer than smoking. There's no way it cost this.

[00:57:52]>> Yes. Um, would you like to say something?

[00:57:55]>> On the call. The word say you must pray in private when no one sees you.

[00:57:59]>> Pardon?

[00:58:03]>> I'm saying not on the call.

[00:58:05]Maybe when you are alone later or something.

[00:58:10]>> Maybe I'm low. I can't hear you properly. Can you say that again?

[00:58:20]For the last time.

[00:58:23]>> I think it was a mistake. Ma'am, I'm considering the contents of it. Please.

[00:58:28]>> Oh, okay. Thank you very much.

[00:58:35]And guys um if you would like to say something also you're free to unmute your mic and tell us your answer.

[00:58:50]And then we also have um easel um nail saying denial. The first typical reaction to the possibility of Marlin own death is to deny it. For example, um Marine saying it's not possible.

[00:59:10]Um, I don't know what happened with my chat.

[00:59:29]Okay. Saying the first typical reaction to the possibility of Maroon's own death is to deny it.

[00:59:43]Guys, I can see that a lot of you um are saying the same thing.

[00:59:49]>> Hello.

[00:59:53]Hello.

[01:00:00]Would you like to say something?

[01:00:05]Yes.

[01:00:08]Um oh so as I was saying guys I can see that you guys actually understand on how to apply this. So um please um make sure that even on your um thing exam you do the same thing. You make us proud because up to so far I'm actually impressed with your answers honestly.

[01:00:36]Sabu um Gambul were you saying something?

[01:00:42]>> No ma'am thank you. Okay, thank you.

[01:00:49]So, thank you so much actually for your answers. Um, honestly, I can see that you guys actually understand these um stages. Um, we also have um N Mazold saying that denials you may not want to accept. Let me write it down.

[01:01:17]Oh, colleague, you're back.

[01:01:19]>> I'm Yeah, I'm just going to the other room quick. I'm coming back now.

[01:01:22]>> Okay.

[01:01:25]Saying denial. She She may not want to accept that um her illness is terinal.

[01:01:31]Um anger, she may feel angry and blame her parents for smoking. But again, she may wish for more time to leave for her children. And then depression. She may feel very sad about dying and leaving um her children behind. And then lastly, acceptance. She may slowly accept the situation.

[01:01:57]Thank you so much um Enzo for your answer.

[01:02:03]Yes.

[01:02:05]Could we say for um bargaining that she essentially begins to take could taking medication as a a way to um get more time be considered part of bargaining or no?

[01:02:28]>> Yes. Um actually we can actually um accept that answer because um that person is actually feeling that um with this um current situation that she's in, she may wish for more time to live for her parents. So that person is actually trying to come up with alternative ways in order for her to leave more for her children. So we are um that one that answer we can take it.

[01:03:05]>> Thank you.

[01:03:05]>> Are you answered? Yeah. Thank you so much. Um let me also write your name here.

[01:03:13]>> Which campers are you from?

[01:03:15]>> We are we are back.

[01:03:16]>> Oh thank you.

[01:03:18]>> Thank you colleagues.

[01:03:20]>> So you can quickly finish up. I saw you asking a question. Oh, I was asking Tabum Deleni, which camp which campus are you from?

[01:03:29]>> The PCH campus. Oh, Porch campus. Thank you.

[01:03:38]>> All right, colleagues, how did it go in your rooms?

[01:03:44]It went much better. Uh the students were very engaged in all the groups and they seemed to have a good grasp of the question and their answers reflected that in my groups it also went um better. I think there was one group that didn't participate but the the rest of them all did that I could join. Um so it was looking good. Got a few interesting answers could give a few tips as well.

[01:04:29]Um even on my group actually they were engaging to be honest a lot. I actually told them that I'm impressed with their answers.

[01:04:41]So they were engaging. Thank you so much colleagues.

[01:05:45]colleagues, are we still here or is it just my connectivity on my end?

[01:05:52]>> I'm still here. I think um our colleague um has technical issues on their side.

[01:06:00]>> Okay.

[01:06:01]>> Yes. Oh, >> no. That's that's not a problem.

[01:06:05]That's not a problem at all. So, um I think what what we can do now is that based on their responses, we do see that um the students have had a good grasp and they were engaging. So we should be able to share um um a response with them in terms of uh question number three.

[01:06:34]Um Gabo >> question number three.

[01:06:39]>> Yes, your hand is up.

[01:06:44]>> Okay, ma'am. I just wanted to ask um in this kind of question like will will we be led by how many marks are there or just would we just list all the stages?

[01:06:57]>> Then >> you will be led by um the number of marks but also you will also be led by the case study in terms of how many people is the question say you must refer to regarding the case study.

[01:07:15]So for example, if the case study says only discuss maybe the three or discuss everyone then then that will give you an indication as to how to respond.

[01:07:30]>> Okay. So the question doesn't doesn't normally say we should all the >> Sorry, I lost you.

[01:07:44]Oh, I said um so the question doesn't always mean we should list all the stages.

[01:07:50]>> No, it it will depend. So for example, if we know that there are five stages, right? And if the question is for four months for example and it says discuss the stage the stages or stage in which the grandparents could be in for example. you would know that for four marks it doesn't mean you necessarily list all of them. Um >> because then now you know that you know that there are five you know and if it's saying list and discuss >> then you know that okay maybe list will be maybe it says list and discuss or name and discuss the stage in which the grandparents are in. I'm giving an example right and it's saying four marks. So you know that okay if I name the stage that they are in h the depression stage right I might get one mark and then if I discuss it then I might get maybe an additional uh three marks so so that gives you an indication then you know that it doesn't refer to all of the stages but if the questions >> if the question says can somebody just mute themselves who that it's quite very disruptive. If the question then says using the individuals in the case study, for example, identify and discuss or identify and critically discuss the various stages in which the individuals are probably experiencing with regards to the stages of dying. and you have identified that there are five people in the case study for example and the question now is maybe uh 10 marks or 15 marks then you know that okay now I have to go and identify all the individuals I know that there are five stages of dying so I can list and and and identify every individual in the case study and then now I can then critically discuss And what do we mean by critically discussing? You're bringing in the theory and you're bringing in the example from the case study. And maybe the mark allocation there is 15. So you know that okay, I'll get one mark for correctly identifying that. Okay, Gabo seems to be in denial, right? What does denial say based on the theory? Denial says this. And then you give a a a a more textbook type of definition and then maybe you get two marks for that and then you get maybe another mark where you say this is because in the case study she's so she's showing 1 2 3 4 5 for example. I hope that is clear.

[01:10:55]>> Okay. So it's very important to look at the marks. Look at the marks and what is the question? Those in in your study guide, they are verbs that describe the questions. Go and look at the study guide. What is the verb requiring you to do? When we say identify, what do we want you to do? When we say identify and discuss, what do we want you to do? When we say critically analyze, what do we want you to do? Those verbs will give you an indication of how much you should write and how much you should engage.

[01:11:30]Also looking at the mark allocation.

[01:11:35]>> Okay. Thank you. You're welcome.

[01:11:38]>> Yeah. Sorry colleagues. I got lost there for a second. Um had a disconnection problem. But yes, I just want to reiterate what um Dr. Ramalee was just saying. So when you're answering a question or when you want to know how to answer it, please read the action verbs that are in the question. All right? And read carefully what it asks. Is it asking you to discuss something in the case study? Is it asking you to um predict something? Is it asking you to explain to analyze? All of those are very very important because that'll give you an indication of how you need to answer it. And the mark allocation is usually an indication of how much you need to answer.

[01:12:14]Right? Either your your hand is up Hello sir, can you hear me?

[01:12:28]>> Yes, we can hear you.

[01:12:30]>> Um, because I joined late as I was writing philosophy, I just wanted to find out has the structure of the exam been discussed yet?

[01:12:40]>> The structure of the exam?

[01:12:42]>> Yes. Has it been discussed yet? As I missed most of it as I was writing at 8.

[01:12:47]Yeah. Uh well, do you think it's important to know the the structure?

[01:12:53]>> I think yes.

[01:12:56]>> No, we haven't discussed it yet. We're going to discuss that now.

[01:12:59]>> Oh, okay. Thank you, sir.

[01:13:04]Yeah, Samu.

[01:13:26]All right, your hand is up. We can't hear you. Um, so I think you must just unmute yourself possibly. I see students are doing their um things again where they're posting all their student numbers in the comments section. I don't know why did I don't think anybody here gave instructions for that but everybody seems to be doing that. Um but yeah, the attendance register is now in the comments. So you guys are welcome to go and uh fill that in so long please while we discuss the the last logistical aspects. Colleagues, is there anything else that I've missed or um anything else or can we go on to logistics?

[01:14:06]>> I think we can proceed to the logistics.

[01:14:15]Sorry.

[01:14:18]All right. Just want to see do the students want to know your hand is up.

[01:14:30]And it's done. Okay.

[01:14:34]Um students, do you want to know the the logistics for the exam?

[01:14:43]>> It seems as if they don't want to know colleagues. So I think we can um round off.

[01:14:54]All right.

[01:14:58]Is it Yanni or Yanni? Oh, the hand's gone.

[01:15:03]Cocazi, your hand is up.

[01:15:06]>> Um, good morning everyone. We do want to know.

[01:15:10]>> We do want to know.

[01:15:14]>> Okay.

[01:15:16]All right. It's very simple. So um colleagues you guys can just jump in where where you feel is necessary but it's basically 100 mark we will we will post the thing onundi as well um but it's going to be 100 mark um paper multiplechoice and um longer question and then yeah the multiple choice is going to be both lower order and higher order. So um the single level and the double levels like what you guys wrote in class test two based off of a case study. All right. So, there's going to be a very long case study for you to work through and then you need to answer um a lot of the multiple choice questions and the long question on the case study.

[01:15:57]All right? And it's on based off of study unit one up until study unit 10.

[01:16:01]So, all the study units are covered. If you want a scope, please read through the the study guide. All the study outcomes is your scope. We're not going to ask you not we won't ask anything that's not in the study outcomes. So, please make sure you know what all the outcomes are.

[01:16:16]All right, buddies. Did I leave anything out?

[01:16:23]>> No, I think that's that's about it.

[01:16:26]Um maybe maybe we can speak about the the MCQ that it will be almost similar a mixture between the MCQ questions we had in class test one as well as the semester test as well as the MCQ type of questions we had in class test two.

[01:16:46]>> Yes.

[01:16:48]Yeah. And the Yeah. The exam questions are a lot more difficult than what they were for class test two. All right. So, class stairs two, we um we made them entry level so you guys can get the idea of of how they are. They are a bit challenging, but not as challenging as what they are when when it gets to the exams.

[01:17:07]So, please make sure that you know your theory.

[01:17:11]All right, gift your hand is up. You have your hand raised.

[01:17:20]>> Could you please resend the register cuz the link is not working.

[01:17:24]It is working. The students are filling it in right now. I can see them filling it in.

[01:17:29]>> But I can't.

[01:17:32]>> Right. Just try refresh your browser.

[01:17:34]Maybe just try in a different browser.

[01:17:52]Okay. MCO, your hand is up as well.

[01:18:09]Okay, if your hand is if you raised your hand, please unmute yourself so that you can ask your question.

[01:18:16]>> Can I please ask how much does a multiplechoice weigh?

[01:18:22]Zagan, how much that is >> the multiple choice weigh?

[01:18:27]>> How much does it weigh?

[01:18:29]>> Yes.

[01:18:30]>> You said that the is out of 100. So, how much does a multiple choice weigh?

[01:18:37]>> Uh, not sure if we can tell you that or not.

[01:18:44]>> Okay.

[01:18:56]Yes, I think it's it's important to rather not focus on how many questions will be MCQ, how many questions will be long questions. I think what is important is to grasp the concepts. If you grasp the concepts and you understand the content in whatever format it appears, you should be able to do well.

[01:19:22]>> Yeah. If you know the concepts, if you know the outcomes, then you'll be well, you'll manage.

[01:19:36]Okay. Any other questions? The rest of you that have your hands raised, Marco, you haven't answered yet. Going to lower your hand.

[01:19:52]Sebastian.

[01:20:12]Yeah, if you if you've raised your hand, please unmute yourself and ask.

[01:20:26]>> Hi sir.

[01:20:27]>> Yes.

[01:20:28]>> How are you?

[01:20:30]>> Good, thanks. you.

[01:20:31]>> Good. Thank you. Um I was busy doing the test now for the um study unit 10 and I was submitting it and it said your organization has not enabled Microsoft forms for your current account for when I wanted to save it.

[01:20:48]All right, I'm just going to check.

[01:21:03]It is saving all the responses. I'm not sure why it would have said that.

[01:21:35]Can you just give me your name or your student number quickly please?

[01:21:40]Um, my name is Kayla Keating and my student number is569 >> 3156 >> 569 39 >> 569 3156 >> 31 56 Sorry, just say it again. It deleted here now.

[01:22:13]>> 569 >> 3156.

[01:22:20]>> Okay. Yeah, it didn't save your response. I think just refresh and then try again. Otherwise, just try in a different account as well.

[01:22:28]>> Okay.

[01:22:31]Good morning everyone.

[01:22:33]>> Good morning.

[01:22:35]Um I would like to ask in in terms of the structure of the exam which questions should we focus more on in terms of studying purposes? If for example section A is multiple choice, section B is match the column and section C is longer questions. Are you allowed to give us such a structure?

[01:22:59]>> Yeah, it's just section A and section B.

[01:23:01]So there's just multiple choice and then the long question.

[01:23:04]Oh, okay. Thank you.

[01:23:07]>> You're welcome.

[01:23:15]>> Yeah. Any other final questions? If your hand is up, you must please unmute. You don't need to wait. We won't can't call out all of you.

[01:23:25]>> Can you hear me?

[01:23:27]>> Yeah, Ten can go first and then Sang you can go next. Um, I just wanted to say that during the group groups that we were put into when answering the questions, some of us couldn't unmute ourselves and we've been typing on the chat rooms and no one checked.

[01:23:45]>> All right. Okay. It should be that everybody's able to the settings that everybody could unmute themselves, but we did go through some of the the chats as well.

[01:23:55]Okay.

[01:23:56]>> Thank you, Tang. Hello, sir.

[01:24:01]Hello.

[01:24:01]>> How are you?

[01:24:03]>> Good, thanks. And you?

[01:24:04]>> Um, the form also didn't save my answers.

[01:24:09]>> All right, just just try again. Okay, just refresh it or try in a different browser.

[01:24:15]>> Okay, thank you.

[01:24:16]>> Okay, Dimple, Kayla, you the last two that have your your hands up.

[01:24:26]So, I tried um doing switching like um the brow like my account and I also refreshed my browser, but it's still saying the same thing. It says I must contact my system administrator.

[01:24:39]>> All right. I'm not sure why, but um on which campus are you?

[01:24:48]>> All right. if you get a chance then you can just um come by in consultation times then I'll just see what's happening otherwise we can just manually enter it >> okay that's great thank you >> yeah depang the same as well if you also are still struggling just let us know or just make an appointment with us and we can just assist there okay our last two and then we'll we'll end off Dimple I'm not sure if you have any questions your hands been up but you haven't unmuted and then we have GMA I see Dimple you're saying um okay yeah for now this is the only um online class that we have for study unit 10 it has been recorded and we will upload it onto so you can watch it a bit later as well but we yeah mainly to discuss the the questions um related to to the the theory or to the the questions on Eundi.

[01:25:53]Okay. GMA, anything from your side before we end off.

[01:26:11]All right. I'm assuming not. Okay, colleagues, anything from your side?

[01:26:16]>> Um, thank you very much for facilitating all the questions and providing feedback. Um, I just would like to add that our sick test is on the 18th of May which is on Monday. We will not have any other opportunity for sick test. So, make sure you are available because this is the second opportunity for writing the test. So please make sure all the necessary documents are submitted. I would like to believe at this point everyone has submitted documents because the policy says 5 days after the assessment. So yeah we are not opening another opportunity. This is the first and only opportunity for the sick test.

[01:26:59]>> Thank you.

[01:27:00]>> Thank you. I also just want to add please make sure that you came to see either or that you came to see one of your lecturers at least. Um if you emailed that we often we don't get the emails or they get lost. Um so if you didn't come and see us and we didn't add your name to the list within our offices there's a big chance that it wasn't. Um unless we responded to you and said that you're on the list. But yes, if you didn't come to our office, um there's a very big chance that you're not on the list for for the sick test because we need to check your sick notes and everything to make sure. Um but yeah, if your lecturer did respond and they did tell you that you're on the list, then you don't need to worry. There will be a announcement, but only students that um are eligible to write the sick test, the students that are on the list, only they will receive the announcement. um if you're not on the list then it means you won't receive the announcement and you won't know the arrangements for for the test for the sick test.

[01:27:57]Okay, I I just wanted to add that um for the VC students for the sick test, I will uh send a separate email to them regarding the logistics for that. And then I want to just remind the students to please complete the student evaluation of teaching. It really just takes 5 minutes. Um we have posted the link for you on eundi. So please do complete that because we value that feedback and then to also say that leading towards the exam it's very important that you attend your SI sessions because information very important information will be shared during those sessions. So you might miss out and not get uh valuable information that might help you in the exam. Thank you.

[01:28:57]>> Um would you like to say something?

[01:29:02]>> Hi ma'am.

[01:29:03]>> Hi.

[01:29:05]>> How are you doing?

[01:29:06]>> Gooding yourself?

[01:29:08]>> I'm good. I want him to know about the semester says the six test that I already submitted my medical my medical document but still I haven't got a response am I still going to the response >> yes um actually um if you send an email especially campus remember I said um if you don't come and see me and then mostly if you send an email I normally check the documents and then sometimes I wouldn't reply but then it's there. I have it. I also said it in class.

[01:29:46]>> Okay. No problem.

[01:29:48]>> Yes. Your name is there.

[01:29:50]>> Sure.

[01:29:51]>> Yes.

[01:29:53]>> Because there were a lot of um emails so I couldn't reply one one by one. Thank you.

[01:30:08]Okay. Good morning. Am I audible?

[01:30:11]>> We can hear you. Yes.

[01:30:13]>> All right. Thank you. So, I would like to ask um I did get the response from Miss Milo when I sent the test the the medical certificate, but I haven't seen the list as yet. So, I would like to ask if uh does that mean I my name is not on the list?

[01:30:34]We haven't posted the announcement for the port students yet.

[01:30:38]>> Okay, thank you.

[01:30:42]So, for some of the students who have been sending emails with their sick notes and documents, I send an email or a thumbs up. That basically means that I've seen your email and I've recorded your details.

[01:30:56]So, no need to resend other emails.

[01:31:09]All right, I think that's everything for now.

[01:31:19]All right, thank you very much everybody. Thank you colleagues.

[01:31:24]>> Thank you everyone. Thank you colleagues.

[01:31:27]>> Have a good day.

[01:31:28]>> Thank you. Thank you so much for >> Thank you. Thank you, colleagues.

[01:31:32]Bye-bye.

[01:31:33]>> Thank you.