Test Bank For Death and Dying, Life and Living , 8th Edition

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1.In the allegory “The Horse on the Dining-Room Table,” the Guru advises his listener that:a.Some people may be made more comfortable by not speaking of the horse.b.If you speak about the horse, you will enable all others to do so as well.c.Speaking about the horse can render its presence less powerful.d.All of thesee.None of theseANSWER:cPOINTS:1DIFFICULTY:UnderstandREFERENCES:PrologueQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-1 - To explore the nature and role of education about death, dying, andbereavement (often called “death education”)OTHER:p. xxviiiDATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM2.Death Cafe gatherings are:a.Planned or scheduled on a regular basisb.Events that bring together friends or people who knew each other before the gatheringc.Events designed to lead participants to a specific conclusion or course of actiond.Intended to increase awareness of death so as to help people make the most of their livese.Planned as grief support groupsANSWER:dPOINTS:1DIFFICULTY:UnderstandREFERENCES:Death CafeQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:p. 3DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage1

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3.The Death Cafe movement and its gatherings:a.Have arisen spontaneouslyb.Are lecture or educational sessionsc.Began in Luxembourg and Manchester, Englandd.Have only taken place in England and the United Statese.None of theseANSWER:aPOINTS:1DIFFICULTY:UnderstandREFERENCES:Death CafeQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:p. 3DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM4.To say that death was a “taboo topic” in American society during the 1960s and early 1970s means that:a.A fundamental and defining aspect of human life had largely been removed from investigation and criticalstudy.b.This subject is a branch of “thanatology.”c.This topic is most closely associated with sorcery and witchery.d.All of thesee.None of theseANSWER:aPOINTS:1DIFFICULTY:UnderstandREFERENCES:A Taboo Topic? A Death-Denying Society?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-2 - To examine concerns that lead people to discuss and study death-relatedsubjects.OTHER:pp. 3-4DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage2

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5.When people say that death is not a taboo topic, they mean ____________.a.that it is not a fit subject for education and researchb.ours is a death-denying societyc.our society and individuals in it both accept and deny death simultaneouslyd.that death is a depressing or morbid subjecte.All of theseANSWER:cPOINTS:1DIFFICULTY:UnderstandREFERENCES:A Taboo Topic? A Death-Denying Society?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-2 - To examine concerns that lead people to discuss and study death-relatedsubjects.OTHER:pp. 3-4DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM6.The modern death awareness movement, emphasizing research and writing about death-related experiences, beganaround __________.a.the end of the 19th centuryb.the third decade of the 20thcenturyc.the early 1800sd.the late 1950s through the early 1970se.1985ANSWER:dPOINTS:1DIFFICULTY:UnderstandREFERENCES:A Taboo Topic? A Death-Denying Society?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:p. 5DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage3

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7.The modern death awareness movement has involved:a.New programs of care for the dyingb.Research on attitudes toward deathc.New ways of assisting bereaved personsd.All of thesee.None of theseANSWER:dPOINTS:1DIFFICULTY:UnderstandREFERENCES:A Taboo Topic? A Death-Denying Society?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:p. 5DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM8.“Thanatology” refers to:a.The study of death with life left inb.New programs for care of the dyingc.Ways to offer support to bereaved personsd.All of thesee.Eone of theseANSWER:dPOINTS:1DIFFICULTY:UnderstandREFERENCES:A Taboo Topic? A Death-Denying Society?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:p. 5DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage4

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9.“Thanatology” is __________.a.the study of taboo topicsb.the examination of Greek origins of wordsc.a way of exploring literature for childrend.the study of death-related topicse.None of theseANSWER:dPOINTS:1DIFFICULTY:UnderstandREFERENCES:A Taboo Topic? A Death-Denying Society?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:p. 5DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM10.According to our textbook, “thanatology”__________.a.refers to myths about deathb.is an ancient Latin word referring to obsession with deathc.comes from two Greek words and refers to a scientific study of deathd.began as a science in the 18thcenturye.refers to a dying scienceANSWER:cPOINTS:1DIFFICULTY:UnderstandREFERENCES:A Taboo Topic? A Death-Denying Society?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-1 - To explore the nature and role of education about death, dying, andbereavement (often called “death education”)OTHER:p. 5DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage5

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11.A person who enrolls in a course in the field of death, dying, and bereavement because his or her Grandmother isterminally ill is primarily expressing a concern about:a.Vocational reasonsb.A current death-related experiencec.Intellectual curiosity about the subjectd.The aftermath of an unresolved death-related experiencee.All of theseANSWER:bPOINTS:1DIFFICULTY:ApplyREFERENCES:Concerns Leading People to Study Death-Related SubjectsQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-2 - To examine concerns that lead people to discuss and study death-relatedsubjects.OTHER:p. 5DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM12.A person who enrolls in a course in the field of death, dying, and bereavement because of distress about someone'sdeath a year earlier is primarily expressing a concern about:a.Vocational reasonsb.A current death-related experiencec.Intellectual curiosity about the subjectd.An unresolved death-related experiencee.All of theseANSWER:dPOINTS:1DIFFICULTY:ApplyREFERENCES:Concerns Leading People to Study Death-Related SubjectsQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-2 - To examine concerns that lead people to discuss and study death-relatedsubjects.OTHER:p. 5DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage6

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13.A person who enrolls in a course in the field of death, dying, and bereavement in order to be better prepared to workas a nurse is primarily expressing a concern about:a.Vocational reasonsb.A current death-related experiencec.Intellectual curiosity about the subjectd.An unresolved death-related experiencee.All of theseANSWER:aPOINTS:1DIFFICULTY:ApplyREFERENCES:Concerns Leading People to Study Death-Related SubjectsQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-2 - To examine concerns that lead people to discuss and study death-relatedsubjects.OTHER:p. 5DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM14.A person who enrolls in a course in the field of death, dying, and bereavement because "no important person in mylife has yet died but I am concerned about what that experience might be like" is primarily expressing a concernabout:a.Vocational reasonsb.A current death-related experiencec.Intellectual curiosity about the subjectd.An unresolved death-related experiencee.All of theseANSWER:cPOINTS:1DIFFICULTY:ApplyREFERENCES:Concerns Leading People to Study Death-Related SubjectsQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-2 - To examine concerns that lead people to discuss and study death-relatedsubjects.OTHER:p. 5DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage7

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15.Education about death, dying, and bereavement needs to develop special sensitivity and compassion for its participantsbecause: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.ANSWER:dPOINTS:1DIFFICULTY:UnderstandREFERENCES:Concerns Leading People to Study Death-Related SubjectsQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:pp. 5-6DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM16.College courses on death, dying, and bereavement are examples of:a.Formal educationb.Informal educationc.Team teachingd.Death-related counselinge.None of theseANSWER:aPOINTS:1DIFFICULTY:ApplyREFERENCES:How Is Education About Death, Dying, and Bereavement Conducted?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-1 - To explore the nature and role of education about death, dying, andbereavement (often called “death education”)OTHER:p. 6DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage8

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17.Online courses on death, dying, and bereavement are examples ofa.Formal educationb.Informal educationc.Team teachingd.Death-related counselinge.None of theseANSWER:aPOINTS:1DIFFICULTY:ApplyREFERENCES:How Is Education About Death, Dying, and Bereavement Conducted?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-1 - To explore the nature and role of education about death, dying, andbereavement (often called “death education”)OTHER:p. 6DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM18.The booklet,Lessons from Lions, uses slides from the Disney movie,TheLion Kingto encourage discussions aboutsuch common but unhelpful reactions following a loss as:a.Acknowledging that a bad thing has happenedb.Never telling anyone about your grief reactionsc.Facing the problem and the pain you are experiencingd.All of thesee.None of theseANSWER:bPOINTS:1DIFFICULTY:UnderstandREFERENCES:How Is Education About Death, Dying, and Bereavement Conducted?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:p. 6DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage9

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19.Education about death, dying, and bereavement arising out of interactions within a family or similar social group is:a.Formal educationb.Informal educationc.Team teachingd.Death-related counselinge.None of theseANSWER:bPOINTS:1DIFFICULTY:ApplyREFERENCES:How Is Education About Death, Dying, and Bereavement Conducted?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:pp. 7-8DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM20.The ending of the story ofLittle Red Ridingwas changed apparently because some_________.a.thought that the original ending was too gentle to Little Red Riding Hood herselfb.wanted to emphasize the party at the end of later versionsc.sought to be gentler to the wolf in later endingsd.All of thesee.None of theseANSWER:ePOINTS:1DIFFICULTY:UnderstandREFERENCES:Issues for Critical ReflectionQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-2 - To examine concerns that lead people to discuss and study death-relatedsubjects.OTHER:pp. 7-8DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage10

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21.The ending of the story of Little Red Riding was changed apparently because some __________.a.thought that the original ending was too gentle to Little Red Riding Hood herselfb.wanted to emphasize the party at the end of later versionsc.wanted to remove Grandmother from the later endingsd.thought that children would be upset by human death in the first version of the storye.sought to be kinder to the wolf in later endingsANSWER:dPOINTS:1DIFFICULTY:UnderstandREFERENCES:Issues for Critical ReflectionQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-2 - To examine concerns that lead people to discuss and study death-relatedsubjects.DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM22.Issues for Critical Reflection #2in the eighth edition ofDeath & Dying, Life & Livingdescribes four versionsof what really happened to Little Red Riding Hood. What did happen, according to at least some of these versions?a.The wolf ate Little Red Riding Hood up.b.A woodsman killed the wolf with an axe, cut him open, and out stepped Little Red Riding Hood.c.A hunter shot the wolf before he could reach Little Red Riding Hood.d.All of thesee.None of theseANSWER:dPOINTS:1DIFFICULTY:ApplyREFERENCES:Issues for Critical ReflectionQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-2 - To examine concerns that lead people to discuss and study death-relatedsubjects.OTHER:pp. 7-8DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage11

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23.When children learn about death by finding, touching, and burying a dead bird in the woods, their experience illustratesthe potential of:a.Formal educationb.Teachable momentsc.A near-death experienced.Vocational motivatione.Self-centered behaviorANSWER:bPOINTS:1DIFFICULTY:ApplyREFERENCES:How Is Education About Death, Dying, and Bereavement Conducted?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-4 - To describe four dimensions of education about death, dying, andbereavement.OTHER:p. 8DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM24.Deaths resulting from a natural disaster or an automobile accident __________.a.should never be used as a basis for education about death and grief with children younger than eight years oldb.can provide “teachable moments” for a discussion with children about death and griefc.should not be used as a form of formal education in a classroom with children younger than 12 years oldd.should only be discussed with children by their parentse.are too traumatic to serve as subjects in the formal education of childrenANSWER:bPOINTS:1DIFFICULTY:Think CriticallyREFERENCES:How Is Education About Death, Dying, and Bereavement Conducted?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:p. 8DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage12

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25.Teachable moments in which children encounter a dead pet are examples of:a.Online educationb.Informal educationc.Formal educationd.All of thesee.None of theseANSWER:bPOINTS:1DIFFICULTY:ApplyREFERENCES:How Is Education About Death, Dying, and Bereavement Conducted?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:p. 8DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM26.Comprehensive education about death, dying, and bereavement typically involves four central dimensions:a.Physical, psychological, social, and spiritualb.Cognitive, affective, behavioral, and valuationalc.Religious, medical, intrapersonal, and interpersonald.All of thesee.None of theseANSWER:bPOINTS:1DIFFICULTY:UnderstandREFERENCES:Four Dimensions of Education About Death, Dying, and BereavementQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-4 - To describe four dimensions of education about death, dying, andbereavement.OTHER:pp. 11-12DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage13

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27.When a death and dying course imparts information about death-related experiences and issues, this exemplifieswhich dimension of death-related education?a.Affectiveb.Behavioralc.Cognitived.Effectivee.ValuationalANSWER:cPOINTS:1DIFFICULTY:ApplyREFERENCES:Four Dimensions of Education About Death, Dying, and BereavementQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-4 - To describe four dimensions of education about death, dying, andbereavement.OTHER:p. 11DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM28.When a death and dying course discusses specific diseases and describes mortality statistics, this exemplifies whichdimension of death-related education?a.Affectiveb.Behavioralc.Cognitived.Effectivee.ValuationalANSWER:cPOINTS:1DIFFICULTY:ApplyREFERENCES:Four Dimensions of Education About Death, Dying, and BereavementQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-4 - To describe four dimensions of education about death, dying, andbereavement.OTHER:p. 11DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage14

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29.When a death and dying course tries to sensitize the non-bereaved to the depth and complexities of grief, thisexemplifies which dimension of death-related education?a.Affectiveb.Behavioralc.Cognitived.Effectivee.ValuationalANSWER:aPOINTS:1DIFFICULTY:ApplyREFERENCES:Four Dimensions of Education About Death, Dying, and BereavementQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-4 - To describe four dimensions of education about death, dying, andbereavement.OTHER:p. 11DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM30.In studying the “affective dimension” of education about death, dying, and bereavement, __________.a.one studies beliefs and teachings about life after deathb.one examines how the death of someone loved will affect a survivor’s behaviorc.one must be totally objective about someone’s personal beliefs about an after-lifed.one studies feelings, emotions, and attitudes about death, dying, and bereavemente.None of the aboveANSWER:dPOINTS:1DIFFICULTY:ApplyREFERENCES:Four Dimensions of Education About Death, Dying, and BereavementQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-4 - To describe four dimensions of education about death, dying, andbereavement.OTHER:p. 11DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage15

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31.When a death and dying course emphasizes the behavioral dimension of education about death, dying, andbereavement, it will focus on:a.Presence and active listeningb.Reflecting on one’s personal valuesc.Showing people how to forget or get over the death of a significant person in their livesd.Describing cultural patterns among different groups of peoplese.New theories about subjects like HIV and AIDSANSWER:aPOINTS:1DIFFICULTY:ApplyREFERENCES:Four Dimensions of Education About Death, Dying, and BereavementQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-4 - To describe four dimensions of education about death, dying, andbereavement.OTHER:pp. 11-12DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM32.When a death and dying course shows how people actually do respond in death- related situations, this exemplifieswhich dimension of death-related education?a.Affectiveb.Behavioralc.Cognitived.Effectivee.ValuationalANSWER:bPOINTS:1DIFFICULTY:ApplyREFERENCES:Four Dimensions of Education About Death, Dying, and BereavementQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-4 - To describe four dimensions of education about death, dying, andbereavement.OTHER:p. 12DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage16

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33.When a death and dying course explores statements such as "life is sacred" or "life is absolute," this exemplifieswhich dimension of death-related education?a.Affectiveb.Behavioralc.Cognitived.Effectivee.ValuationalANSWER:ePOINTS:1DIFFICULTY:ApplyREFERENCES:Four Dimensions of Education About Death, Dying, and BereavementQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-4 - To describe four dimensions of education about death, dying, andbereavement.OTHER:p. 12DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM34.To say “We would not have this life as we know it if death were not one of its essential parts” is to point most directlyto which of the following dimensions of death-related education?a.Affectiveb.Behavioralc.Indubitabled.Effectivee.ValuationalANSWER:ePOINTS:1DIFFICULTY:Think CriticallyREFERENCES:Four Dimensions of Education About Death, Dying, and BereavementQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-4 - To describe four dimensions of education about death, dying, andbereavement.OTHER:p. 12DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage17

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35.The letter from Mrs. Koerner reproduced inPersonal Insights 1.2in the eighth edition ofDeath & Dying, Life &Livingthanked the instructor of a course on death and dying for:a.Helping people to understand griefb.Teaching people how to diec.Preparing physicians and nurses to care for those who are dyingd.Giving challenging examinationse.Engaging in informal education about death, dying, and bereavementANSWER:bPOINTS:1DIFFICULTY:UnderstandREFERENCES:Personal InsightsQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-5 - To identify six main goals of education about death, dying, and bereavement.OTHER:pp. 12-13DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM36.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:a.To assist individuals in appreciating how development across the human life course interacts with death-relatedissuesb.To enhance the ability of individuals to communicate effectively about death-related mattersc.To prepare individuals for their public roles as citizensd.To help modern societies understand assisted suicide and euthanasiae.To enrich the personal lives of individualsANSWER:ePOINTS:1DIFFICULTY:Think CriticallyREFERENCES:Six Goals of Education About Death, Dying, and BereavementQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-5 - To identify six main goals of education about death, dying, and bereavement.OTHER:p. 13DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage18

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37.When education about death, dying, and bereavement helps people make individual choices about health care andfuneral services, it is serving which of the following goals?a.Preparing individuals for their public roles as citizens and professionals in societyb.Informing and guiding people in their personal transactions with societyc.Enriching the personal lives of participantsd.All of thesee.None of theseANSWER:bPOINTS:1DIFFICULTY:ApplyREFERENCES:Six Goals of Education About Death, Dying, and BereavementQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-5 - To identify six main goals of education about death, dying, and bereavement.OTHER:p. 13DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM38.When education about death, dying, and bereavement contributes to policy making in matters like advance directivesand organ transplantation, it is serving which of the following goals?a.Preparing individuals for their public roles as citizens and professionals within a societyb.Informing and guiding individuals in their personal transactions with societyc.Enriching the personal lives of participantsd.All of thesee.None of theseANSWER:aPOINTS:1DIFFICULTY:ApplyREFERENCES:Six Goals of Education About Death, Dying, and BereavementQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-5 - To identify six main goals of education about death, dying, and bereavement.OTHER:p. 13DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage19

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39.Our textbook suggests that studying death, dying, and bereavement can help us learn about:a.Vulnerability and resilienceb.Individuals and communitiesc.Control and limitationsd.All of the abovee.None of the aboveANSWER:dPOINTS:1DIFFICULTY:UnderstandREFERENCES:What Are Some of the Things We Can Learn About Life and Living by StudyingDeath, Dying, and Bereavement?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-6 - To indicate lessons we can learn about four central themes in life and living bystudying death, dying, and bereavement.OTHER:p. 14DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM40.The title of the group "Make Today Count" parallels which goal of education about death, dying, and bereavement?a.Preparing individuals for their public roles as citizens and professionals in societyb.Informing and guiding individuals in their personal transactions with societyc.Enriching the personal lives of participantsd.All of thesee.None of theseANSWER:cPOINTS:1DIFFICULTY:Think CriticallyREFERENCES:What Are Some of the Things We Can Learn About Life and Living by StudyingDeath, Dying, and Bereavement?QUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:1-5 - To identify six main goals of education about death, dying, and bereavement.OTHER:p. 14DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage20

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41.Discuss two lessons that you would draw for our course from the calligraphic image on p. 2 in the eighth edition ofDeath & Dying, Life & Living.ANSWER:See p. 2POINTS:1DIFFICULTY:Think CriticallyREFERENCES:What Are Some of the Things We Can Learn About Life and Living by StudyingDeath, Dying, and Bereavement?QUESTION TYPE:Subjective Short AnswerHAS VARIABLES:FalseLEARNING OBJECTIVES:1-6 - To indicate lessons we can learn about four central themes in life and living bystudying death, dying, and bereavement.OTHER:p. 2DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM42.What concerns led you to enroll in a course on death, dying, and bereavement? How do your concerns relate to thosedescribed in Chapter 1 in our textbook?ANSWER:See p. 5POINTS:1DIFFICULTY:Think CriticallyREFERENCES:Concerns Leading People to Study Death-Related SubjectsQUESTION TYPE:Subjective Short AnswerHAS VARIABLES:FalseLEARNING OBJECTIVES:1-2 - To examine concerns that lead people to discuss and study death-relatedsubjects.OTHER:p. 5DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage21

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43.Explain the difference between formal and informal education in the field of death, dying, and bereavement. Give aspecific example of each of these types of education.ANSWER:See pp. 6-8POINTS:1DIFFICULTY:Think CriticallyREFERENCES:How Is Education About Death, Dying, and Bereavement Conducted?QUESTION TYPE:Subjective Short AnswerHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:pp. 6-8DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM44.Explain the concept of a "teachable moment." Give an example of such a moment as a form of education about death,dying, and bereavement.ANSWER:See p.8POINTS:1DIFFICULTY:ApplyREFERENCES:How Is Education About Death, Dying, and Bereavement Conducted?QUESTION TYPE:Subjective Short AnswerHAS VARIABLES:FalseLEARNING OBJECTIVES:1-3 - To look briefly at how education about death, dying, and bereavement isconductedOTHER:p. 8DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage22

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45.Read the letter inPersonal Insights 1.2in the eighth edition ofDeath & Dying,Life & Living. Comment thoughtfully on what the author is saying and what the recipient might think.ANSWER:See p. 13POINTS:1DIFFICULTY:Think CriticallyREFERENCES:Personal InsightsQUESTION TYPE:Subjective Short AnswerHAS VARIABLES:FalseLEARNING OBJECTIVES:1-6 - To indicate lessons we can learn about four central themes in life and living bystudying death, dying, and bereavement.OTHER:p. 13DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM46.Explain the meanings of the terms “education about death, dying, and bereavement” and “thanatology.” Show howthey are or are not related.ANSWER:See p. 5POINTS:1DIFFICULTY:ApplyREFERENCES:A Taboo Topic? A Death-Denying Society?QUESTION TYPE:EssayHAS VARIABLES:FalseLEARNING OBJECTIVES:1-1 - To explore the nature and role of education about death, dying, andbereavement (often called “death education”)OTHER:p. 5DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage23

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47.Identify and explain four of the six concerns mentioned in our textbook that might lead people to the study of death-related subjects.ANSWER:See p. 5POINTS:1DIFFICULTY:ApplyREFERENCES:Concerns Leading People to Study Death-Related SubjectsQUESTION TYPE:EssayHAS VARIABLES:FalseLEARNING OBJECTIVES:1-2 - To examine concerns that lead people to discuss and study death-relatedsubjects.OTHER:p. 5DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM48.Identify and explain the four central dimensions of education about death, dying, and bereavement as they weredescribed in Chapter 1 in our textbook. Give a specific example of each.ANSWER:See pp. 11-12POINTS:1DIFFICULTY:ApplyREFERENCES:Four Dimensions of Education About Death, Dying, and BereavementQUESTION TYPE:EssayHAS VARIABLES:FalseLEARNING OBJECTIVES:1-4 - To describe four dimensions of education about death, dying, andbereavement.OTHER:pp. 11-12DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM49.Identify and explain four of the principal goals of education about death, dying, and bereavement as they weredescribed in Chapter 1 in our textbook. Give an example of each.ANSWER:See pp. 11-14POINTS:1DIFFICULTY:Think CriticallyREFERENCES:Six Goals of Education About Death, Dying, and BereavementQUESTION TYPE:EssayHAS VARIABLES:FalseLEARNING OBJECTIVES:1-5 - To identify six main goals of education about death, dying, and bereavement.OTHER:pp. 11-14DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage24

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50.Identify and explain three of the lessons about life and living that are described in Chapter 1 in our textbook asresulting from the study of death, dying, and bereavement. Give a specific example of each.ANSWER:See pp. 14-15POINTS:1DIFFICULTY:ApplyREFERENCES:What Are Some of the Things We Can Learn About Life and Living by StudyingDeath, Dying, and Bereavement?QUESTION TYPE:EssayHAS VARIABLES:FalseLEARNING OBJECTIVES:1-6 - To indicate lessons we can learn about four central themes in life and living bystudying death, dying, and bereavement.OTHER:pp. 14-15DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM51.(A question designed to be used when Chapter 1 is taught at the end of a course on death, dying, and bereavement.)Attig (1981) has argued that educators in the field of death, dying, and bereavement have a responsibility of providingcare for their students. Give one concrete example of a way in which this responsibility was implemented in yourcourse on death, dying, and bereavement. Explain your answer.ANSWER:See pp. 5-6POINTS:1DIFFICULTY:Think CriticallyREFERENCES:Concerns Leading People to Study Death-Related SubjectsQUESTION TYPE:EssayHAS VARIABLES:FalseLEARNING OBJECTIVES:1-1 - To explore the nature and role of education about death, dying, andbereavement (often called “death education”)OTHER:pp. 5-6DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage25

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1.Death-related experiences include which of the following:a.Death-related practicesb.Encounters with deathc.Attitudes toward deathd.All of thesee.None of theseANSWER:dPOINTS:1DIFFICULTY:UnderstandREFERENCES:PrologueQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:2-1 - To identify and explain death-related encounters as a component of death-related experiences.OTHER:pp. 17-18DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM2.Encounters with death can be studied by looking at:a.Death ratesb.Average life expectancyc.Deaths caused by communicable diseasesd.Dying trajectoriese.All of theseANSWER:ePOINTS:1DIFFICULTY:UnderstandREFERENCES:Encountering Death in America TodayQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:2-1 - To identify and explain death-related encounters as a component of death-related experiences.OTHER:p. 19DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage1

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3.The vignette near the beginning of Chapter 2 explained that Bryan Lee Curtis wanted to:a.Support smoking cigarettes as a personal choiceb.Provide people with information about the dangers of smokeless tobacco usec.Teach people how to died.Change personal attitudes, behaviors, and values related to smoking cigarettese.Leave behind a happy legacy for his wife and sonANSWER:dPOINTS:1DIFFICULTY:UnderstandREFERENCES:Bryan Lee Curtis Shares His Encounter With DeathQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:2-1 - To identify and explain death-related encounters as a component of death-related experiences.OTHER:p. 20DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM4.The crude or unadjusted death rate for males in the United States in 2014_________.a.was approximately 8.0 per 1,000b.nearly 50 percent higher than the comparable rate for femalesc.reached a new low of 724.6 deaths per 100,000d.was significantly lower than the comparable rate for femalese.None of theseANSWER:aPOINTS:1DIFFICULTY:UnderstandREFERENCES:Encountering Death in America TodayQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:2-2 - To identify the following principal features of current death-related encountersin the United States: death rates, average life expectancy, causes of death, dyingtrajectories, and place of death.TOPICS:Death RatesOTHER:p. 21DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage2

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5.During 2014, how many people died in the United States?a.Just over 1.2 millionb.Approximately 2.6 millionc.750,000d.13.4 millione.6 millionANSWER:bPOINTS:1DIFFICULTY:UnderstandREFERENCES:Encountering Death in America TodayQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:2-2 - To identify the following principal features of current death-related encountersin the United States: death rates, average life expectancy, causes of death, dyingtrajectories, and place of death.TOPICS:Death RatesOTHER:pp. 21-22DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM6.During 2014 in the United States, there were _________.a.more than 2.6 million deathsb.just over 1.6 million deathsc.nearly 10 million deathsd.approximately five million deathse.188 million deathsANSWER:aPOINTS:1DIFFICULTY:UnderstandREFERENCES:Encountering Death in America TodayQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:2-2 - To identify the following principal features of current death-related encountersin the United States: death rates, average life expectancy, causes of death, dyingtrajectories, and place of death.TOPICS:Death RatesOTHER:pp. 21-22DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage3

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7.Death rates _________.a.indicate how long a typical person in a society is likely to liveb.are inversely related to the number of deaths that occurred in a specific societyc.reflect the number of people in a specific group who die during a particular time periodd.All of thesee.None of theseANSWER:cPOINTS:1DIFFICULTY:UnderstandREFERENCES:Encountering Death in America TodayQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:2-2 - To identify the following principal features of current death-related encountersin the United States: death rates, average life expectancy, causes of death, dyingtrajectories, and place of death.TOPICS:Death RatesOTHER:p. 21DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM8.The overall, age-adjusted death rate for the United States in 2014_________.a.reached a record-low historical figureb.represented a decrease of approximately one percent from the 2013 ratec.was 724.6 deaths per 100,000 standard populationd.All of thesee.None of theseANSWER:dPOINTS:1DIFFICULTY:UnderstandREFERENCES:Encountering Death in America TodayQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:2-3 - To indicate some ways in which these features of death-related encountershave changed over time.TOPICS:Death RatesOTHER:p. 21DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage4

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9.Death rates:a.Can only be determined accurately when a society keeps adequate birth and death ratesb.Are equivalent to the total number of deaths in a societyc.Cannot easily be determined on any basis other than genderd.By themselves can provide a good picture of the numbers of aged people in a societye.None of theseANSWER:aPOINTS:1DIFFICULTY:UnderstandREFERENCES:Encountering Death in America TodayQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:2-2 - To identify the following principal features of current death-related encountersin the United States: death rates, average life expectancy, causes of death, dyingtrajectories, and place of death.TOPICS:Death RatesOTHER:p. 21DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AM10.In many poor and not well-organized societies today, _________.a.statistical accuracy concerning death rates must give way to imprecise estimatesb.a fund of accurate demographic statistics is not availablec.demographic statistics derive from birth, death, and census recordsd.All of thesee.None of theseANSWER:dPOINTS:1DIFFICULTY:UnderstandREFERENCES:Encountering Death in America TodayQUESTION TYPE:Multiple ChoiceHAS VARIABLES:FalseLEARNING OBJECTIVES:2-2 - To identify the following principal features of current death-related encountersin the United States: death rates, average life expectancy, causes of death, dyingtrajectories, and place of death.TOPICS:Death RatesOTHER:p. 22DATE CREATED:12/21/2017 11:15 AMDATE MODIFIED:12/21/2017 11:15 AMPage5

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