Scribd
Upload
17 views

Assignment-GE-8

GE 8 assignment based from bsed FILIPINO

Uploaded by

Bea Fabrigar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
17 views

Assignment-GE-8

GE 8 assignment based from bsed FILIPINO

Uploaded by

Bea Fabrigar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 7

Assignment Title: Exploring the Definition of a Good Life Across Age

Groups

Objective:
To explore how people’s definitions of a "good life" vary across age groups,
analyze factors that influence these perspectives, and critically reflect on
how they align or differ from your own understanding.

Instructions

1. Identify and Interview Participants

 Select at least 5 individuals per age group from the following


categories:
o 20–34 years old
o 35–45 years old
o 46–60 years old
 Ensure diversity within each group by including participants from
different professions, socio-economic backgrounds, or cultural settings.
 Ask each participant the following questions:

o "In your opinion, what does it mean to live a good life?"


o "What experiences or values shaped your perspective on a good
life?"
 Record their answers in writing or using an audio recording, ensuring
you have their consent and respect their privacy.
 You may allow them to use their preferred language during interview.
 Be polite in asking their responses.

2. Analyze the Responses

 Group the responses by age range.


 Identify key themes or patterns within each group.
 Explore possible reasons for differences or similarities (e.g., life stages,
responsibilities, cultural expectations).
 Reflect on how the perspectives align or differ from your own definition
of a good life.

3. Write a Comparative Summary

 Write a 2–3-page report that includes: A4, single spaced, Roboto or


Arial
1. Introduction. Briefly explain the purpose of the assignment and
the importance of understanding diverse perspectives on a good
life.
2. Findings by Age Group. Summarize the key themes or
patterns for each group, supported by specific examples from
interviews.
3. Comparison Across Groups. Highlight differences, similarities,
and factors that may explain them.
4. Personal Reflection. Share how the findings influenced or
challenged your understanding of a good life.
5. Documentation. Include photos of you or your group during
data gathering.

4. Prepare a Class Presentation

 Present your findings and reflections in a 5–7 minutes presentation.


 Structure your presentation as follows:
o Introduction: Purpose and overview of the assignment.
o Key Findings: Highlights from each age group and key
comparisons.
o Reflection: Your personal insights and lessons learned.
 Use visual aids such slides, charts, infographics to make your
presentation engaging and clear.

Grading Criteria

1. Content and Depth (40%)


o Depth of analysis, identification of themes, and meaningful
comparisons across age groups.
2. Presentation Skills (30%)
o Clarity, engagement, and effective communication during the
presentation.
3. Organization and Clarity (20%)
o Clear structure in the written report and presentation.
4. Effort and Creativity (10%)
o Thoughtfulness in participant selection, interview process, and
creative presentation of findings.

Reminders:

 Respect participants’ privacy by using pseudonyms or general terms


instead of names.
 Be considerate and open-minded about the responses. Each person’s
perspective is shaped by their unique experiences and values.
 You may do it individually or per group. If by group, include in your
narrative report the roles of each member.

 Ensure that your findings and presentation are WELL-ORGANIZED
AND PROFESSIONAL.

Submission Date: Next Meeting (In Person)


Presentation Date: December 9-13, 2024 (as per class schedule)
Example Output: DO NOT COPY

Exploring the Definition of a Good Life Across Age Groups

Narrative Report

Introduction:

The concept of a "good life" has been a central question for humanity
across cultures and generations. It encompasses ideas of happiness,
purpose, and fulfillment but is often influenced by individual experiences,
societal roles, and age. This study aimed to explore how the definition of a
good life varies across three age groups (20–34, 35–45, and 46–60 years old)
and reflect on how these perspectives compare to my own understanding.

Findings by Age Group:

1. Age Group: 20–34 Years Old


Participants in this age range frequently associated the good life with
personal freedom, self-expression, and career growth. Common
themes included:

 Achieving career success: “Being financially stable and loving what I


do for a living.”
 Exploring the world: “Traveling and experiencing different cultures
makes life fulfilling.”
 Forming meaningful relationships: “Having a supportive circle of
friends and family.”

2. Age Group: 35–45 Years Old


This group emphasized family stability, health, and security as primary
components of a good life. Notable responses included:
 Providing for the family: “Being able to support my kids’ education
and needs is my priority.”
 Maintaining health: “A good life means staying healthy so I can
continue working and being there for my family.”
 Building lasting relationships: “Strong bonds with loved ones and
peace of mind are essential.”

3. Age Group: 46–60 Years Old


For participants in this age range, legacy, contentment, and spiritual
well-being were recurring themes. Key insights were:

 Leaving a legacy: “A good life means being remembered for the


positive impact I made.”
 Contentment: “Being happy with what I have and where I am in life.”
 Spiritual connection: “Living a life that aligns with my faith and
values.”

Comparison Across Groups:

The responses revealed a clear progression in priorities as individuals


age:

 Younger participants (20–34) prioritized individual achievements


and experiences, reflecting their stage of self-discovery and ambition.
 Middle-aged individuals (35–45) focused on family and security, as
they are often balancing professional responsibilities and caregiving
roles.
 Older participants (46–60) leaned towards contentment, legacy, and
spirituality, showcasing their reflective outlook on life.

Despite these differences, all groups valued relationships and a sense


of purpose, though these were expressed differently based on age.

Personal Reflection:

I realized that my definition of a good life—achieving career success


and enjoying meaningful experiences—closely aligns with the younger group
(20–34). However, hearing perspectives from older individuals gave me a
broader understanding of life’s priorities. Their focus on family, health, and
leaving a legacy inspired me to reflect on how I might incorporate these
values into my own goals.
Documentation:

Insert pictures here with caption

Slide Content SAMPLE

Class Presentation Outline (More visuals, less


words)
Slide 1: Title Slide

 Exploring the Good Life Across Age Groups


 Presented by [Your Name]

Slide 2: Key Findings

 20–34 Years Old: Career, freedom, and exploration.


 35–45 Years Old: Family stability, health, and security.
 46–60 Years Old: Legacy, contentment, and spirituality.

Slide 3: Comparison

 Themes of relationships and purpose are universal but expressed


differently across ages.
 Younger participants focus on achievement; older participants on
reflection and legacy.

Slide 5: Personal Reflection

 My definition aligns closely with the younger age group.


 I now appreciate the broader, long-term perspectives shared by older
participants.

Slide 6: Conclusion

 The good life is shaped by age, roles, and life experiences.


 Reflecting on diverse perspectives helps us develop a deeper
understanding of life’s priorities.

Slide 8: END

You might also like